ABSTRACT
Mobile devices have become increasingly important for field monitoring to improve data capture efficiency, increase storage capacity, and replace heavy equipment. We introduce a quick and straightforward protocol to capture greenhouse gas (GHG) emission rates on mobile devices. We developed our setup on the widely used infrared gas analyzer (IRGA) EGM-4 by PP Systems. This IRGA has a limited internal storage capacity and requires an external device such as a laptop to conduct even modest field sampling. Furthermore, when raw data storage is required, carbon dioxide concentration resolution is reduced by the internal EGM-4 software settings, making the equipment less suitable for high-frequency measurements. Our protocol lets the user bring either an iOS or Android mobile device in to the field to connect to the EGM-4's data stream. For both platforms, a mobile console application was used to read, log, and share flux data. The raw data can be processed in either Python, R, or Matlab using the provided scripts that give the user flexibility to amend further postprocessing steps to obtain GHG fluxes. We demonstrate the flexible applicability of mobile devices for field recording and show that a cost-effective solution can enhance the operational life of superseded field equipment while also increasing the quality of the captured data.
ABSTRACT
The specialty of anesthesiology will soon adopt the Competence By Design (CBD) approach to residency education developed by the Royal College of Physicians and Surgeons of Canada (RCPSC). A foundational component of CBD is frequent and contextualized assessment of trainees. In 2013, the RCPSC Anesthesiology Specialty Committee assembled a group of simulation educators, representing each of the 17 Canadian anesthesiology residency programs, to form the Canadian National Anesthesiology Simulation Curriculum (CanNASC) Task Force. The goals were to develop, implement, and evaluate a set of consensus-driven standardized mannequin-based simulation scenarios that every trainee must complete satisfactorily prior to completion of anesthesiology residency and certification. Curriculum development followed Kern's principles and was accomplished via monthly teleconferences and annual face-to-face meetings. The development and implementation processes included the following key elements: 1) Curriculum needs assessment: 368 of 958 invitees (38.4%) responded to a national survey resulting in 64 suggested scenario topics. Use of a modified Delphi technique resulted in seven important and technically feasible scenarios. 2) Scenario development: All scenarios have learning objectives from the National Curriculum for Canadian Anesthesiology Residency. Standardized scenario templates were created, and the content was refined and piloted. 3) Assessment: A validated Global Rating Scale (GRS) is the primary assessment tool, informed by using scenario-specific checklists (created via a modified Delphi technique) and the Anesthesia Non-Technical Skills GRS. 4) Implementation: Standardized implementation guidelines, pre-brief/debrief documents, and rater training videos, guide, and commentary were generated. National implementation of the scenarios and program evaluation is currently underway. It is highly feasible to achieve specialty-based consensus on the elements of a national simulation-based curriculum. Our process could be adapted by any specialty interested in implementing a simulation-based curriculum incorporating competency-based assessment on a national scale.
