Afianzamiento del conocimiento y manejo del paro cardiorrespiratorio usando simuladores clínicos en estudiantes de Medicina

Introducción: El paro cardiorrespiratorio es la documentación de la pérdida del pulso y respiración. La resucitación cardiopulmonar (RCP) está compuesta por compresiones torácicas interpuestas por ventilaciones, las cuales pueden producir el retorno de circulación espontánea, un ritmo y pulso viable. Los parámetros de cómo realizar RCP están definidas por guías consensuadas, pero estos no son rutinariamente medidos, por lo que la calidad es desconocida. Objetivos: Determinar el grado de conocimiento teórico y práctico del manejo del paro cardiorrespiratorio en estudiantes de 6to. año de la Facultad de Medicina de la Universidad Francisco Marroquín utilizando simuladores clínicos. Metodología: Estudio descriptivo y abierto, donde se incluyeron 26 estudiantes usando simuladores de alta fidelidad de RCP, las cuales proveen respuestas fisiológicas realísticas, por medio de algoritmos matemáticos generados por programas en computadoras. Resultados: De los 26 estudiantes 0% aprobó el examen teórico con un promedio de 77.4 puntos; en la evaluación práctica ninguna pareja logró una efectividad mayor al 80%. El promedio de la profundidad de las compresiones fue de 3.38 cm, el promedio de liberación post-compresión fue de 51% y el promedio de tiempo de interrupción total fue 79 segundos. El análisis estadístico demostró que no hay relación entre los resultados del test teórico y la efectividad en las compresiones y ventilaciones en el manejo del paro cardiorrespiratorio. Conclusiones: Se pudo evidenciar que los estudiantes no tienen la competencia apropiada en Soporte Vital Básico y Avanzado, por lo que se recomienda enfocar los cursos de Advance Cardiac Life Support (ACLS) a un mayor abordaje práctico con simuladores fisiológicos y que los estudiantes realicen el curso en periodos de tiempo más seguidos. Palabras clave: Paro Cardiorrespiratorio, Simulaciones fisiológicas, compresiones efectivas, ventilaciones efectivas, ACLS, RCP

A cardiorespiratory arrest is the documentation of absence of pulse and respiration. The cardiopulmonary resuscitation (CPR) is composed of chest compressions interposed by ventilations that will increase the probability of spontaneous circulation return and a viable pulse and rhythm. The parameters of how of perform CPR are defined by consensus guides but these aren't routinely measured in the practice setting, so the quality thereof is unknown. Objective: Determine the degree of theoretical and practical knowledge of the management of cardiorespiratory arrest in students coursing 6th year of Medical School at the University Francisco Marroquín using clinical simulators. Methodology: Descriptive, open study with 26 students using RCP high fidelity simulators providing real physiologic responses throw the use of mathematic algorithms generated by computerized programs. Results: Of the 26 students, 0% approved the theoretical test, with an average grade of 77.4 points. In the practical evaluation, none of the couples achieved greater effectiveness than 80% when doing compressions or ventilations. The average of compression depth was 3.38cm, the post-compression release average was 51%; and the total interruption time average was 79 seconds. The statistical analysis showed there wasn't a relationship between the grades of the theoretical test and the effectiveness of compressions and ventilations in the management of a cardiorespiratory arrest. Conclusions: It is evident that the students don't have proper competition in the management of the Basic and Advance Life Support. It's recommended to focus ACLS courses to a more practical approach with physiological simulators and encourage students to take the course at least once a year while in their hospital rotations. Keywords: Cardiorespiratory arrest, effective compressions, effective ventilations, clinical simulators, ACLS, CPR

Reanimación cardiopulmonar: manejo de las H y las T / Cardiopulmonary resuscitation, approach of "H & T" / Ressucitação cardiopulmonar: tratamento das H e T

Resumen: Existen distintas opciones de programas de entrenamiento en las que se enseñan a los profesionales de la salud las destrezas necesarias para llevar a cabo reanimación cardiopulmonar avanzada; uno de los más conocidos es el curso ACLS, impartido por la Asociación Americana del Corazón. Uno de los temas abordados en este programa es el manejo de las causas que pueden desencadenar un paro cardiorrespiratorio (particularmente en ritmos no desfibrilables) y la importancia de iniciar un manejo simultáneo durante las maniobras de reanimación cardiopulmonar. El objetivo del presente artículo es hacer una revisión minuciosa acerca de cuándo sospechar, cómo diagnosticar y cómo tratar cada una de las causas de asistolia y actividad eléctrica sin pulso (AESP). Se abordará el análisis que se debe realizar antes, durante y después de un paro cardiorrespiratorio. Además, se hará mención de la utilidad de la ultrasonografía o ecocardiografía de emergencia en el entorno de esta emergencia.

