標題: Titlebook: Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education; William C. McGaghie,Jeffrey H. Barsuk,Diane B. Way [打印本頁] 作者: Disperse 時間: 2025-3-21 18:57
書目名稱Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education影響因子(影響力)
書目名稱Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education影響因子(影響力)學科排名
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書目名稱Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education被引頻次
書目名稱Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education被引頻次學科排名
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書目名稱Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education讀者反饋
書目名稱Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education讀者反饋學科排名
作者: 反復拉緊 時間: 2025-3-21 21:02 作者: 讓你明白 時間: 2025-3-22 03:20
Klaus Krickeberg,Herbert Ziezoldof mastery learning to develop mastery learning curricula. We provide an example of how an Advanced Cardiac Life Support training curriculum was developed and evaluated. Knowledge about how to apply mastery learning to healthcare training curricula ensures excellence for all providers, patients, and other stakeholders.作者: colony 時間: 2025-3-22 07:37 作者: 甜得發(fā)膩 時間: 2025-3-22 10:54
,Z?hlprozesse und zusammengesetzte Prozesse,a mastery learning communication curriculum. Particular attention is paid to creating an assessment tool, choosing a model of deliberate practice, and choosing a model for bringing learners to mastery. The chapter concludes with a consideration of future directions for this relatively new field of mastery learning of clinical communication skills.作者: 歪曲道理 時間: 2025-3-22 14:43
,Modelle für individuelle Risiken,am science, lists healthcare teams in a variety of professions, and identifies evidence-based team training principles. The next chapter section covers team training for effective healthcare moving from principles to strategies, team training in operation, and the lifespan of team training. The chapter finishes with concluding remarks.作者: 歪曲道理 時間: 2025-3-22 18:36
https://doi.org/10.1007/978-3-322-94678-2t al, Circulation. 138:e82–122, 2018) and how mastery learning (ML) should be a key feature in a well-designed resuscitation program. We also review our experience with ML Advanced Cardiac Life Support to demonstrate the applicability of ML to resuscitation programs.作者: Diastole 時間: 2025-3-22 22:33 作者: pellagra 時間: 2025-3-23 04:14 作者: Extricate 時間: 2025-3-23 06:46 作者: 思想靈活 時間: 2025-3-23 10:29
Mastery Learning of Team Skillsam science, lists healthcare teams in a variety of professions, and identifies evidence-based team training principles. The next chapter section covers team training for effective healthcare moving from principles to strategies, team training in operation, and the lifespan of team training. The chapter finishes with concluding remarks.作者: Eructation 時間: 2025-3-23 16:12 作者: 植物學 時間: 2025-3-23 20:06
Instructional Design and Delivery for Mastery Learninging instructional design and delivery: (a) psychological foundations, (b) instructional design, (c) instructional delivery, (d) four health professions education examples, and (e) conclusions. The intent is to describe current evidence-based mastery learning instruction best practices informed by theory and experience.作者: 不發(fā)音 時間: 2025-3-24 01:59 作者: 門閂 時間: 2025-3-24 02:22
Simulation und Monte-Carlo-Methoden,his chapter, we discuss historical standard setting methods used in health professions education and set a path forward for fair, reasonable, and evidence-based standard setting in mastery learning environments.作者: Mercantile 時間: 2025-3-24 10:30
Karl-Heinz Waldmann,Ulrike M. Stockerilitating post-simulation debriefing. We close by offering specific recommendations for debriefing various skills within a SBML curriculum, including procedural skills, communication skills, and algorithm team-based resuscitation.作者: troponins 時間: 2025-3-24 12:37
Karl-Heinz Waldmann,Ulrike M. Stockermework. We focus on three main areas: (a) healthcare simulation educator development in general; (b) specific learning needs for ML simulation educators including the ML knowledge, skills, and attitudes (KSAs) educators require; and (c) strategies that support educator development for ML.作者: Malleable 時間: 2025-3-24 18:20
Stochastische Modelle für Anwendera discipline to cement the unique skills needed for that specialty. Employing a mastery learning approach when assessing EPAs may help to ensure all graduates have achieved uniformly high performance of essential skills.作者: Endoscope 時間: 2025-3-24 22:12 作者: 配偶 時間: 2025-3-25 01:28 作者: restrain 時間: 2025-3-25 05:39 作者: 開始發(fā)作 時間: 2025-3-25 09:42
Faculty Development for Mastery Learningmework. We focus on three main areas: (a) healthcare simulation educator development in general; (b) specific learning needs for ML simulation educators including the ML knowledge, skills, and attitudes (KSAs) educators require; and (c) strategies that support educator development for ML.作者: MENT 時間: 2025-3-25 14:11 作者: Hdl348 時間: 2025-3-25 16:09
2366-4479 rovides an in-depth look into ML principles and practices acThis book presents the parameters of Mastery Learning (ML), an especially stringent variety of competency-based education that guides students to acquire essential knowledge and skill, measured rigorously against a minimum passing standard 作者: BOLUS 時間: 2025-3-25 20:28 作者: 來自于 時間: 2025-3-26 02:07
