Future directions for simulation in healthcare: A critical review.

There was a widespread discontinuation of simulation programs during and after the COVID-19 pandemic. The objective is to explore how to facilitate greater integration of simulation in healthcare organizations. A literature review was conducted in PubMed, MEDES, IBECS and DOCUMED databases. Twenty-three articles published after the pandemic were selected, categorized in seven themes and critically reviewed. In order to consistently and fully integrate simulation into the organizational culture it is recommended to prioritize the development of new strategies that enhance the efficiency and safety of healthcare delivery. And also strategies that enhance the satisfaction and well-being of all stakeholders.

Growth trajectories in children with cleft lip and/or palate / Trayectorias de crecimiento en niños con fisura labial y/o palatina

Introduction: the nutritional status and growth of children with cleft lip and/or palate (CL/P) can be affected due to feeding difficulties caused by their anatomy and the surgical interventions. Objective: this retrospective longitudinal study aims to analyse the growth trajectories of a cohort of children with CL/P and compare them with a healthy representative cohort of children from Aragon (Spain). Methods: type of cleft, surgical technique and sequelae, and weight, length/height and body mass index (BMI) (weight/height2) at different ages (0-6 years) were recorded. Normalized age- and sex-specific anthropometric Z-scores values were calculated by World Health Organization (WHO) charts. Results: forty-one patients (21 male, 20 female) were finally included: 9.75 % cleft lip (n = 4/41), 41.46 % cleft palate (n = 17/41) and 48.78 % cleft lip and palate (n = 20/41). The worst nutritional status Z-scores were achieved at the age of three months (44.44 % and 50 % had a weight and a BMI lower than -1 Z-score, respectively). Mean weight and BMI Z-scores were both significantly lower than controls at one, three and six months of age, recovering from that moment until the age of one year. Conclusions: the highest nutritional risk in CL/P patients takes place at 3-6 months of age, but nutritional status and growth trajectories get recovered from one year of age compared to their counterparts. Nevertheless, the rate of thin subjects among CL/P patients is higher during childhood.(AU)

Introducción: el estado nutricional y el crecimiento de los niños con labio y/o paladar fisurado (CL/P) pueden verse afectados debido a lasdificultades de alimentación provocadas por su anatomía y las intervenciones quirúrgicas.Objetivo: este estudio longitudinal retrospectivo tiene como objetivo analizar las trayectorias de crecimiento de una cohorte de niños con CL/Py compararlos con una cohorte representativa de niños sanos de Aragón (España).Métodos: se registraron el tipo de fisura, la técnica quirúrgica y las secuelas, el peso, la longitud/talla y el índice de masa corporal (IMC) (peso/talla2) a diferentes edades (0-6 años). Se calcularon las Z-score de los valores antropométricos según edad y sexo, mediante las tablas de laOrganización Mundial de la Salud (OMS).Resultados: se incluyeron 41 pacientes (21 hombres, 20 mujeres): 9,75 % con fisura labial (n = 4/41), 41,46 % con fisura palatina (n = 17/41)y 48,78 % con fisura labiopalatina (n = 20/41). Los valores Z-scores de la antropometría más bajos se alcanzaron a los tres meses de edad (el44,44 % y el 50 % tenían un peso y un IMC inferiores a -1 Z-score, respectivamente). Los valores de peso medio y de las puntuaciones Z delIMC fueron significativamente más bajos en los pacientes con fisura que en los controles a los uno, tres y seis meses de edad, recuperándosea partir de ese momento hasta equipararse al año de edad.Conclusiones: el mayor riesgo nutricional en pacientes con CL/P se presenta entre los tres y seis meses de edad, pero su estado nutricionaly las trayectorias de crecimiento se normalizan a partir del año de edad. Sin embargo, la proporción de individuos delgados entre los pacientescon CL/P es mayor durante la infancia.(AU)

Growth trajectories in children with cleft lip and/or palate.

