Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review

By D. D Brown, Gordon A. Ewy, Loryn Feinberg, J. Felner, I. Gessner, D. L. Gordon, Barry S. Issenberg, W. McGaghie, Rosanna Millos, E. Petrusa and 5 more. Medical Teacher, 2005

3,848 citations recorded by the source corpus.

Subfields: Family Practice, Physiology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/08940e01c20a2f644f2e0826c8cf4ed98cc09bde

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Citations in the corpus

Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing (2014, background): “Explicitly clarifying learning objectives, actively exploring learners’ objectives, explaining or demonstrating the properties of the simulators, explaining the process and timing of the debriefing or other postsimulation analysis activities, and creating shared agreements with learners regarding th”
Learning Through Debriefing: Students' Perspectives (2014, background): “Several influential reviews of simulation literature (Issenberg et al., 2005; McGaghie et al., 2010) found feedback during debriefing essential to learning.”
The role of assessment in competency-based medical education (2010, background): “Although various forms of simulation are becoming standard (Issenberg et al. 2005; Cleland et al. 2009), learning and assessment will occur predominantly in the clinical workspace for the foreseeable future.”
Simulation and Psychomotor Skill Acquisition: A Review of the Literature (2012, background): “In addition to the above findings, a systematic review of high-fidelity simulation in medical education showed that simulation can improve learning in clinical and procedural skills and patient management, although in this review simulation was not compared with other educational modalities (Issenbe”
Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82 (2013, methodology): “( Issenberg et al. 2005) .”
Using Technology to Meet the Challenges of Medical Education. (2015, background): “Issenberg et al concluded that although research in this field needs improvement in terms of rigor and quality, high-TABLE (13).”
Goals, Success Factors, and Barriers for Simulation-Based Learning (2012, background): “This idea is in line with our own previous work (Dieckmann, 2009; Dieckmann et al., 2007) as well as that of others (Curran, 2008; Issenberg et al., 2005; Johnson, 2004; Rystedt & Lindwall, 2004).”
A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 (2006, methodology): “The model has also been used by other BEME groups (e.g. Issenberg et al., 2005) as well as other review groups (e.g. Freeth et al., 2003), and with some modifications, was well suited to our review.”
Reporting guidelines for health care simulation research: extensions to the CONSORT and STROBE statements (2016, background): “This, coupled with a plethora of instructional design features in simulation-based educational research, makes describing the simulation intervention a critically important component of any educational study involving simulation (Table 3) [6, 8, 19].”
Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. (2011, methodology): “Criterion B was fulfilled if (1) a randomized study concealed allocation or (2) an observational study controlled for another baseline learner characteristic.”