Simulation and classroom-based learning in obstetrics and gynaecology residency training
Dayan R, Ubhi J, Chen LY. Simulation and Classroom-Based Learning in Obstetrics and Gynaecology Residency Training. Journal of Obstetrics and Gynaecology Canada: JOGC= Journal D’obstetrique et Gynecologie du Canada: JOGC. 2017 Dec 21;40(3):287.
Thrive or overload? The effect of task complexity on novices’ simulation-based learning
Haji FA, Cheung JJ, Woods N, Regehr G, de Ribaupierre S, Dubrowski A. Thrive or overload? The effect of task complexity on novices’ simulation‐based learning. Medical education. 2016 Sep;50(9):955-968.
Measuring cognitive load during simulation-based psychomotor skills training: Sensitivity of secondary- task performance and subjective ratings
Haji FA, Khan R, Regehr G, Drake J, de Ribaupierre S, Dubrowski A. Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings. Advances in Health Sciences Education. 2015 Dec;20(5):1237-1253.
Operationalising elaboration theory for simulation instruction design: a Delphi study
Haji FA, Khan R, Regehr G, Ng G, de Ribaupierre S, Dubrowski A. Operationalising elaboration theory for simulation instruction design: a Delphi study. Medical education. 2015 Jun;49(6):576-588.
Self-regulated learning in simulation-based training: a systematic review and meta-analysis
Brydges R, Manzone J, Shanks D, Hatala R, Hamstra SJ, Zendejas B, Cook DA. Self‐regulated learning in simulation‐based training: a systematic review and meta‐analysis. Medical education. 2015 Apr;49(4):368-378.
A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment
Ilgen JS, Ma IW, Hatala R, Cook DA. A systematic review of validity evidence for checklists versus global rating scales in simulation‐based assessment. Medical education. 2015 Feb;49(2):161-173.
Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis
Brydges R, Hatala R, Zendejas B, Erwin PJ, Cook DA. Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis. Academic Medicine. 2015 Feb 1;90(2):246-256.
Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis
Hatala R, Cook DA, Zendejas B, Hamstra SJ, Brydges R. Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis. Advances in Health Sciences Education. 2014 May;19(2):251-272.
Implications of early workplace experiences on continuing interprofessional education for physicians and nurses
Veerapen K, Purkis ME. Implications of early workplace experiences on continuing interprofessional education for physicians and nurses. Journal of Interprofessional Care. 2014 May 1;28(3):218-225.
What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment
Cook DA, Zendejas B, Hamstra SJ, Hatala R, Brydges R. What counts as validity evidence? Examples and prevalence in a systematic review of simulation-based assessment. Advances in Health Sciences Education. 2014 May;19(2):233-250.