Buist M, Bernard S, Nguyen TV, Moore G, Anderson J. Association between clinically abnormal observations and subsequent in-hospital mortality: a prospective study. Resuscitation. 2004;62(2):137–41.
Article
Google Scholar
Hillman KM, Bristow PJ, Chey T, Daffurn K, Jacques T, Norman SL, Bishop GF, Simmons G. Duration of life-threatening antecedents prior to intensive care admission. Intensive Care Med. 2002;28(11):1629–34.
Article
Google Scholar
Ghaferi AA, Birkmeyer JD, Dimick JB. Complications, failure to rescue, and mortality with major inpatient surgery in medicare patients. Ann Surg. 2009;250(6):1029–34.
Article
Google Scholar
Cook DA, Hatala R, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hamstra SJ. Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. JAMA. 2011;306(9):978–88.
Article
Google Scholar
McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86(6):706–11.
Article
Google Scholar
Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Acad Med. 2013;88(6):872–83.
Article
Google Scholar
Bergeron BP. Developing serious games: Charles River media; 2006.
Google Scholar
Hamari J, Shernoff DJ, Rowe E, Coller B, Asbell-Clarke J, Edwards T. Challenging games help students learn: an empirical study on engagement, flow and immersion in game-based learning. Comput Hum Behav. 2016;54:170–9.
Article
Google Scholar
Kolb AY, Kolb DA. Learning styles and learning spaces: enhancing experiential learning in higher education. Acad Manag Learn Educ. 2005;4:193–212.
Article
Google Scholar
Graafland M, Schraagen JM, Schijven MP. Systematic review of serious games for medical education and surgical skills training. Br J Surg. 2012;99(10):1322–30.
Article
Google Scholar
Cook DA, Erwin PJ, Triola MM. Computerized virtual patients in health professions education: a systematic review and meta-analysis. Acad Med. 2010;85(10):1589–602.
Article
Google Scholar
Wang R, DeMaria S Jr, Goldberg A, Katz D. A systematic review of serious games in training health care professionals. Simul Healthc. 2016;11(1):41–51.
Article
Google Scholar
Gentry SV, Gauthier A, L'Estrade Ehrstrom B, Wortley D, Lilienthal A, Tudor Car L, Dauwels-Okutsu S, Nikolaou CK, Zary N, Campbell J, et al. Serious gaming and Gamification education in health professions: systematic review. J Med Internet Res. 2019;21(3):e12994.
Article
Google Scholar
Gorbanev I, Agudelo-Londono S, Gonzalez RA, Cortes A, Pomares A, Delgadillo V, Yepes FJ, Munoz O. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. Med Educ Online. 2018;23(1):1438718.
Article
Google Scholar
Mohan D, Farris C, Fischhoff B, Rosengart MR, Angus DC, Yealy DM, Wallace DJ, Barnato AE. Efficacy of educational video game versus traditional educational apps at improving physician decision making in trauma triage: randomized controlled trial. BMJ. 2017;359:j5416.
Article
Google Scholar
Dankbaar ME, Richters O, Kalkman CJ, Prins G, Ten Cate OT, van Merrienboer JJ, Schuit SC. Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Med Educ. 2017;17(1):30.
Article
Google Scholar
Drummond D, Delval P, Abdenouri S, Truchot J, Ceccaldi PF, Plaisance P, Hadchouel A, Tesniere A. Serious game versus online course for pretraining medical students before a simulation-based mastery learning course on cardiopulmonary resuscitation: a randomised controlled study. Eur J Anaesthesiol. 2017;34(12):836–44.
Article
Google Scholar
Berger J, Bawab N, De Mooij J, Sutter Widmer D, Szilas N, De Vriese C, Bugnon O. An open randomized controlled study comparing an online text-based scenario and a serious game by Belgian and Swiss pharmacy students. Curr Pharm Teach Learn. 2018;10(3):267–76.
Article
Google Scholar
Bogossian FE, Cooper SJ, Cant R, Porter J, Forbes H, Team FAR. A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning. Nurse Educ Today. 2015;35(10):e36–42.