Introduction: Introduction: the nutritional status and growth of children with cleft lip and/or palate (CL/P) can be affected due to feeding difficulties caused by their anatomy and the surgical interventions. Objective: this retrospective longitudinal study aims to analyse the growth trajectories of a cohort of children with CL/P and compare them with a healthy representative cohort of children from Aragon (Spain). Methods: type of cleft, surgical technique and sequelae, and weight, length/height and body mass index (BMI) (weight/height2) at different ages (0-6 years) were recorded. Normalized age- and sex-specific anthropometric Z-scores values were calculated by World Health Organization (WHO) charts. Results: forty-one patients (21 male, 20 female) were finally included: 9.75 % cleft lip (n = 4/41), 41.46 % cleft palate (n = 17/41) and 48.78 % cleft lip and palate (n = 20/41). The worst nutritional status Z-scores were achieved at the age of three months (44.44 % and 50 % had a weight and a BMI lower than -1 Z-score, respectively). Mean weight and BMI Z-scores were both significantly lower than controls at one, three and six months of age, recovering from that moment until the age of one year. Conclusions: the highest nutritional risk in CL/P patients takes place at 3-6 months of age, but nutritional status and growth trajectories get recovered from one year of age compared to their counterparts. Nevertheless, the rate of thin subjects among CL/P patients is higher during childhood.

Introducción: Introducción: el estado nutricional y el crecimiento de los niños con labio y/o paladar fisurado (CL/P) pueden verse afectados debido a las dificultades de alimentación provocadas por su anatomía y las intervenciones quirúrgicas. Objetivo: este estudio longitudinal retrospectivo tiene como objetivo analizar las trayectorias de crecimiento de una cohorte de niños con CL/P y compararlos con una cohorte representativa de niños sanos de Aragón (España). Métodos: se registraron el tipo de fisura, la técnica quirúrgica y las secuelas, el peso, la longitud/talla y el índice de masa corporal (IMC) (peso/talla2) a diferentes edades (0-6 años). Se calcularon las Z-score de los valores antropométricos según edad y sexo, mediante las tablas de la Organización Mundial de la Salud (OMS). Resultados: se incluyeron 41 pacientes (21 hombres, 20 mujeres): 9,75 % con fisura labial (n = 4/41), 41,46 % con fisura palatina (n = 17/41) y 48,78 % con fisura labiopalatina (n = 20/41). Los valores Z-scores de la antropometría más bajos se alcanzaron a los tres meses de edad (el 44,44 % y el 50 % tenían un peso y un IMC inferiores a -1 Z-score, respectivamente). Los valores de peso medio y de las puntuaciones Z del IMC fueron significativamente más bajos en los pacientes con fisura que en los controles a los uno, tres y seis meses de edad, recuperándose a partir de ese momento hasta equipararse al año de edad. Conclusiones: el mayor riesgo nutricional en pacientes con CL/P se presenta entre los tres y seis meses de edad, pero su estado nutricional y las trayectorias de crecimiento se normalizan a partir del año de edad. Sin embargo, la proporción de individuos delgados entre los pacientes con CL/P es mayor durante la infancia.

Craniofacial and three-dimensional palatal analysis in cleft lip and palate patients treated in Spain.

Growth alterations have been described in patients operated on for oral clefts. The purpose of this work was to analyze the craniofacial and palate morphology and dimensions of young adults operated on for oral clefts in early childhood in Spain. Eighty-three patients from eight different hospitals were divided into four groups based on their type of cleft: cleft lip (CL, n = 6), unilateral cleft lip and palate (UCLP, n = 37), bilateral cleft lip and palate (BCLP, n = 16), and cleft palate only (CPO, n = 24). A control group was formed of 71 individuals. Three-dimensional (3D) digital models were obtained from all groups with an intraoral scanner, together with cephalometries and frontal, lateral, and submental facial photographs. Measurements were obtained and analyzed statistically. Our results showed craniofacial alterations in the BCLP, UCLP, and CPO groups with an influence on the palate, maxilla, and mandible and a direct impact on facial appearance. This effect was more severe in the BCLP group. Measurements in the CL group were similar to those in the control group. Cleft characteristics and cleft type seem to be the main determining factors of long-term craniofacial growth alterations in these patients. Prospective research is needed to clearly delineate the effects of different treatments on the craniofacial appearance of adult cleft patients.

