SEARCH

SEARCH BY CITATION

REFERENCES

  • 1
    American Board of Internal Medicine. Requirements for certification in internal medicine. Available at: http://www.abim.org/cert/policiesim.shtm#6. Accessed July 7, 2005.
  • 2
    Cummins RO, Sanders A, Mancini E, Hazinski MF. In-hospital resuscitation: a statement for healthcare professionals from the American Heart Association Emergency Cardiac Care Committee and the Advanced Cardiac Life Support, Basic Life Support, Pediatric Resuscitation, and Program Administration Subcommittees. Circulation. 1997;95: 22112.
  • 3
    Kaye W, Mancini ME, Rallis SF. Advanced cardiac life support refresher course using standardized objective-based mega code testing. Crit Care Med. 1987;15: 5560.
  • 4
    O'Steen DS, Kee CC, Minick MP. The retention of advanced cardiac life support knowledge among registered nurses. J Nurs Staff Dev. 1996;12: 6672.
  • 5
    Moser DK, Dracup K, Guzy PM, Taylor SE, Breu C. Cardiopulmonary resuscitation skills retention in family members of cardiac patients. Am J Emer Med. 1990;8: 498503.
  • 6
    Makker R, Gray-Siracusa K, Evers M. Evaluation of advanced cardiac life support in a community teaching hospital by use of actual cardiac arrests. Heart Lung. 1995;24: 11620.
  • 7
    Kaye W. Research on ACLS training—which methods improve skill and knowledge retention? Respir Care. 1995;40: 53846.
  • 8
    Peberdy MA, Kaye W, Ornato JP, et al. Cardiopulmonary resuscitation of adults in the hospital: a report of 14,720 cardiac arrests from the National Registry of Cardiopulmonary Resuscitation. Resuscitation. 2003;58: 297308.
  • 9
    Abella BS, Alvarado JP, Myklebust H, et al. Quality of cardiopulmonary resuscitation during in-hospital cardiac arrest. JAMA. 2005;293: 30510.
  • 10
    Issenberg SB, McGaghie WC, Hart IR, et al. Simulation technology for health care professional skills training and assessment. JAMA. 1999;282: 8616.
  • 11
    DunnWF, ed. Simulators in Critical Care Education and Beyond. Des Plaines, IL: Society of Critical Care Medicine; 2004.
  • 12
    TekianA, McGuireCH, McGaghieWC, eds. Innovative Simulations for Assessing Professional Competence. Chicago: Department of Medical Education, University of Illinois College of Medicine; 1999.
  • 13
    Gaba DM. Human work environment and simulators. In: MillerRD, ed. Anesthesia. 5th ed. Philadelphia: Churchill Livingstone; 2000: 261368.
  • 14
    Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79 (suppl): S7081.
  • 15
    Issenberg SB, McGaghie WC, Petrusa ER, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27: 1028.
  • 16
    Boulet JR, Murray D, Kras J, et al. Reliability and validity of a simulation-based acute care skills assessment for medical students and residents. Anesthesiology. 2003;99: 127080.
  • 17
    Issenberg SB, McGaghie WC, Gordon DL, et al. Effectiveness of a cardiology review course for internal medicine residents using simulation technology and deliberate practice. Teach Learn Med. 2002;14: 2238.
  • 18
    Ewy GA, Felner JM, Juul D, et al. Test of a cardiology patient simulator in fourth-year electives. J Med Educ. 1987;62: 73843.
  • 19
    Seymour NE, Gallagher AG, Roman SA, et al. Virtual reality training improves operating room performance. Ann Surg. 2002;236: 45864.
  • 20
    Bandura A. Self-Efficacy: The Exercise of Control. New York: W.H. Freeman; 1997.
  • 21
    BlockJH, ed. Mastery Learning: Theory and Practice. New York: Holt, Rinehart and Winston; 1971.
  • 22
    McGaghie WC, Miller GE, Sajid A, Telder TV. Competency-Based Curriculum Development in Medical Education. Public Health Paper No. 68. Geneva, Switzerland: World Health Organization; 1978.
  • 23
    Carroll JB. A model of school learning. Teach Coll Rec. 1963;64: 72333.
  • 24
    Keller FS. “Good-bye, teacher … .” J Appl Behav Anal. 1968;1: 7989.
  • 25
    McClelland DC. Testing for competence rather than for “intelligence.” Am Psychol. 1973;28: 114.
  • 26
    Bloom BS. Time and learning. Am Psychol. 1974;29: 6828.
  • 27
    Bloom BS. Human Characteristics and School Learning. New York: McGraw-Hill; 1976.
  • 28
    Kulik JA, Kulik C-LC, Cohen PA. A meta-analysis of outcome studies of Keller's personalized system of instruction. Am Psychol. 1979;34: 30718.
  • 29
    Harden RM. Developments in outcome-based education. Med Teach. 2002;24: 11720.
  • 30
    Goroll AH, Sirio C, Duffy FD, et al. A new model for accreditation of residency programs in internal medicine. Ann Intern Med. 2004;140: 9029.
  • 31
    Wayne DB, Butter J, Siddall VJ, et al. Simulation-based training of internal medicine residents in advanced cardiac life support protocols: a randomized trial. Teach Learn Med. 2005;17: 2106.
  • 32
    Shadish WR, Cook TD, Campbell DT. Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Boston: Houghton Mifflin; 2002.
  • 33
    CumminsRO, ed. ACLS Provider Manual. Dallas: American Heart Association; 2001.
  • 34
    McGaghie WC, Renner BR, Kowlowitz V, et al. Development and evaluation of musculoskeletal performance measures for an objective structured clinical examination. Teach Learn Med. 1994;6: 5963.
  • 35
    Stufflebeam DL. The Checklists Development Checklist. Western Michigan University Evaluation Center, July 2000. Available at http://www.wmich.edu/evalctr/checklists/cdc.htm. Accessed 03/15/2005.
  • 36
    Wayne DB, Fudala MJ, Butter J, et al. Comparison of two standard setting methods for advanced cardiac life support training. Acad Med. 2005;80 (suppl): S63S66.
  • 37
    Fleiss JL. Statistical Methods for Rates and Proportions. 2nd ed. New York: John Wiley & Sons; 1981.
  • 38
    Brennan RL, Prediger DJ. Coefficient kappa: some uses, misuses, and alternatives. Educ Psychol Meas. 1981;41: 68799.
  • 39
    Cortina JM. What is coefficient alpha? An examination of theory and applications. J Appl Psychol. 1993;78: 93104.
  • 40
    Samson GE, Graue ME, Weinstein T, Walberg HJ. Academic and occupational performance: a quantitative synthesis. Am Educ Res J. 1984;21: 31121.
  • 41
    Des Jarlias DC, Lyles C, Crepaz N, and the TREND Group. Improving the reporting quality of nonrandomized evaluations of behavioral and public health interventions: the TREND statement. Am J Public Health. 2004;94: 3616.