Article
Google Scholar
Koivisto JM, Multisilta J, Niemi H, Katajisto J, Eriksson E. Learning by playing: a cross-sectional descriptive study of nursing students’ experiences of learning clinical reasoning. Nurse Educ Today. 2016;45:22–8.
Article
Google Scholar
Liaw SY, Wong LF, Lim EY, Ang SB, Mujumdar S, Ho JT, Mordiffi SZ, Ang EN. Effectiveness of a web-based simulation in improving Nurses’ workplace practice with deteriorating Ward patients: a pre- and Postintervention study. J Med Internet Res. 2016;18(2):e37.
Article
Google Scholar
Liaw SY, Chng DYJ, Wong LF, Ho JTY, Mordiffi SZ, Cooper S, Chua WL, Ang ENK. The impact of a web-based educational program on the recognition and management of deteriorating patients. J Clin Nurs. 2017;26(23–24):4848–56.
Article
Google Scholar
Liaw SY, Chan SW, Chen FG, Hooi SC, Siau C. Comparison of virtual patient simulation with mannequin-based simulation for improving clinical performances in assessing and managing clinical deterioration: randomized controlled trial. J Med Internet Res. 2014;16(9):e214.
Article
Google Scholar
Levett-Jones T, Hoffman K, Dempsey J, Jeong SY, Noble D, Norton CA, Roche J, Hickey N. The ‘five rights’ of clinical reasoning: an educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients. Nurse Educ Today. 2010;30(6):515–20.
Article
Google Scholar
Fanning RM, Gaba DM. The role of debriefing in simulation-based learning. Simul Healthc. 2007;2(2):115–25.
Article
Google Scholar
Middeke A, Anders S, Schuelper M, Raupach T, Schuelper N. Training of clinical reasoning with a serious game versus small-group problem-based learning: a prospective study. PLoS One. 2018;13(9):e0203851.
Article
Google Scholar
Site legifrance.gouv. https://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000020961044
Gao H, McDonnell A, Harrison DA, Moore T, Adam S, Daly K, Esmonde L, Goldhill DR, Parry GJ, Rashidian A, et al. Systematic review and evaluation of physiological track and trigger warning systems for identifying at-risk patients on the ward. Intensive Care Med. 2007;33(4):667–79.
Article
Google Scholar
Nagpal K, Arora S, Vats A, Wong HW, Sevdalis N, Vincent C, Moorthy K. Failures in communication and information transfer across the surgical care pathway: interview study. BMJ Qual Saf. 2012;21(10):843–9.
Article
Google Scholar
Mackintosh N, Sandall J. Overcoming gendered and professional hierarchies in order to facilitate escalation of care in emergency situations: the role of standardised communication protocols. Soc Sci Med. 2010;71(9):1683–6.
Article
Google Scholar
Guide bonnes pratiques simulation sante. https://www.has-sante.fr/upload/docs/application/pdf/2013-01/guide_bonnes_pratiques_simulation_sante_guide.pdf. Accessed 28 Jan 2020.
Salas E, Klein C, King H, Salisbury M, Augenstein JS, Birnbach DJ, Robinson DW, Upshaw C. Debriefing medical teams: 12 evidence-based best practices and tips. Jt Comm J Qual Patient Saf. 2008;34(9):518–27.
Article
Google Scholar
Dory V, Gagnon R, Vanpee D, Charlin B. How to construct and implement script concordance tests: insights from a systematic review. Med Educ. 2012;46(6):552–63.
Article
Google Scholar
Fournier JP, Demeester A, Charlin B. Script concordance tests: guidelines for construction. BMC Med Inform Decis Mak. 2008;8:18.
Article
Google Scholar
Lubarsky S, Charlin B, Cook DA, Chalk C, van der Vleuten CP. Script concordance testing: a review of published validity evidence. Med Educ. 2011;45(4):329–38.
Article
Google Scholar
Deschenes MF, Charlin B, Gagnon R, Goudreau J. Use of a script concordance test to assess development of clinical reasoning in nursing students. J Nurs Educ. 2011;50(7):381–7.
Article
Google Scholar
Deschênes MF, Goudreau J. Addressing the development of both knowledge and clinical reasoning in nursing through the perspective of script concordance: an integrative literature review. J Nurs Educ. 2017;7(12):28–38.