[Interprofessional team training with in situ simulation to improve the quality of cardiopulmonary resuscitation]. / Entrenamiento de equipos interprofesionales con simulación in situ para mejorar la calidad de la reanimación cardiopulmonar.

INTRODUCTION: In situ simulation facilitates training in clinical settings under similar emotional pressure that occurs in real life situations. The objective of the present study was to assess the feasibility, implementation, facilitators self-confidence and teaching challenges of a training program of cardiopulmonary resuscitation through an in situ simulation plan. METHOD: A training program was designed for the facilitators. The number of professionals trained and in situ simulations performed were recorded, as well as the logistical challenges. An ad hoc survey was designed to assess facilitators self-confidence and educational challenge which were classified using the debriefing assessment for simulation in healthcare©. RESULTS: During a period of 3 years, 95 trained facilitators implemented 378 in situ simulations that allowed to train 1281 nursing professionals working at inpatient units. Integration of in situ simulations with daily activities and availability of facilitators were the main logistical challenges. Stablishing and maintaining a stimulating learning environment and structuring the debriefing in an organized way were the main educational challenges. CONCLUSIONS: In situ simulation helps to train the coordination of nursing teams taking care of patients in cardiorespiratory arrest and to identify the risks that may affect patient safety. Identifying the educational challenges during the implementation of in situ simulation facilitates the design of specific educational and monitoring strategies.

Linguistic Validation of the Debriefing Assessment for Simulation in Healthcare in Spanish and Cultural Validation for 8 Spanish Speaking Countries.

INTRODUCTION: Debriefing Assessment for Simulation in Healthcare (DASH) is an instrument to assist in developing and evaluating faculty debriefing and instructional skills that, in the context of trained raters, yields reliable data and internal consistency. Support for its validity is grounded in both its content and the scores arising from its use. The utilization of this and other assessment tools, guidelines, and protocols is expanding internationally, but most of them are available only in English and there is not a single established methodology for translation. The objectives of this study were to demonstrate a translation technique and conduct a linguistic validation of the translation of the DASH from English to Spanish and to demonstrate and conduct a cultural validation across 8 Spanish-speaking countries. METHODS: A forward translation and review of the DASH score sheets and Rater's Handbook defined the consensus harmonized version. A backward translation was reviewed by the original authors and discussed with the translators to produce the approved harmonized version. This was then tested through a questionnaire to assess clarity, comprehensiveness, appropriateness, and cultural relevance among 5 monolingual subjects from 8 Spanish-speaking countries. RESULTS: During the forward translation, 16 discrepancies were detected in the Spanish DASH. Sixty-two participants were sent the Spanish cultural questionnaire and 48% responded. A total of 82 different interpretations and 57 extra recommendations (42% terms, 16% concepts, and 42% syntax) were made. Twenty-seven percent of them were applied. CONCLUSIONS: The translated DASH has undergone a linguistic validation into Spanish, and a cultural validation across 8 Spanish-speaking countries. It may be used to assess debriefings in healthcare settings in these countries. The methodology used is applicable for translating and assessing a cross-cultural validation of assessment instruments.

Pancreatitis aguda por hemobilia secundaria a pseudoaneurisma de la arteria cística / Hemobilia related to cystic artery pseudoaneurysm as a cause of acute pancreatitis

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Hemobilia related to cystic artery pseudoaneurysm as a cause of acute pancreatitis.

Hemobilia is a rare cause of upper gastrointestinal bleeding (UGIB). It is commonly iatrogenic, and is more rarely caused by tumors, lithiasis, and inflammatory or vascular disease. We describe a case of cystic artery pseudoaneurysm, which caused acute pancreatitis as an unusual complication.

Simulation as a Tool to Facilitate Practice Changes in Teams Taking Care of Patients Under Investigation for Ebola Virus Disease in Spain.

