Disaster Triage Skills Training: An Introductory Virtual Simulation for Medical Students.

Background Disaster triage training equips learners with the critical skills to rapidly evaluate patients, yet few medical schools include formal triage training in their curriculum. Simulation exercises can successfully teach triage skills, but few studies have specifically evaluated online simulation to teach these skills to medical students. Aims We sought to develop and evaluate a largely asynchronous activity for senior medical students to practice their triage skills in an online format. Methods We developed an online, interactive triage exercise for fourth-year medical students. For the exercise, the student participants acted as triage officers for an emergency department (ED) at a large tertiary care center during an outbreak of a severe respiratory illness. Following the exercise, a faculty member led a debriefing session using a structured debriefing guide. Pre- and post-test educational assessments used a five-point Likert scale to capture the helpfulness of the exercise and their self-reported pre- and post-competency in triage. Change in self-reported competency was analyzed for statistical significance and effect size. Results Since May 2021, 33 senior medical students have completed this simulation and pre- and post-test educational assessments. Most students found the exercise "very" or "extremely" helpful for learning, with a mean of 4.61 (SD: ±0.67). Most students rated their pre-exercise competency as "beginner" or "developing" and their post-exercise competency as "developing" or "proficient" on a four-point rubric. The average increase in self-reported competency was 1.17 points (SD: ±0.62), yielding a statistically significant difference (p < 0.001) and large effect size (Hedges' g: 1.94). Conclusions We conclude that a virtual simulation can increase students' sense of competence in triage skills, using fewer resources than in-person simulation of disaster triage. As a next step, the simulation and the source code are publicly available for anyone to engage with the simulation or adapt it for their respective learners.

The effect of vessel depth, diameter, and location on ultrasound-guided peripheral intravenous catheter longevity.

INTRODUCTION: Ultrasound-guided peripheral intravenous catheters (USGPIVs) have been observed to have poor durability. The current study sets out to determine whether vessel characteristics (depth, diameter, and location) predict USGPIV longevity. METHODS: A secondary analysis was performed on a prospectively gathered database of patients who underwent USGPIV placement in an urban, tertiary care emergency department. All patients in the database had a 20-gauge, 48-mm-long catheter placed under ultrasound guidance. The time and reason for USGPIV removal were extracted by retrospective chart review. A Kaplan-Meier survival analysis was performed. RESULTS: After 48 hours from USGPIV placement, 32% (48/151) had failed prematurely, 24% (36/151) had been removed for routine reasons, and 44% (67/151) remained in working condition yielding a survival probability of 0.63 (95% confidence interval [CI], 0.53-0.70). Survival probability was perfect (1.00) when placed in shallow vessels (<0.4 cm), moderate (0.62; 95% CI, 0.51-0.71) for intermediate vessels (0.40-1.19 cm), and poor (0.29; 95% CI, 0.11-0.51) for deep vessels (≥1.2 cm); P < .0001. Intravenous survival probability was higher when placed in the antecubital fossa or forearm locations (0.83; 95% CI, 0.69-0.91) and lower in the brachial region (0.50; 95% CI, 0.38-0.61); P = .0002. The impact of vessel depth and location was significant after 3 hours and 18 hours, respectively. Vessel diameter did not affect USGPIV longevity. CONCLUSION: Cannulation of deep and proximal vessels is associated with poor USGPIV survival. Careful selection of target vessels may help improve success of USGPIV placement and durability.

False recognition of emotional word lists in aging and Alzheimer disease.

OBJECTIVE: To examine 3 different aspects of the emotional memory effect in aging and Alzheimer disease (AD): item-specific recollection, gist memory, and recognition response bias. METHOD: Younger adults, older adults, and patients with AD performed a false recognition memory test in which participants were tested on "lure" items that were not seen at study, but were semantically related to the study items. Participants were tested on 5 emotional and 5 non-emotional lists. RESULTS: In addition to finding an increase in true recognition for emotional versus non-emotional items in healthy younger and older adults but not in patients with AD, and confirming that emotional items led younger adults to shift their response bias to a more liberal one, 3 novel findings were observed. First, the emotional effect on response bias was also observed in healthy older adults. Second, the opposite emotional effect on response bias was observed in patients with AD. Third, emotional items did not lead to an improvement in item-specific recollection or gist memory. CONCLUSIONS: Although healthy older adults show the normal amygdala-modulated criterion shift for emotional items-influencing their subjective feeling that information has been previously encountered, the amygdala pathology present in early AD may disrupt this influence.

Gist memory in Alzheimer's disease: evidence from categorized pictures.

The authors investigated gist memory (the general meaning, idea, or gist conveyed by a collection of items) for categorized color photographs in patients with Alzheimer's disease (AD) using an experimental paradigm in which participants are instructed to respond "yes" when a test item fits with a previously studied category, regardless of whether the specific item was actually studied. Compared with controls, the patients endorsed fewer studied items and similar numbers of nonstudied lure items. After the authors corrected for the baseline false-alarm rate, the patients showed a lower level of endorsements for nonstudied lure items compared with that of controls, suggesting that their gist memory is impaired. Implications of these findings for understanding gist memory and response bias in patients with AD are discussed.