Novel open-source 3D-printed eye mount (TEMPO) for the ophthalmology wet lab.

OBJECTIVE: Procuring an affordable eye mount that can stabilise a cadaveric eye and simulate a patient's normal facial contours represents an ongoing challenge in the ophthalmology simulation wet lab, with notable limitations to all currently available commercial options. This project uses computer-assisted design and three-dimensional (3D)-printing techniques to tackle these challenges for ophthalmologic surgical training. METHODS AND ANALYSIS: Proof-of-concept study. Using Autodesk Fusion 360, we designed and 3D-printed a modular device that consists of 11 pieces forming a head structure. Standard OR tubing and syringes were adapted to create an adjustable-suction system to affix cadaveric eyes. Further modular inserts were customised to house non-cadaveric simulation eyes. RESULTS: Three-dimensional eye mount for procedures in ophthalmology (TEMPO) reliably fixed a cadaveric eye in stable position throughout surgical manipulation. Trainees were able to drape and practice appropriate hand positioning while corneal suturing. Overall, this model was affordable, at a cost of approximately $C200 to print. The modular nature renders individual pieces convenient for replacement and customisable to simulate regional anatomical variation and accommodate non-cadaveric eyes. CONCLUSIONS: TEMPO represents an affordable, high-fidelity alternative to existing commercially available eye mounts. It reliably fixates cadaveric and simulation eyes and provides an enhanced surgical training experience by way of its realistic facial contours. It is released as an open-source computer-aided design file, customisable to interested trainees with appropriate software and 3D-printing capacity.

Relational interventions for organizational learning: An experience report.

INTRODUCTION: Quality improvement and implementation science practitioners identify relational issues as important obstacles to success. Relational interventions may be important for successful performance improvement and fostering Learning Health Systems. METHODS: This case report describes the experience and lessons learned from implementing a relational approach to organizational change, informed by Relational Coordination Theory, in a health system. Structured interviews were used to obtain qualitative participant feedback. Relational Coordination was measured serially using a validated seven-item survey. RESULTS: An initial, relational intervention on one unit promoted increased participant engagement, self-efficacy, and motivation that led to the spontaneous, emergent dissemination of relational change, and learning into other parts of the health system. Staff involved in the intervention reported increased systems thinking, enhanced focus on communication and relationships as key drivers for improvement and learning, and greater awareness of organizational change as something co-created by staff and executives. CONCLUSIONS: This experience supports the hypothesis that relational interventions are important for fostering the development of Learning Health Systems.

Learning: Contemplating the unexamined core of Learning Health Systems.

INTRODUCTION: The current Learning Health Systems literature affords insufficient attention to the process of learning. In response, Billings Clinic focused on how to advance its learning capabilities and subsequently to contribute new insights into the process of learning to the LHS literature. METHODS: An environmental scan was conducted, including the grey literature (eg, technical reports and white papers) and peer-reviewed research publications. Semistructured interviews were also conducted with Clinic staff members to determine the motivation of their engagement in meaningful quality improvement, or learning, initiatives. RESULTS: Six learning principles emerged from the literature review and staff interviews: (1) draw on wisdom of groups and value connections; (2) embrace sensemaking over decision making in dealing with the unexpected; (3) bring diverse perspectives to complex challenges; (4) animate people, provide direction, update regularly, and interact respectfully; (5) appreciate the power and ubiquity of emergent change and the limitations of planned change; and (6) concentrate on small wins and characterize challenges as mere problems. Examples of how these principles are beginning to influence how learning and improvement are understood and approached at Billings Clinic are described and serve as illustrations of the principles in action. CONCLUSION: Becoming adept in learning is essential to realizing the vision of Learning Health Systems-to harness science, clinical research, and information generated by digital technology to inform and accelerate improvement in quality health care. This article seeks to contribute to greater understanding of this process by sharing a set of principles that are proving useful at one health care organization and to a more comprehensive conceptualization of Learning Health Systems.