Book 2020e short and long-run results, conduct learner debriefing andgive powerful feedback, set learner achievement standards, and prepare faculty for new educational roles..An invaluable addition to the .Comprehensive Healthcare Simulation Series, Mastery Learning in Health Professions Education. is writte作者: 他日關稅重重 時間: 2025-3-26 06:41 作者: 殺蟲劑 時間: 2025-3-26 08:38
Implementing and Managing a Mastery Learning Programedback and reaching education and clinical outcomes. When planning for dissemination, understanding culture, setting, and the downstream collateral impact of a mastery learning program is critical..This chapter discusses the execution and management of mastery learning programs. We highlight specifi作者: Fresco 時間: 2025-3-26 14:27
Mastery Learning of Surgical Skills good grasp of intraoperative decision-making. Incorporating all of the necessary knowledge and skills into a surgical SBML curriculum poses a challenge. This chapter describes the methods used to apply SBML principles to several curricula developed to teach surgical skills and entire operations. Th作者: 聯(lián)想記憶 時間: 2025-3-26 17:53 作者: hypotension 時間: 2025-3-26 21:52
Klaus Krickeberg,Herbert Ziezoldck; evidence-based advancement; and continued practice and assessment. The chapter concludes with three concrete examples of mastery learning programs in the health professions from (a) undergraduate nursing, (b) undergraduate medicine, and (c) postgraduate surgery. There is also a brief coda.作者: 銀版照相 時間: 2025-3-27 03:42 作者: 劇本 時間: 2025-3-27 05:33 作者: 朝圣者 時間: 2025-3-27 10:57 作者: 裁決 時間: 2025-3-27 16:32 作者: 舊病復發(fā) 時間: 2025-3-27 18:59 作者: 羅盤 時間: 2025-3-28 00:12 作者: Patrimony 時間: 2025-3-28 04:39
Developing a Mastery Learning Curriculuming this model, manyhealthcare providers advance despite below average performance. In fact, this method has proven to be ineffective to ensure providers deliver patient care without harm. Curriculum development grounded in mastery learning ensures . healthcare providers can deliver a high level of 作者: happiness 時間: 2025-3-28 08:01 作者: 強有力 時間: 2025-3-28 11:50 作者: confide 時間: 2025-3-28 17:49 作者: 不規(guī)則的跳動 時間: 2025-3-28 22:43 作者: left-ventricle 時間: 2025-3-28 23:35
Feedback and Debriefing in Mastery Learningarning feedback and debriefing. Weak feedback and debriefing cripple instructional interventions required for powerful learning. This chapter provides a survey of healthcare feedback and debriefing, defines key terms, and outlines a rationale for the essential role of feedback and debriefing in mast作者: 核心 時間: 2025-3-29 04:00 作者: 放牧 時間: 2025-3-29 08:37
Mastery Learning of Clinical Communication Skillsimpact patient and family outcomes, provider well-being, and healthcare resource use. This chapter reviews the current state of evidence for communication skills training in general and mastery learning of communication skills in particular. Unique aspects of mastery learning of communication skills作者: 高原 時間: 2025-3-29 13:51 作者: Infant 時間: 2025-3-29 16:43 作者: 障礙物 時間: 2025-3-29 23:03
Mastery Learning of Bedside Procedural Skillsrely used in making high-stakes personnel decisions. Hospitals and other privileging, licensing, and credentialing bodies use aggregate number systems to determine if individual healthcare providers are safe and ready to perform clinical procedures. However, many studies show that neither clinical e作者: 施魔法 時間: 2025-3-30 00:43 作者: AGGER 時間: 2025-3-30 07:40
Readiness for Residencyedical school curricula, scores of reports in the literature indicate that recent graduates are not adequately prepared to perform all of the tasks expected of them. In other words, gaps exist between the expectations of residency directors and the skills of new physicians. Several initiatives offer作者: 控制 時間: 2025-3-30 08:35
William C. McGaghie,Jeffrey H. Barsuk,Diane B. WayMeets the need for a new approach in health professions education: high educational standards, simulation technology and rigorous teaching.Provides an in-depth look into ML principles and practices ac作者: 不適 時間: 2025-3-30 14:16
Comprehensive Healthcare Simulationhttp://image.papertrans.cn/c/image/231918.jpg作者: 驚奇 時間: 2025-3-30 16:32
Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education978-3-030-34811-3Series ISSN 2366-4479 Series E-ISSN 2366-4487 作者: 妨礙 時間: 2025-3-31 00:05
https://doi.org/10.1007/978-3-030-34811-3comprehensive healthcare simulation; health professions education; healthcare simulation; healthcare si作者: 加強防衛(wèi) 時間: 2025-3-31 03:35 作者: Interregnum 時間: 2025-3-31 08:17
Klaus Krickeberg,Herbert Ziezoldsions is not effective to achieve goals of skill acquisition, use, and maintenance by individuals or teams. The chapter argues from evidence that the time honored “see one, do one, teach one” approach to clinical education—the so-called apprenticeship model—for doctors, nurses, and other health prof作者: 聚集 時間: 2025-3-31 11:13
Klaus Krickeberg,Herbert Ziezoldovern mastery learning programs in health professions education. The chapter starts by presenting the origins of mastery learning in the early and mid-twentieth century and its foundation in three psychological paradigms: behavioral, constructivist, and social cognitive. The chapter continues by ide作者: staging 時間: 2025-3-31 14:37 作者: 有花 時間: 2025-3-31 21:06
