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Simulation and Debriefing

Motola I, Devine LA, Chung HS, Sullivan JE, Issenberg SB (2013) Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82, Medical Teacher, 35:10, e1511-e1530

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Issenberg SB, McGaghie WC, Petrusa ER, et al. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005;27(1):10–28.

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Chiniara G,et al & Canadian Network For Simulation In Healthcare, Guidelines Working Group (2013) Simulation in healthcare: A taxonomy and a conceptual framework for instructional design and media selection, Medical Teacher, 35:8, e1380-e1395.

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Cheng A, Eppich W, Grant V, Sherbino J, Zendejas-Mummert B, Cook D. Debriefing for technology-enhanced simulation: a systematic review and meta-analysis. Med Educ 2014; 48: 657–666.

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Grant VJ, Robinson T, Catena H, Eppich W, Cheng A. Difficult debriefing situations: A toolbox for simulation educators. Med Teach. 2018;40(7):703-712.

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O’Regan, S., Molloy, E., Watterson, L. et al. Observer roles that optimise learning in healthcare simulation education: a systematic review. Adv Simul 1, 4 (2016).

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Bajaj K, Minors A, Walker K, Meguerdichian M, Patterson M. “No-go considerations” for in situ simulation safety. Simul Healthc. 2018;13(3):221–4.

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Rudolph JW, Simon R, Raemer DB. Which reality matters? Questions on the path to high engagement in healthcare simulation. Simul Healthc. 2007;2(3):161-3.

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Nickson CP, Summers I, Marshall SD. Scenario Design. Chapter in: Simulation - Getting the Basics Right. Cambridge University Press. (awaiting publication).

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Cheng, A., Kessler, D., Mackinnon, R. et al. Reporting guidelines for health care simulation research: extensions to the CONSORT and STROBE statements. Adv Simul 1, 25 (2016)

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