Titlebook: Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education; William C. McGaghie,Jeffrey H. Barsuk,Diane B. Way

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Faculty Development for Mastery Learningmework. We focus on three main areas: (a) healthcare simulation educator development in general; (b) specific learning needs for ML simulation educators including the ML knowledge, skills, and attitudes (KSAs) educators require; and (c) strategies that support educator development for ML.

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2366-4479 rovides an in-depth look into ML principles and practices acThis book presents the parameters of Mastery Learning (ML), an especially stringent variety of competency-based education that guides students to acquire essential knowledge and skill, measured rigorously against a minimum passing standard

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Book 2020e short and long-run results, conduct learner debriefing andgive powerful feedback, set learner achievement standards, and prepare faculty for new educational roles..An invaluable addition to the .Comprehensive Healthcare Simulation Series, Mastery Learning in Health Professions Education. is writte

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Implementing and Managing a Mastery Learning Programedback and reaching education and clinical outcomes. When planning for dissemination, understanding culture, setting, and the downstream collateral impact of a mastery learning program is critical..This chapter discusses the execution and management of mastery learning programs. We highlight specifi

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Mastery Learning of Surgical Skills good grasp of intraoperative decision-making. Incorporating all of the necessary knowledge and skills into a surgical SBML curriculum poses a challenge. This chapter describes the methods used to apply SBML principles to several curricula developed to teach surgical skills and entire operations. Th

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