INTRODUCTION: We analyzed the impact of simulation-based training on clinical practice and work processes on teams caring for patients with possible Ebola virus disease (EVD) in Cantabria, Spain. METHODS: The Government of Spain set up a special committee for the management of EVD, and the Spanish Ministry of Health and foreign health services created an action protocol. Each region is responsible for selecting a reference hospital and an in-house care team to care for patients under investigation. Laboratory-confirmed cases of EVD have to be transferred to the Carlos III Health Institute in Madrid. Predeployment training and follow-up support are required to help personnel work safely and effectively. Simulation-based scenarios were designed to give staff the opportunity to practice before encountering a real-life situation. Lessons learned by each team during debriefings were listed, and a survey administered 3 months later assessed the implementation of practice and system changes. RESULTS: Implemented changes were related to clinical practice (eg, teamwork principles application), protocol implementation (eg, addition of new processes and rewriting of confusing parts), and system and workflow (eg, change of shift schedule and rearrangement of room equipment). CONCLUSIONS: Simulation can be used to detect needed changes in protocol or guidelines or can be adapted to meet the needs of a specific team.

The Principles of Magic Applied to Healthcare Simulation.

STATEMENT: Five principles of magic are described that directly relate to enhancing participant engagement in the healthcare simulation setting. The principles discussed are the following: reality is in the mind of the participant, attention is easily misdirected, perception can be manipulated, various cognitive biases can be exploited, and focus must be captured. Using these principles in a healthcare simulation can help fill gaps in fidelity and bring a participant to a point where the situation and events make sense to them, they feel that they are in an appropriate environment, and they are willing to forgive the natural flaws of the simulation itself. Misuse of illusions beyond the purpose of filling fidelity gaps can break trust with the teacher and lead to disengagement of the participant.

Reflexiones sobre una rotación educativa en simulación médica / Reflections on an educational rotation in medical simulation

Mientras que la enseñanza y el aprendizaje son la clave para avanzar en medicina, se dedica poco tiempo a cómo enseñar. Tradicionalmente, los estudiantes de medicina rotan a través de las especialidades médicas estándares con el objetivo de aprender a diagnosticar y tratar las enfermedades más comunes. Muy pocas facultades de medicina ofrecen una rotación o un currículo formal sobre educación médica. Se reflexiona sobre la experiencia de unos estudiantes de medicina al realizar una rotación educativa electiva en el Hospital virtual Valdecilla, un centro de simulación clínica en España con la misión de mejorar la seguridad del paciente mediante el entrenamiento de los profesionales sanitarios y estudiantes de pregrado a través de la simulación clínica en todas sus aplicaciones. La rotación de los estudiantes se realizó a través del Programa Internacional de Salud de la Facultad de Medicina de la Universidad de Nueva York. Se repasan los objetivos de aprendizaje abordados (creación de entornos de aprendizaje psicológicamente seguros, diseño de las estrategias docentes basadas en la teoría de aprendizaje del adulto de Kolb, exposición a los diferentes tipos de simulaciones, introducción al debriefing y al trabajo en equipo, y participación en un proyecto de investigación educativa) y se compara la experiencia con su participación en las simulaciones como estudiantes durante la facultad

While teaching and learning are key elements to advance medicine, little time is spent educating medical professionals on how to teach. Traditionally, medical students rotate through the standard medical specialties with the goal of learning how to diagnose and treat the most common diseases. Few medical schools offer a teaching rotation or formal curriculum in education. We reflect on the experience of medical students in a one-month educational elective at the Hospital virtual Valdecilla in Santander (Spain), a simulation center with the mission of improving quality of care and patient safety by means of interprofessional team training through clinical simulation. The medical student rotation was made possible by the International Health Program at New York University School of Medicine. Learning objectives for the rotation are reviewed, including development of psychologically safe learning environments, design of learning activities based on principles of the adult experiential learning model described by Kolb, exposure to different types of simulation, introduction to debriefing and teamwork principles, and participation in an educational research project. The students’ experience in this rotation is compared to their previous experience participating in simulations as students during clinical rotations at their medical school

Incidence, management, and course of cancer in patients with inflammatory bowel disease.

