Cardiac Arrest Occurring in High-Rise Buildings: A Scoping Review.

Out-of-hospital cardiac arrests (OHCAs) occurring in high-rise buildings are a challenge to Emergency Medical Services (EMS). Contemporary EMS guidelines lack specific recommendations for systems and practitioners regarding the approach to these patients. This scoping review aimed to map the body of literature pertaining to OHCAs in high-rise settings in order to clarify concepts and understanding and to identify knowledge gaps. Databases were searched from inception through to 6 May 2021 including OVID Medline, PubMed, Embase, CINAHL, and Scopus. Twenty-three articles were reviewed, comprising 8 manikin trials, 14 observational studies, and 1 mathematical modelling study. High-rise settings commonly have lower availability of bystanders and automatic external defibrillators (AEDs), while height constraints often lead to delays in EMS interventions and suboptimal cardiopulmonary resuscitation (CPR), scene access, and extrication. Four studies found return of spontaneous circulation (ROSC) rates to be significantly poorer, while seven studies found rates of survival-to-hospital discharge (n = 3) and neurologically favourable survival (n = 4) to be significantly lower in multistorey settings. Mechanical chest compression devices, transfer sheets, and strategic defibrillator placement were suggested as approaches to high-rise OHCA management. A shift to maximising on-scene treatment time, along with bundling novel prehospital interventions, could ameliorate some of these difficulties and improve clinical outcomes for patients.

Does visual salience of action affect gesture production?

Past research suggests that speakers gesture more when motor simulations are more strongly activated. We investigate whether simulations of a perceptual nature also influence gesture production. Participants viewed animations of a spider moving with a manner of motion that was either highly salient (n = 29) or less salient (n = 31) and then described each motion event. Speakers in the high-salience condition produced significantly more gestures that depicted manner information. However, they did not produce significantly more gestures overall, more gestures that depicted the spider's path and direction of motion, or more manner descriptions in speech. Moreover, the effect of visual salience on manner gestures persisted after controlling for expression of manner in speech. These findings suggest that speakers selectively produce gestures expressing features of perceptual representations that are highly salient. (PsycINFO Database Record

Teachers' gestures and students' learning: sometimes "hands off" is better.

During mathematics instruction, teachers often make links between different representations of mathematical information, and they sometimes use gestures to refer to the representations that they link. In this research, we investigated the role of such gestures in students' learning from lessons about links between linear equations and corresponding graphs. Eighty-two middle-school students completed a pretest, viewed a video lesson, and then completed a posttest comparable to the pretest. In all of the video lessons, the teacher explained the links between equations and graphs in speech. The lessons varied in whether the teacher referred to the equations in gesture and in whether she referred to the graphs in gesture, yielding four conditions: neither equations nor graphs, equations only, graphs only, and both equations and graphs. In all conditions, the gestures were redundant with speech, in the sense that the referents of the gestures were also mentioned in speech (e.g., pointing to "2" while saying "2"). Students showed substantial learning in all conditions. However, students learned less when the teacher referred to the equations in gesture than when she did not. This was not the case for gesture to graphs. These findings are discussed in terms of the processing implications of redundancy between gesture and speech, and the possibility of "trade-offs" in attention to the visual representations. The findings underscore the need for a more nuanced view of the role of teachers' gestures in students' comprehension and learning.