To record how well students performed, two independentassessors for each

Vooraf geplande verhaallijn die een oefening aanstuurt en de stimuli die worden gebruikt om prestatiedoeleinden van het oefenproject te behalen.

DRIVER+ opmerking 1: In de context van DRIVER+ zijn scenario's gedefinieerd voor Trials, niet voor oefeningen.

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(faculty experienced in performing OSCEs)were in the room, out of direct sight of students

The simulation sessions and the debriefing sessions were video recorded.

One

Activiteiten die bedoeld zijn om het leren en de ontwikkeling van kennis, vaardigheden en capaciteiten te vergemakkelijken en om de uitvoering van specifieke taken of rollen te verbeteren.

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per year over 3 years. One team of six medical (including two observer). Out of 3 teams and 3 case simulations.

pre-tests for clarity and appropriatenesstests for usability

Setting: A simulated critical care ward, using a high-fidelity patient simulator, in a university simulation center.At the beginning and end of the 10-hr study day, each team undertook two preintervention and two postintervention assessment simulations40 teams from critical care units within the region comprising one doctor and three nurses

Source population: 224 healthcare workers in a public hospital [mix of senior and junior staff]. Final study population: 56 participants -- Power and sample size calculations showed that 46 elements were required in order to have a 90% chance of detecting as significant (at the 5% level) an absolute increase in score equal to 7%.The comparison group that was used in order to compare their results with the intervention group results included 35 individuals who did not take part in the

Activiteiten die bedoeld zijn om het leren en de ontwikkeling van kennis, vaardigheden en capaciteiten te vergemakkelijken en om de uitvoering van specifieke taken of rollen te verbeteren.

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and were willing to complete the questionnaire.

The sample included undergraduate students in health and allied fields from five large, urban educational institutions.

Based on literature the article describes a framework [RaDES].

In-person interviews with key informants [144 respondents]- state officials and officials in 2-3 local agencies- representatives from state medical and hospital associations, public health advocacy groups, …

The discipline of simulation modeling includes giving attention to details of system composition and entity relationships (mathematical and logical). The steps for building a simulator may be outlined as follows:1. Formulate the problem with the following leading questions.a. What operations and functions produce the systems output?b. What procedural elements exist in the systems operation?c. What interactions occur between functional units of the system?d. What information is available to characterize the operations, functions, and procedures of the system?2. Define the project goal, critical performance measures, modeling objectives, and system to be modeled (e.g., scope and level of detail)3. Specify the model.4. Construct the model.a. Define experimental controls (input and context variables)b. Construct the internal interactions (design variablesand alternatives)5. Run, verify and validate the simulation model.6. Use the simulator to produce and analyze solution alternatives.