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Updated: Jul 5, 2025

Simulator Training for Endovascular Neurosurgery
Published on: May 6, 2020
医疗保健模拟协会 模拟指南 模拟培训指南
Dimitrios Stefanidis1, David Cook, Seyed-Mohammad Kalantar-Motamedi
1From the Department of Surgery (D.S., S.-M.K.-M.), Indiana University School of Medicine, Indianapolis, IN; Department of Internal Medicine (D.C.), Mayo Clinic, Rochester, MN; Department of Surgery (S.M.-W.), Emory University, Atlanta, GA; Department of Pediatrics (A.W.C.), University of Louisville School of Medicine and Norton Children's Medical Group, Louisville, KY; Department of Medicine (K.G.L.), Randers Regional Hospital, Randers, Denmark; Research Center for Emergency Medicine (K.G.L.), Aarhus University, Aarhus, Denmark; Department of Surgery (J.T.P.), LSU Health New Orleans School of Medicine, New Orleans, LA; Emergency Department (A.L.), Calderdale and Huddersfield NHS Trust, Halifax; School of Human and Health Sciences (A.L.), University of Huddersfield, Huddersfield, UK; Critical Care Medicine and Pediatrics (A.D.), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA; Department of Emergency Medicine (A.K.H.), University of Ottawa, Ottawa, Ontario, Canada; Department of Emergency Medicine (C.P.), Cumming School of Medicine University of Calgary, Calgary, AB, Canada; Department of Health Professions Education (J.P.), School of Healthcare Leadership, MGH Institute of Health Professions, Boston, MA; Department of Pediatrics (I.T.G.), Section of Emergency Medicine, Yale University, New Haven, CT; Department of Emergency Medicine (D.K.), Columbia University Vagelos College of Physicians and Surgeons, New York, NY,; Department of Medicine and Medical Education (J.V.), Feinberg School of Medicine, Northwestern University, Chicago, IL; KidSIM Simulation Research Program (Y.L.), Alberta Children's Hospital, Calgary, Canada; University of Michigan School of Nursing (M.A.), Ann Arbor, MI; Las Madrinas Simulation Center, Children's Hospital (T.C.), University South California, Los Angeles, CA; Department of Pediatrics (J.D.), University of Alberta, Edmonton, Alberta, Canada; Simulation Center (M.K.), University Hospital Zurich, ETH Zurich, Switzerland; Department of Nursing (T.R.-H.), University of North Carolina, Chapel Hill, NC; Department of Nursing (S.D.), Texas Tech University Health Sciences Center, Lubbock, TX; Department of Surgery (A.C.), University of Louisville, Louisville, KY; and Independent Methodologist (M.T.A.), Ottawa, Ontario, Canada.
这项研究为医疗保健模拟培训提供了第一个基于证据的指导方针. 这些建议支持教师和学习者有效地利用模拟进行专业发展.
科学领域:
- 医学教育 医学教育
- 医疗保健模拟器 医疗保健模拟器
- 专业发展专业发展
背景情况:
- 模拟是医疗保健专业人员广泛采用的培训方法.
- 有证据支持模拟在医疗保健教育中的有效性.
- 目前缺乏最佳的模拟培训指南.
研究的目的:
- 为医疗模拟培训制定基于证据的指导方针.
- 支持医疗保健专业人员选择有效的模拟方法.
- 由健康护理仿真协会开发的.
主要方法:
- 对16个关键问题进行了系统的文献审查.
- 使用推评估,开发和评价 (GRADE) 方法来确定建议.
- 专家小组通过GRADE方法达成共识.
主要成果:
- 对16个关键问题制定了20个基于证据的建议.
- 提供了四个额外的专家建议.
- 这些指导方针涉及模拟培训的最佳方法.
结论:
- 介绍了医疗保健中模拟培训的第一个基于证据的指导方针.
- 这些指导方针旨在优化教师和学习者对模拟的使用.
- 支持在医疗保健教育中有效实施模拟.
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