Google Scholar
Charlin B, Gagnon R, Lubarsky S, Lambert C, Meterissian S, Chalk C, Goudreau J, van der Vleuten C. Assessment in the context of uncertainty using the script concordance test: more meaning for scores. Teach Learn Med. 2010;22(3):180–6.
Article
Google Scholar
Liou SR, Liu HC, Tsai HM, Tsai YH, Lin YC, Chang CH, Cheng CY. The development and psychometric testing of a theory-based instrument to evaluate nurses’ perception of clinical reasoning competence. J Adv Nurs. 2016;72(3):707–17.
Article
Google Scholar
Rouse DN. Employing Kirkpatrick's evaluation framework to determine the effectiveness of health information management courses and programs. Perspect Health Inf Manag. 2011;8:1c.
Google Scholar
Cheng A, Kessler D, Mackinnon R, Chang TP, Nadkarni VM, Hunt EA, Duval-Arnould J, Lin Y, Cook DA, Pusic M, et al. Reporting guidelines for health care simulation research: extensions to the CONSORT and STROBE statements. Adv Simul (Lond). 2016;1:25.
Article
Google Scholar
Phillips AC, Lewis LK, McEvoy MP, Galipeau J, Glasziou P, Moher D, Tilson JK, Williams MT. Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET). BMC Med Educ. 2016;16(1):237.
Article
Google Scholar
Schubach F, Goos M, Fabry G, Vach W, Boeker M. Virtual patients in the acquisition of clinical reasoning skills: does presentation mode matter? A quasi-randomized controlled trial. BMC Med Educ. 2017;17(1):165.
Article
Google Scholar
Graafland M, Bemelman WA, Schijven MP. Game-based training improves the surgeon's situational awareness in the operation room: a randomized controlled trial. Surg Endosc. 2017;31(10):4093–101.
Article
Google Scholar
Boeker M, Andel P, Vach W, Frankenschmidt A. Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students. PLoS One. 2013;8(12):e82328.
Article
Google Scholar
Cant R, Cooper S, Sussex R, Bogossian F. What's in a name? Clarifying the nomenclature of virtual simulation. Clin Simul Nurs. 2019;27:26–30.
Article
Google Scholar
Liaw SY, Rashasegaran A, Wong LF, Deneen CC, Cooper S, Levett-Jones T, Goh HS, Ignacio J. Development and psychometric testing of a clinical reasoning evaluation simulation tool (CREST) for assessing nursing students’ abilities to recognize and respond to clinical deterioration. Nurse Educ Today. 2018;62:74–9.
Article
Google Scholar
Johnsen HM, Fossum M, Vivekananda-Schmidt P, Fruhling A, Slettebo A. A serious game for teaching nursing students clinical reasoning and decision-making skills. Stud Health Technol Inform. 2016;225:905–6.
Google Scholar
Pasquier P, Merat S, Malgras B, Petit L, Queran X, Bay C, Boutonnet M, Jault P, Ausset S, Auroy Y, et al. A serious game for massive training and assessment of French soldiers involved in forward combat casualty care (3D-SC1): development and deployment. JMIR Serious Games. 2016;4(1):e5.
Article
Google Scholar
Dankbaar ME, Alsma J, Jansen EE, van Merrienboer JJ, van Saase JL, Schuit SC. An experimental study on the effects of a simulation game on students’ clinical cognitive skills and motivation. Adv Health Sci Educ Theory Pract. 2016;21(3):505–21.
Article
Google Scholar
Kaczmarczyk J, Davidson R, Bryden D, Haselden S, Vivekananda-Schmidt P. Learning decision making through serious games. Clin Teach. 2016;13(4):277–82.
Article
Google Scholar
Cook DA, Hamstra SJ, Brydges R, Zendejas B, Szostek JH, Wang AT, Erwin PJ, Hatala R. Comparative effectiveness of instructional design features in simulation-based education: systematic review and meta-analysis. Med Teach. 2013;35(1):e867–98.
Article
Google Scholar
Drummond D, Hadchouel A, Tesniere A. Serious games for health: three steps forwards. Adv Simul (Lond). 2017;2:3.
Article
Google Scholar
Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci. 2014;111:8410–5.
Article
Google Scholar