Dans l’actualité récente, le groupe de la Veille Scientifique a sélectionné pour vous les articles suivants :

• Basquin C, Picard J. Stress, performance et apprentissage. Bulletin pédagogique. SoFraSimS 2022.

https://sofrasims.org/wp-content/uploads/2022/07/Bulletin-Pedagogique-09-Stress-performance-et-apprentissages-V2.pdf

• Ju, M., Bochatay, N., Robertson, K. et al. From ideal to real: a qualitative study of the implementation of in situ interprofessional simulation-based education. BMC Med Educ22, 301 (2022). https://doi.org/10.1186/s12909-022-03370-2

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03370-2

• Abegglen, S., Greif, R., Balmer, Y. et al. Debriefing interaction patterns and learning outcomes in simulation: an observational mixed-methods network study. Adv Simul 7, 28 (2022). https://doi.org/10.1186/s41077-022-00222-3

https://advancesinsimulation.biomedcentral.com/articles/10.1186/s41077-022-00222-3

• Holmes, C., Mellanby, E. Debriefing strategies for interprofessional simulation—a qualitative study. Adv Simul 7, 18 (2022). https://doi.org/10.1186/s41077-022-00214-3

https://advancesinsimulation.biomedcentral.com/articles/10.1186/s41077-022-00214-3

• Cooper-Ioelu, P., Jowsey, T. Interprofessional identity: an ethnography of clinical simulation learning in New Zealand. BMC Med Educ 22, 51 (2022). https://doi.org/10.1186/s12909-021-03054-3

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-03054-3