Abstract: There are different training programs that teach health professionals the skills needed to perform advanced cardiopulmonary resuscitation; one of the best known is the ACLS course, taught by the American Heart Association. One of the topics in this course is the handling of the causes that can trigger a cardiac arrest (particularly in non-shockable rhythms), and the importance of initiating simultaneous management during cardiopulmonary resuscitation. The aim of this article is to review thoroughly when to suspect, how to diagnose and how to treat each of the causes of asystole and pulseless electrical activity. We will tackle the analysis that has to be performed before, during and after cardiac arrest. In addition, we will review the usefulness of emergency ultrasound or echocardiography in this emergency scenario.

Resumo: Existem diversas opções de programas de treinamento que ensinam os profissionais da saúde as habilidades necessárias para executar a ressuscitação cardiopulmonar avançada, entre eles um dos mais conhecidos é o curso ACLS ensinado pela American Heart Association. Um dos temas abordados neste programa é o tratamento das causas que podem provocar uma parada cardíaca (particularmente em ritmos não chocáveis) e a importância de iniciar um tratamento simultâneo durante a ressuscitação cardiopulmonar. O objetivo deste artigo é fazer uma revisão completa sobre quando suspeitar, como diagnosticar e como tratar cada uma das causas de assistolia e atividade elétrica sem pulso. Se abordará a análise que deve ser feita dos acontecimentos antes, durante e depois da parada cardíaca. Além disso, será feita menção sobre a utilidade da ultra-sonografia ou ecocardiografia neste ambiente de emergência.

Pediatric advanced life support and sedation of pediatric dental patients

Programs provided by the Korea Association of Cardiopulmonary Resuscitation include Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS), Pediatric Advanced Life Support (PALS), and Korean Advanced Life Support (KALS). However, programs pertinent to dental care are lacking. Since 2015, related organizations have been attempting to develop a Dental Advanced Life Support (DALS) program, which can meet the needs of the dental environment. Generally, for initial management of emergency situations, basic life support is most important. However, emergencies in young children mostly involve breathing. Therefore, physicians who treat pediatric dental patients should learn PALS. It is necessary for the physician to regularly renew training every two years to be able to immediately implement professional skills in emergency situations. In order to manage emergency situations in the pediatric dental clinic, respiratory support is most important. Therefore, mastering professional PALS, which includes respiratory care and core cases, particularly upper airway obstruction and respiratory depression caused by a respiratory control problem, would be highly desirable for a physician who treats pediatric dental patients. Regular training and renewal training every two years is absolutely necessary to be able to immediately implement professional skills in emergency situations.

Continuation of cardiopulmonary resuscitation in a Chinese hospital after unsuccessful EMS resuscitation / 老年心脏病学杂志（英文版）

Objective To evaluate the efficacy of the continuation of cardiopulmonary resuscitation (CPR) following transportation to the emergency department in a Chinese hospital after unsuccessful emergency medical services (EMS) CPR. Methods From January 2002 to December 2007, emergency records of non-traumatic patients who were transported to a tertiary teaching hospital after unsuccessful EMS CPR were reviewed. Results Eigty-five patients were included, and 13 patients (15%) accomplished restoration of spontaneous circulation in our emergency department. Resuscitative possibility reached zero at around 23 minutes. One patient was discharged with a favourable neurologic outcome. Conclusions This study shows that the continuation of CPR is not futile and may improve outcomes. The outcomes should be re-evaluatad in the future when prehospital information can be combined with in-hospital information.

Influência do subsídio financeiro e do local da realização do curso de suporte avançado de vida em cardiologia, no aprendizado da emergência cardiovascular / Influence of financial subsidy and venue on advanced cardiac life support courses, in the learning of cardiovascular emergency

