Supporting self-regulation in simulation-based education: a randomized experiment of practice schedules and goals-Reference-Cited by-同舟云学术

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Supporting self-regulation in simulation-based education: a randomized experiment of practice schedules and goals

Published:2018-10-31 Issue:2 Volume:24 Page:199-213
ISSN:1382-4996
Container-title:Advances in Health Sciences Education
language:en
Short-container-title:Adv in Health Sci Educ

Author:

Cook David A.,Aljamal Yazan,Pankratz V. Shane,Sedlack Robert E.,Farley David R.,Brydges Ryan

Publisher

Springer Science and Business Media LLC

Subject

Education,General Medicine

Link

http://link.springer.com/content/pdf/10.1007/s10459-018-9860-z.pdf

Reference28 articles.

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

2. Brydges, R., & Butler, D. (2012). A reflective analysis of medical education research on self-regulation in learning and practice. Medical Education, 46, 71–79.

3. Brydges, R., Carnahan, H., Backstein, D., & Dubrowski, A. (2007). Application of motor learning principles to complex surgical tasks: Searching for the optimal practice schedule. Journal of Motor Behavior, 39(1), 40–48.

4. Brydges, R., Carnahan, H., Rose, D., & Dubrowski, A. (2010). Comparing self-guided learning and educator-guided learning formats for simulation-based clinical training. Journal of Advanced Nursing, 66, 1832–1844.

5. Brydges, R., Manzone, J., Shanks, D., Hatala, R., Zendejas, B., Hamstra, S., et al. (2015). Self-regulated learning in simulation-based training: A systematic review and meta-analysis. Medical Education, 49, 368–378.

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