Psychophysical stress increases the expression of phospho-CREB, Fos protein and neurokinin-1 receptors in superficial laminae of trigeminal subnucleus caudalis in female rats.

Psychological stress and estrogen status are risk factors to develop painful temporomandibular joint disorders (TMJD); however, the neural basis for this relationship is not known. This study tested the hypothesis that repeated forced swim stress and estradiol treatment alter the phosphorylation of cAMP responsive element-binding protein (pCREB) in trigeminal subnucleus caudalis (Vc), the initial site of sensory input from the TMJ. Ovariectomized female rats were given low or high dose estradiol and subjected to repeated forced swim stress for 3 days and on day 4 an intra-TMJ injection of mustard oil or vehicle was given. Forced swim alone increased the number of pCREB-positive neurons, independent of estradiol treatment or TMJ stimulation, in superficial and deep laminae of Vc. Forced swim also increased the number of Fos-positive neurons in superficial laminae and neurokinin-1 receptor mRNA in whole dorsal Vc, independent of estradiol treatment. These results indicated that persistent psychophysical stress alone was sufficient to increase the expression of pCREB and downstream regulated genes associated with enhanced excitability in the caudal medullary dorsal horn, a brainstem region thought to be critical for TMJD pain.

Comparison of EPs' and psychiatrists' laboratory assessment of psychiatric patients.

EPs frequently transfer psychiatric patients to psychiatric hospitals with the approval and acceptance of a psychiatrist. EPs and psychiatrists have an unknown set of testing routines and requirements that are used to determine medical clearance of the psychiatric patient. The purpose of this study was to compare the routine and required testing performed by EPs as compared with psychiatrists. A survey of routine and required test ordering for the medical clearance of patients presenting with psychiatric complaints by EPs and psychiatrists was developed. The survey contained information on the physician and hospital demographics, tests routinely performed, required tests, and estimated cost of testing. The survey was distributed to all of the 1,055 EPs in Illinois using the American College of Emergency Physicians database and all of the 117 psychiatrists at state-operated psychiatric facilities in the state of Illinois. The surveys were mailed and remailed to the nonresponders in both groups. The results were inputted into an SPSS (Chicago, IL) program to determine frequencies, descriptives, and correlations. The study results comparing the EPs with the psychiatrists were performed using Fisher exact testing. The survey was returned by 507 (48.1%) of the EPs and 65 (56.4%) of the psychiatrists. A total of 37.0% of EPs responded who were mostly 31 to 40 years old (187 of 506), male (347 of 469), and board-certified (348 of 477). The psychiatrists were mostly 51 to 60 years old (36 of 56), male (34 of 57), and board-certified (42 of 59). The most frequent routine and required tests ordered by EPs and psychiatrists were a urine drug screen (routine 378 of 507, 45 of 66 and required 381 of 507, 31 of 66), alcohol (348 of 507, 33 of 66 and 348 of 507, 33 of 66), and complete blood count (270 of 507, 53 of 66 and 334 of 507, 34 of 66) and least frequently electroencephalogram (0 of 507, 2 of 66 and 1 of 507, 0 of 66), computed tomography scan (6 of 507, 3 of 66 and 2 of 507, 0 of 66), and lumbar puncture (1 of 507, 2 of 66 and 0 of 507, 0 of 66) respectively, at a most frequent estimated cost of required testing of $101 to $200 for EPs (102 of 507) and $201 to $300 for psychiatrists (13 of 66). There were 10 of 16 differences in routine test ordering and three of 16 required tests performed by EPs compared with psychiatrists. Although the number of sets required by both groups were different, the tests required by psychiatrists and EPs for medical clearance of the psychiatric patients were found to be similar. It is unknown if the psychiatrists influenced the ordering behavior of the EPs. However, this study does demonstrate a difference in the routine test ordering, implying that these is a difference in the approach to the patient in the ED. Further means to obtain congruence in the testing protocol of psychiatric patients would be a valuable endeavor.