His primary areas of study are Medical education, Mastery learning, Curriculum, Simulation based and Clinical competence. William C. McGaghie studies Medical education, namely Clinical skills. His Mastery learning research integrates issues from Checklist, Cohort study and Educational measurement.
His studies deal with areas such as Internal medicine and Medical simulation as well as Curriculum. His Clinical competence study incorporates themes from Recall, Clinical psychology, Cognition and Applied psychology. His Physical therapy research includes themes of Randomized controlled trial and Competence.
His scientific interests lie mostly in Medical education, Mastery learning, Curriculum, Simulation based and Family medicine. His Medical education study integrates concerns from other disciplines, such as Translational science, Clinical competence, Educational measurement and Competence. His research integrates issues of Health professions and Intervention in his study of Mastery learning.
In his research, Internal medicine is intimately related to Checklist, which falls under the overarching field of Curriculum. You can notice a mix of various disciplines of study, such as Patient care, Central venous catheter, Physical therapy and Medical intensive care unit, in his Simulation based studies. His Physical therapy study often links to related topics such as Randomized controlled trial.
William C. McGaghie focuses on Mastery learning, Medical education, Curriculum, Mathematics education and Checklist. His Mastery learning research incorporates elements of Health professions, Randomized controlled trial, Intervention and Communication skills training. The various areas that William C. McGaghie examines in his Randomized controlled trial study include Patient satisfaction and Physical therapy.
In general Medical education study, his work on Graduate medical education often relates to the realm of Dreyfus model of skill acquisition, thereby connecting several areas of interest. His study looks at the intersection of Curriculum and topics like Competence with Central venous catheter, Educational measurement and Clinical competence. His Checklist study combines topics in areas such as Nursing, Emergency department, Transitional care and Ambulatory care.
His primary scientific interests are in Mastery learning, Medical education, Clinical competence, SBML and Medical school. He has included themes like Intervention, Qualitative research, Randomized controlled trial and Apprehension in his Mastery learning study. The study incorporates disciplines such as Physical therapy and Referral in addition to Randomized controlled trial.
His Medical education research incorporates themes from Curriculum, Social psychology, Health professions, Translational science and Competence. His study in Curriculum is interdisciplinary in nature, drawing from both Checklist, Communication skills training and Set. His study looks at the relationship between Clinical competence and topics such as Educational measurement, which overlap with Medical physics, Background data and Palpation.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review
S. Barry Issenberg;William C. McGAGHIE;Emil R. Petrusa;David Lee Gordon.
Medical Teacher (2005)
A critical review of simulation-based medical education research: 2003-2009
William Craig McGaghie;S. Barry Issenberg;Emil R. Petrusa;Ross J. Scalese.
Medical Education (2010)
Does Simulation-Based Medical Education With Deliberate Practice Yield Better Results Than Traditional Clinical Education? A Meta-Analytic Comparative Review of the Evidence
William C. McGaghie;S. Barry Issenberg;Elaine R. Cohen;Jeffrey H. Barsuk.
Academic Medicine (2011)
Simulation Technology for Health Care Professional Skills Training and Assessment
S. Barry Issenberg;William C. McGaghie;Ian R. Hart;Joan W. Mayer.
Simulation-Based Education Improves Quality of Care During Cardiac Arrest Team Responses at an Academic Teaching Hospital: A Case-Control Study
Diane B. Wayne;Aashish Didwania;Joe Feinglass;Monica J. Fudala.
Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit.
Jeffrey H. Barsuk;William C. McGaghie;Elaine R. Cohen;Kevin J. O’Leary.
Critical Care Medicine (2009)
Use of Simulation-Based Education to Reduce Catheter-Related Bloodstream Infections
Jeffrey H. Barsuk;Elaine R. Cohen;Joe Feinglass;William C. McGaghie.
JAMA Internal Medicine (2009)
What is feedback in clinical education
J M Monica Van De Ridder;Karel M Stokking;William C McGaghie;Olle Th J Ten Cate.
Medical Education (2008)
Cognitive, social and environmental sources of bias in clinical performance ratings.
Reed G. Williams;Debra A. Klamen;William C. McGaghie.
Teaching and Learning in Medicine (2003)
Mastery Learning of Advanced Cardiac Life Support Skills by Internal Medicine Residents Using Simulation Technology and Deliberate Practice
Diane B. Wayne;John Butter;Viva J. Siddall;Monica J. Fudala.
Journal of General Internal Medicine (2006)
If you think any of the details on this page are incorrect, let us know.
We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below: