Rising to the COVID-19 Challenge: Creating a Remote Experiential Simulation.

This article will describe the creation and implementation of a remote learning failure to rescue (FTR) class with remote experiential simulation technology into a nurse residency program. The COVID-19 pandemic impacted traditional delivery methods for education within nurse residency programs. Following is the background of this hospital's nurse residency program and FTR curriculum and a description of the creation and implementation of a remote FTR class using internally developed remote experiential simulation technology.

Development of a Balloon Tamponade Task Trainer.

Variceal hemorrhage is a life-threatening complication of patients with cirrhosis. If a patient is hemodynamically unstable and unable to undergo endoscopic therapy, a balloon tamponade device may be placed to temporize the hemorrhage until definitive management may be performed. Placement of these devices may be performed by practitioners of several different medical specialties. Placement of balloon tamponade devices requires multiple steps and several different pieces of equipment. Performing the procedure incorrectly can lead to iatrogenic injuries such as esophageal necrosis or perforation. Since this is a relatively rare procedure often placed under high-stress situations, practicing in a low-stakes setting, such as a simulation lab, allows practitioners to hone their skills. Commercially available task trainers for balloon tamponade device placement are not available. In this paper, we describe how to modify an inexpensive airway task trainer for this purpose using commonly available and cost-effective materials.

The effect of supplemental high Fidelity simulation training in medical students.

BACKGROUND: Simulation-based education (SBE) with high-fidelity simulation (HFS) offers medical students early exposure to the clinical environment, allowing development of clinical scenarios and management. We hypothesized that supplementation of standard pulmonary physiology curriculum with HFS would improve the performance of first-year medical students on written tests of pulmonary physiology. METHODS: This observational pilot study included SBE with three HFS scenarios of patient care that highlighted basic pulmonary physiology. First-year medical students' test scores of their cardio-pulmonary curriculum were compared between students who participated in SBE versus only lecture-based education (LBE). A survey was administered to the SBE group to assess their perception of the HFS. RESULTS: From a class of 188 first-year medical students, 89 (47%) participated in the SBE and the remaining 99 were considered as the LBE group. On their cardio-pulmonary curriculum test, the SBE group had a median score of 106 [IQR: 97,110] and LBE group of 99 [IQR: 89,105] (p < 0.001). For the pulmonary physiology subsection, scores were also significantly different between groups (p < 0.001). CONCLUSIONS: Implementation of supplemental SBE could be an adequate technique to improve learning enhancement and overall satisfaction in preclinical medical students.

Physiologically Triggered Digital Cognitive Aid Facilitates Crisis Management in a Simulated Operating Room: A Randomized Controlled Study.

INTRODUCTION: Although the benefits of using cognitive aids in anesthesia care have previously been demonstrated, several challenges remain. It must be presented in a timely manner, and providers must be amenable to using the tool once it is available. We hypothesized that anesthesia residents would perform superiorly when presented with a digital cognitive aid (DCogA) that is automatically triggered by a set vital sign aberration. METHODS: Thirty anesthesia residents were randomized to either control (with access to hard copy of the cognitive aid) or receive a DCogA projected on their anesthesia information management system with the onset of heart block and associated hypotension. The scenario ended upon commencement of pacing, and the times to interventions were recorded. RESULTS: Fourteen participants were randomized to the control group and 16 to the intervention group DCogA. In the control group, 6 of 14 participants failed to pace, and in the DCogA group, all participants initiated pacing (P < 0.01). Those in the DCogA group were also faster to pace [260.1 (137.5) s vs. 405.1 (201.8) s, P = 0.03]. Both groups were similar with respect to their knowledge of advanced cardiovascular life support as measured by a pretest (P = 0.92). CONCLUSIONS: We found those participants who were presented with electronic, physiologically triggered cognitive aids were more likely to appropriately treat heart block by initiating transcutaneous pacing. We believe that adoption of a high-functioning anesthesia information management system designed to detect physiologic perturbations and present appropriate decision support tools would lead to safer intraoperative care.

Trauma Tactics: Rethinking Trauma Education for Professional Nurses.

According to the National Trauma Institute (2015), trauma accounts for more than 180,000 deaths each year in the United States. Nurses play a significant role in the care of trauma patients and therefore need appropriate education and training (L. ). Although several courses exist for trauma education, many nurses have not received adequate education in trauma management (B. ; L. ). Trauma Tactics, a 2-day course that focuses on high-fidelity human patient simulation, was created to meet this educational need. This descriptive study was conducted retrospectively to assess the effectiveness of the Trauma Tactics course. Pre- and postsurveys, tests, and simulation performance were used to evaluate professional nurses who participated in Trauma Tactics over a 10-month period. Fifty-five nurses were included in the study. Pre- and postsurveys revealed an increase in overall confidence, test scores increased by an average of 2.5 points, and simulation performance scores increased by an average of 16 points. Trauma Tactics is a high-quality course that provides a valuable and impactful educational experience for nurses. Further research is needed to evaluate the long-term effects of Trauma Tactics and its impacts on quality of care and patient outcomes.

Clinical Management of Obesity in Women: Addressing a Lifecycle of Risk.

The World Health Organization estimates that nearly 2 billion people worldwide are overweight, 600 million of whom are obese. The increasing prevalence of this condition in women is of particular concern given its impact on reproductive health and mortality. Burgeoning data implicating maternal obesity in fetal programming and the metabolic health of future generations further suggest that obesity in women is one of the most pressing public health concerns of the twenty-first century. However, health care professionals are infrequently engaged in obesity management. This article provides a conceptual understanding of obesity and a rational approach to treatment.