Skills are hard to learn, and forgotten only months after a course. Initial learning is facilitated by: close individual instruction right from the start, many repetitions, short learning sessions on different days, positive calm athmosphere, learning one skill at the time, and having objective defenitions of mastery. Retention is dependant on frequent training. In the retention fase a major part of the training must be integrated in regular exercise with multiple physical and psycological stressors, to mimic real field situations. Self-training must be made possible by open training labs, video instruction, and self-training procedures. (C) 2017 Lippincott Williams & Wilkins, Inc.
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Publication date: Available online 15 March 2018 Source: The Journal of Emergency Medicine Author(s): Eric J. Rebich, Stephanie S. Lee, J...
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Yonsei Medical Journal from Emergency Medicine via xlomafota13 on Inoreader http://ift.tt/1VRfKmx
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Introduction Over the last five years, the American Association for the Surgery of Trauma (AAST) has developed grading scales for Emergency ...
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Objectives: To quantify home care needs, healthcare utilization, and 2-year mortality after pediatric critical illness due to respiratory fa...
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These concepts will yield more prepared, capable and resilient communities from EMS via xlomafota13 on Inoreader https://ift.tt/2PRIixV
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Objectives: To develop and validate an abbreviated version of the Cognitive Failure Questionnaire that can be used by patients as part of s...
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Abstract Objectives To develop a patient decision aid to promote shared decision-making for stable, alert patients who present to the em...
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Background: There has been little systematic examination of variation in pediatric burn care clinical practices and its effect on outcomes. ...
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