Gersten Jonker

82   Chapter 4 REFERENCES 1. Vygotsky L. Mind in society. The development of higher psychological processes . 1978, Cambridge, MA: Harvard University Press. 2. Chaiklin S. The Zone of proximal development in Vygotsky's analysis of learning and instruction, in Vygotsky's educational theory in cultural context , A. Kozulin, et al., Editors. 2003, Cambridge University Press: Cambridge UK. 39-64. 3. Vermunt J, Verloop N. Congruence and friction between learning and teaching. Learning & Instruction 1999; 9:257–80. 4. Ten Cate O, Snell L, Mann K, Vermunt J. Orienting teaching toward the learning process. Acad Med 2004; 79(3):219–28. 5. Sandhu G, Thompson-Burdine J, Nikolian VC, et al. Association of faculty entrustment with resident autonomy in the operating room. JAMA Surg 2018; 153(6):518–24. 6. Chiniara G, Cole G, Brisbin K, et al. Simulation in healthcare: a taxonomy and a conceptual framework for instructional design and media selection. Med Teach 2013; 35(8):e1380–95. 7. Lim G, McIvor WR. Simulation-based anesthesiology education for medical students. Int Anesthesiol Clin 2015; 53(4):1–22. 8. Brydges R, Hatala R, Zendejas B, Erwin PJ, Cook DA. Linking simulation-based educational assessments and patient-related outcomes: A systematic review and meta-analysis. Acad Med 2015; 90(2):246–56. 9. Ryall T, Judd BK, Gordon CJ. Simulation-based assessments in health professional education: a systematic review. J Multidiscip Healthc 2016; 9:69–82. 10. Issenberg SB, McGaghieWC, Petrusa ER, Lee Gordon D, Scalese RJ. Features and uses of high- fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005; 27(1):10–28. 11. DeMaria S, Silverman ER, Lapidus KA, et al. The impact of simulated patient death on medical students’ stress response and learning of ACLS. Med Teach 2016; 38(7):730–7. 12. Clarke S, Horeczko T, Cotton D, Bair A. Heart rate, anxiety and performance of residents during a simulated critical clinical encounter: a pilot study. BMC Med Educ 2014; 14:153. 13. Fraser K, Ma I, Teteris E, et al. Emotion, cognitive load and learning outcomes during simulation training. Med Educ 2012; 46(11):1055–62. 14. Hunziker S, Laschinger L, Portmann-Schwarz S, et al. Perceived stress and team performance during a simulated resuscitation. Intensive Care Med 2011; 37(9):1473–9. 15. Harvey A, Nathens AB, Bandiera G, Leblanc VR. Threat and challenge: cognitive appraisal and stress responses in simulated trauma resuscitations. Med Educ 2010; 44(6):587–94. 16. Breuer G, Schweizer K, Schuttler J, Weiss M, Vladut A. “Jump in at the deep end”: simulator- based learning in acute care [in German]. Anaesthesist 2014; 63(1):16–22. 17. Bearman M. Is virtual the same as real? Medical students’ experiences of a virtual patient. Acad Med 2003; 78(5):538–45. 18. Takayesu J, Evans A, Sullivan J, Pawlowski J, Gordon J. How do clinical clerkship students experience simulator-based teaching? A qualitative analysis. Simul Healthc 2006; 1(4):215–9.

RkJQdWJsaXNoZXIy ODAyMDc0