Zigmont – Theoretical Foundations of Learning Through Simulation
This article provides a theoretic foundation for using simulation to change practice to improve patient outcomes and safety.
Tekian – Master’s degrees: Meeting the standards for medical and health professions education
In this Guide, we present an international consensus statement of the standards to which Master’s courses in medical and health professions education should aspire.
Donoghue – A Meta-Analysis of Ten Learning Techniques
It is recommended that more attention be paid to when, under what conditions, each of 10 learning technique can be used, and how they can best be taught.
Somerhoff – What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs
An analysis of t75 international graduate learning sciences programs examining central concepts and research methods across institutions & comparing the programs.
Peabody – Comparison of Vignettes, Standardized Patients, and Chart Abstraction A Prospective Validation Study of 3 Methods for Measuring Quality
Vignettes appear to be a valid and comprehensive method that directly focuses on the process of care provided in actual clinical practice.
Freeman – Active learning increases student performance in science, engineering, and mathematics
The results support active learning as the preferred, empirically validated teaching practice in regular classrooms.
McGowan – The Rise and Stall of eLearning: Best Practices for Technology-Supported Education
This article explores issues that nurse planners and administrators need to be aware of in planning how technology-based education.
McGowan – Flipping the Classroom: A Data-Driven Model for Nursing Education
A flipped classroom model allows learners to build on self-directed online prework in an interactive and collaborative learning laboratory.
Norman – The adult learner: a mythical species
Uncritical reliance on the principles of adult learning may have detrimental consequences in medical education.
Miller – The assessment of clinical skills – competence – performance
Miller’s pyramid implies a preference towards the behaviourist tradition, as opposed to cognitive perspectives.