FUNDAMENTO: O sucesso no aprendizado da emergência depende de muitos fatores que podem ser resumidos como: aluno, instrutores e curso. OBJETIVO: Avaliar a influência do subsídio financeiro e do local da realização do curso no aprendizado da emergência cardiovascular. MÉTODOS: Analisaram-se dados referentes aos cursos de Suporte Avançado de Vida em Cardiologia (ACLS) no período de dezembro de 2005 a dezembro de 2006. De acordo com o subsídio financeiro, foram divididos em: grupo 1 - subsídio integral; grupo 2 - subsídio de 50 por cento; e grupo 3 - sem subsídio. Quanto ao local do curso, foram divididos em: local A - curso em cidade com > 1 milhão de habitantes; e local B - curso em cidade com < 1 milhão de habitantes. Compararam-se a aprovação prática e teórica e a média teórica. RESULTADOS: Participaram do ACLS 819 alunos: 199 (24 por cento) no grupo 1, 122 (15 por cento) no 2 e 498 (61 por cento) no 3. A aprovação prática e teórica e a média na prova teórica foram maiores no grupo 3 que nos demais grupos (p<0,05). Quatrocentos e oitenta e dois fizeram o curso no local A (59 por cento) e 337 (41 por cento) no local B. A aprovação prática foi semelhante para ambos os grupos (p = 0,33), entretanto a aprovação teórica foi maior no local A (73 por cento vs. 65 por cento - p = 0,021 - OR = 1,44 e IC: 1,05 - 1,97). A média teórica foi maior no local A (87,1 ± 10,4 e 86 ± 11, respectivamente p<0,05). CONCLUSÃO: O subsídio financeiro e o local da realização do curso influenciaram na aprovação teórica e prática.

BACKGROUND: The success in learning of emergency depends on many factors that can be summarized as: student, instructors and course. OBJECTIVE: To evaluate the influence of financial subsidy and venue of course in learning cardiovascular emergency. METHODS: Data were analyzed regarding the courses of Advanced Cardiac Life Support (ACLS) in the period from December 2005 to December 2006. In agreement with the financial subsidy, they were divided in: group 1 - integral subsidy; group 2 - subsidy of 50 percent; and group 3 - without subsidy. As for the venue of the course, they were divided in: locality A - study in city with> 1 million inhabitants; and locality B - study in city with <1 million inhabitants. The practical and theoretical approval and the theoretical average were compared. RESULTS: 819 students participated in ACLS: 199 (24 percent) in group 1, 122 (15 percent) in 2 and 498 (61 percent) in 3. The practical and theoretical approval and the average in the theoretical exam were greater in group 3 than in other groups (p <0.05). Four hundred and eighty two (482) took the course in venue A (59 percent) and 337 (41 percent) in venue B. The practical approval was similar for both groups (p = 0.33), however the theoretical approval was greater in venue A (73 percent vs. 65 percent - p = 0.021 - OR = 1.44 and IC: 1.05 - 1.97). The theoretical average was greater in venue A (87.1 ± 10.4 and 86 ± 11, respectively p <0.05). CONCLUSION: The financial subsidy and venue of the course had influence in the theoretical and practical approval.

In-hospital Utstein-style Evaluation of the CPCR Performed by ACLS Teams on Cardiac-arrest patients in a General Hospital

PURPOSE: This study assessed the results of the cardiopulmonary-cerebral resuscitation (CPCR) performed by advanced cardiovascular life support (ACLS) teams on cardiac-arrest patients in pundang - jeseang general hospital by using the in hospital Utstein style. METHODS: From march 1999 to February 2001, we collected data based on a formatted protocol by using the in hospital utstein style. The subjects were adult patients over the age of 20 years who had not experienced trauma and who had been resusciated in the hospital (the emergency department (ED), the ward, and intensive care unit, etc.) by an ACLS team. We studied three groups: group I (ED), group II (general ward), and group III (ICU). RESULTS: among 100,552 patients who were admitted, we resuscitated 152 patients (23 in group I, 83 group II, 46 group III). The number of male patient was higher than the number of female (78%/22%, 57%/43% and 53%/47%). For group I, II, and III, respectively patients between 50 and 70 years of age were predominant, and in all groups, the most witness of the cardiac arrest was the nurse. Performed CPCR methods were complex (87%, 80% and 100%), compression only (4%, 0%, 0%), defibrillation only (9%, 17% and 0%) and ventilation only (0%, 3% and 0%). Initial EKG rhythms were VT/VF (9pts 39%, 44pts 53% and 22pts 48%), PEA (9pts 39% , 23pts 28% and 19pts41%) and asystol (5pts 22%, 16pts 19% and 5pts 11%). The average intervals (minutes) from arrest to CPCR were 0.4+/-0.4, 3.1+/-2.2, 1.0+/-0.6, from arrest to initial defibrillation were 2.7+/-1.3, 4.0+/-3.2 , 3.0+/-1.1, from arrest to intubation were 0.5+/-0.4, 3.8+/-1.3 and 1.1+/-1.0 and from arrest to initial epinephrine were 1.4+/-0.7, 3.0+/-4.4, 1.5+/-1.1 The durations of resuscitation minutes were 23.1+/-22.1, 29.6+/-13.8, 19.4 +/-14.6 The rates of return of spontaneous circulation were 70% (16/23), 55% (46/83), 77% (34/46). The number of discharged patinets were 3 (13%), 8 (9.6%), 9 (45%). The number of patients alive after 1year were 2 (8.7%), 2 (3.4%), 7 (15.2%). CONCLUSION: The rate of return of spontaneous circulation (ROSC) and the number of patinets after 1 year were higher when the resuscitation was performed quickly, and the ACLS team played a great role in this result. Thus, the resuscitation education and training of nurses are very important and should be pursued continously.

