Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis

By D. A. Cook, S. Hamstra, Ryan Brydges, B. Zendejas, Jason H. Szostek, Amy T. Wang, P. Erwin, R. Hatala. Medical Teacher, 2013

635 citations recorded by the source corpus.

Subfields: Education, Physiology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/77c06bebe711671f15137f2a1de533356eb94f9f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. A. Cheng
2. David Moher
3. Kyra Hamilton
4. Martin S. Hagger
5. D. A. Cook
6. H. Mohajan
7. C. Lashley

In Physiology

1. Kyra Hamilton
2. Martin S. Hagger
3. D. A. Cook
4. Nikos L. D. Chatzisarantis
5. Ibrahim Al-Jubari

In Public Health, Environmental and Occupational Health

1. David Moher
2. Matthias Egger
3. A. Cheng
4. Kyra Hamilton
5. Martin S. Hagger
6. D. A. Cook
7. Douglas G. Altman
8. K. F. Schulz

Citations in the corpus

• Drivers’ experiences during floods: Investigating the psychological influences underpinning decisions to avoid driving through floodwater (2017, background): “Safe vicarious learning opportunities could be created through simulation (Cook et al., 2013) and mental imagery (Hagger et al.”
• 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].”