Reaffirmation<\/p>\n
| PDF Pages<\/th>\n | PDF Title<\/th>\n<\/tr>\n | ||||||
|---|---|---|---|---|---|---|---|
| 1<\/td>\n | AAMI TIR49:2013\/(R)2020, Design of training and instructional materials for medical devices used in non-clinical environments <\/td>\n<\/tr>\n | ||||||
| 3<\/td>\n | Title page <\/td>\n<\/tr>\n | ||||||
| 4<\/td>\n | AAMI Technical Information Report Copyright information <\/td>\n<\/tr>\n | ||||||
| 5<\/td>\n | Contents <\/td>\n<\/tr>\n | ||||||
| 6<\/td>\n | Glossary of equivalent standards <\/td>\n<\/tr>\n | ||||||
| 7<\/td>\n | Committee representation <\/td>\n<\/tr>\n | ||||||
| 8<\/td>\n | Foreword <\/td>\n<\/tr>\n | ||||||
| 9<\/td>\n | Introduction <\/td>\n<\/tr>\n | ||||||
| 11<\/td>\n | 1 Scope 2 Using this document <\/td>\n<\/tr>\n | ||||||
| 12<\/td>\n | 3 Definitions <\/td>\n<\/tr>\n | ||||||
| 13<\/td>\n | 4 The human performance goal of training and instruction 4.1 Introduction 4.2 What constitutes performance? 4.3 What are the factors that influence performance? <\/td>\n<\/tr>\n | ||||||
| 14<\/td>\n | 4.3.1 User characteristics 4.3.2 Training and labeling <\/td>\n<\/tr>\n | ||||||
| 15<\/td>\n | 4.3.3 Environment of use 4.3.4 Medical device design 4.3.5 Motivation <\/td>\n<\/tr>\n | ||||||
| 16<\/td>\n | 4.3.6 Combining the factors 4.4 How training and labeling can influence performance c) Transfer: The process of applying what was learned in the training to the real world 4.4.1 Acquisition of knowledge and skill <\/td>\n<\/tr>\n | ||||||
| 17<\/td>\n | 4.4.2 Retention 4.4.2.1 Factors affecting storage and retention of training and instructions 4.4.2.2 Short-term retention of instructions <\/td>\n<\/tr>\n | ||||||
| 18<\/td>\n | 4.4.2.3 Long-term retention and retrieval of instructions 4.4.2.3.1 Encoding 4.4.2.3.2 Retrieval <\/td>\n<\/tr>\n | ||||||
| 19<\/td>\n | 4.4.3 Transfer <\/td>\n<\/tr>\n | ||||||
| 20<\/td>\n | 5 A systematic approach to designing training and instructions 5.1 How instruction design fits into the user-centered design process <\/td>\n<\/tr>\n | ||||||
| 21<\/td>\n | 5.2 Overview of a model approach to training and instructions <\/td>\n<\/tr>\n | ||||||
| 22<\/td>\n | 5.3 A more detailed look at the six phases 5.3.1 Best practices during the analysis phase <\/td>\n<\/tr>\n | ||||||
| 23<\/td>\n | 5.3.2 Best practices during the design phase <\/td>\n<\/tr>\n | ||||||
| 24<\/td>\n | 5.3.3 Best practices for development, testing, and implementation <\/td>\n<\/tr>\n | ||||||
| 26<\/td>\n | 5.3.4 Best practices for evaluation 6 Guidance on media selection 6.1 General considerations <\/td>\n<\/tr>\n | ||||||
| 29<\/td>\n | 6.2 Media selection criteria <\/td>\n<\/tr>\n | ||||||
| 32<\/td>\n | 7 Design guidance for use of instructions and training media 7.2 Print media 7.2.1 User guides\/operator guides <\/td>\n<\/tr>\n | ||||||
| 33<\/td>\n | 7.2.1.1 Understanding the user 7.2.1.2 General information content <\/td>\n<\/tr>\n | ||||||
| 34<\/td>\n | 7.2.1.3 Safety information content 7.2.1.4 Structural organization and navigation <\/td>\n<\/tr>\n | ||||||
| 35<\/td>\n | 7.2.1.5 Writing style 7.2.1.6 Formatting principles <\/td>\n<\/tr>\n | ||||||
| 36<\/td>\n | 7.2.2 Quick guides\/Abbreviated guides 7.2.2.1 Quick guide placement relative to user and medical device <\/td>\n<\/tr>\n | ||||||
| 37<\/td>\n | 7.2.2.2 Materials 7.2.2.3 Content 7.2.2.4 Different quick guides for different user groups 7.2.2.5 Use of graphics 7.3 Multimedia and on-line instructional applications 7.3.1 Challenges and barriers to the use of on-line instructions and training <\/td>\n<\/tr>\n | ||||||
| 38<\/td>\n | 7.3.2 Design guidance for on-line instructional and training applications 7.3.3 Design guidance for multimedia applications <\/td>\n<\/tr>\n | ||||||
| 39<\/td>\n | 8 Case study: Development of an effective training curriculum for a complex medical device used in the home environment <\/td>\n<\/tr>\n | ||||||
| 42<\/td>\n | Bibliography <\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":" AAMI TIR49: 2013\/(R)2020, Design of training and instructional materials for medical devices used in non-clinical environments<\/b><\/p>\n |