O stress em profissionais de saúde durante curso de emergências cardiológicas, Advanced Cardiac Life Support (ACLS) / |a The stress among health professionals during cardiological emergencies courses, Advanced Cardiac Life Support (ACLS)

Nos últimos anos, o stress tem sido considerado uma ameaça real e importante à integridade física e mental de várias populações. Vários cursos de emergência têm formado e treinado um grande número de profissionais da saúde, entre médicos e enfermeiros. Na formação médica um novo paradigma tem estado presente no ensino do profissional da saúde: o uso de simulações baseadas em situações reais e o curso Advanced Cardiac Life Support - ACLS tem sido um exemplo disso. Observa-se que nesses cursos a metodologia estimula o instrutor a aplicar carga de stress durante estações práticas de simulação e criar "atmosfera" próxima do real atendimento de emergência. Os objetivos deste estudo foram: identificar o stress no aluno durante o curso ACLS através dos níveis de ansiedade, variação da pressão arterial, freqüência cardíaca e manifestações clínicas, identificar a percepção do aluno quanto ao stress através da escala de Likert e, finalmente, correlacioná-lo com o aproveitamento do curso. Resultados: o stress esteve presente em 100% da população, sendo que a variação da pressão arterial sistólica foi em torno de 20 mmHg, a da pressão arterial diastólica em torno de 10 mmHg, freqüência cardíaca em torno de 30 bpm (p = 0,0001). Esquecimento, agitação, palpitação, suor palmar, rigidez cervical, urgência urinária, tremor e cefaléia foram as manifestações clínicas mais citadas. A pressão arterial sistólica foi maior nos reprovados na prova prática (p = 0,0001). Baseados nos resultados apresentados, concluímos que o stress manifestou-se durante o curso através das variações de pressão arterial, freqüência cardíaca, estado de ansiedade e manifestações clínicas do tipo palpitação, suor palmar, rigidez cervical, rigidez mandibular, urgência urinária, boca seca, tontura, dor epigástrica, cefaléia, tremor, agitação, esquecimento. Os alunos perceberam o stress e suas manifestações e concluíram que esse stress interferiu em seu desempenho.

In the last few years, stress has been considered a real menace to the physical and mental integrity of people. Many emergency courses have prepared and trained a great number of health professionals, not only doctors but also nurses. Throughout the medical graduation a new paradigm has been present along the teaching process of a health professional: the use of simulations based on real situations and the Advanced Cardiac Life Support course has been an example of this. We notice that in these kiand of course the methodology encourages the instructor to introduce stress pressure during simulated practical sessions, and create an "atmosphere" close to real, in emergency medical care. The objectives of this study were: to identify students stress through the ACLS course, taking into account their levels of anxiety, blood pressure variation, heart rate and clinical manifestations; to identify the student perception of stress using the Likert scale, and, finally, relate stress to the overall students performance. Results: stress was present in a hundred percent (100%) of the subjects, and the systolic blood pressure variation was around 20 mmHg, diastolic blood pressure around 10mmHg, heart rate around 30 bpm (p = 0,0001). Forgetfulness, uneasiness, palpitation, hand sweat, cervical rigidity, urinary urgency, tremor, and headache were the most cited clinical manifestations. Those who flunked the practical test (p = 0,0001) had a higher systolic blood pressure. Based on the results, we conclude that stress occurred during the course through the blood pressure variations, heart rate, state of anxiety, and clinical manifestations such as palpitation, hand sweat, cervical rigidity, mandible rigidity, urinary urgency, dry mouth, dizziness, epigastric pain, headache, tremor, uneasiness and forgetfulness. The students were conscious of their stress and its manifestations and concluded that it interfered in their performance.