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Sökning: WFRF:(Felländer Tsai L)

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  • Courteille, O., et al. (författare)
  • Face validity of VIS-Ed : A visualization program for teaching medical students and residents the biomechanics of cervical spine trauma
  • 2013
  • Ingår i: Medicine Meets Virtual Reality 20. - : IOS Press. - 9781614992080 ; 184, s. 96-102
  • Konferensbidrag (refereegranskat)abstract
    • This RCT study aimed to investigate if VIS-Ed (Visualization through Imaging and Simulation - Education) had the potential to improve medical student education and specialist training in clinical diagnosis and treatment of trauma patients. The participants' general opinion was reported as high in both groups (lecture vs. virtual patient (VP)). Face validity of the VIS-Ed for cervical spine trauma was demonstrated and the VP group reported higher stimulation and engagement compared to the lecture group. No significant difference in the knowledge test between both groups could be observed, confirming our null hypothesis that VIS-Ed was on par with a lecture.
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  • Abrandt Dahlgren, M., et al. (författare)
  • Why This Book?
  • 2019
  • Ingår i: Interprofessional Simulation in Health Care. Professional and Practice-based Learning, vol 26. Abrandt Dahlgren M., Rystedt H., Felländer-Tsai L., Nyström S. (eds). - Cham : Springer. - 2210-5549. - 9783030195410 ; , s. 3-8
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • The introductory chapter provides a backdrop to and problematization of simulation as a pedagogical technology for interprofessional learning in health care education and practice. The chapter also discusses the relation to the changing views on professional learning and the current discourses on the increasing complexity of future health care. The dominating scientific, technical rationalities of professional practice as simply the application of theoretical knowledge, possessed by individuals, are being challenged. Recent theorizations of practice instead suggest alternative views of knowledge as being embodied and relational, intertwined with ethical reasoning and materiality. There is a global call for health care education reform and interprofessional learning to resolve patient safety issues. However, there is a lack of research with a particular view on interprofessional simulation, and hence a need of scrutiny and development the pedagogy for simulation practice. © 2019, Springer Nature Switzerland AG.
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