BACKGROUND AND AIMS: Patients with inflammatory bowel disease [IBD] are at increased risk for developing some types of neoplasia. Our aims were to determin the risk for cancer in patients with IBD and to describe the relationship with immunosuppressive therapies and clinical management after tumor diagnosis. METHODS: Retrospective, multicenter, observational, 5-year follow-up, cohort study. Relative risk [RR] of cancer in the IBD cohort and the background population, therapeutic strategies, and cancer evolution were analyzed. RESULTS: A total of 145 cancers were diagnosed in 133 of 9100 patients with IBD (global cumulative incidence 1.6% vs 2.4% in local population; RR = 0.67; 95% confidence interval [CI]: 0.57-0.78). Patients with IBD had a significantly increased RR of non-melanoma skin cancer [RR = 3.85; 2.53-5.80] and small bowel cancer [RR = 3.70; 1.23-11.13]. After cancer diagnosis, IBD treatment was maintained in 13 of 27 [48.1%] patients on thiopurines, in 2 of 3 on methotrexate [66.6%], none on anti-TNF-α monotherapy [n = 6] and 4 of 12 [33.3%] patients on combined therapy. Rate of death and cancer remission during follow-up did not differ [p > 0.05] between patients who maintained the treatment compared with patients who withdrew [5% vs 8% and 95% vs 74%, respectively]. An association between thiopurines [p = 0.20] or anti-TNF-α drugs [p = 0.77] and cancer was not found. CONCLUSIONS: Patients with IBD have an increased risk for non-melanoma skin cancer and small bowel cancer. Immunosuppresive therapy is not related to a higher overall risk for cancer or worse tumor evolution in patients who maintain these drugs after cancer diagnosis.

La simulación clínica como herramienta para facilitar el cambio de cultura en las organizaciones de salud: aplicación práctica de la teoría avanzada del aprendizaje / Clinical simulation as a tool to facilitate culture change in healthcare: Practical application of advanced learning theory

RESUMEN Introducción: Las organizaciones sanitarias continúan aumentando su complejidad. La mayoría de efectos adversos son causados por problemas inherentes a los procesos utilizados. Objetivo: Comprender el valor del entrenamiento de equipos con simulación para promover un enfoque orientado al sistema, centrado en el paciente y conducido por equipos interprofesionales. Metodología: Reflexión sobre estrategias de simulación para afrontar cambios organizativos. Resultados: Equipos interprofesionales fueron capaces de proporcionar sedación de modo seguro para procedimientos de colonoscopia, y para promover el diagnóstico precoz y el rápido tratamiento de pacientes con sepsis severa. Conclusión: La simulación clínica proporciona un entorno seguro para reorganizar el cuidado en salud y entrenar profesionales a trabajar en equipo.

ABSTRACT Introduction: Healthcare continues to grow in complexity. Numerous publications have confirmed that most adverse events are caused by inherent problems within the processes being used, which implies that reengineering the systems can reduce the incidence of error. Objective: To understand the value of team education with clinical simulation to promote a systems-oriented, multidisciplinary team-driven, patient-centered approach for optimal patient outcomes. Methodology: We present several simulation-based strategies as an example on how to cope with changes at the organizational level. Results: After simulation based training inter-professional teams were able to safely provide sedation for colonoscopy, and to enhance teamwork for early detection and goal-directed treatment of sepsis in the surgical ward. Conclusion: Clinical simulation provides a safe environment to reorganize care and train professionals to work in teams.

Diseño y desarrollo de escenarios de simulación clínica: análisis de cursos para el entrenamiento de anestesiólogos / Design and development of clinical simulation scenarios: analysis of courses for anesthesiologists

Introducción: La simulación se está integrando en los programas docentes de los residentes y en la formación continuada de los especialistas. El objetivo de este artículo es identificar y estandarizar las mejores prácticas para diseñar e implementar un escenario de simulación clínica. Materiales y métodos: Se analizan los cursos realizados para la especialidad de Anestesiología y Reanimación en el Hospital Virtual Valdecilla durante el período septiembre 2008-junio 2011. Resultados: Se revisan un total de 104 escenarios correspondientes a 14 cursos de formación continuada de médicos especialistas, y 13 realizados para el programa de integración de la simulación clínica en el programa formativo de los residentes. Se identifican y estandarizan las fases seguidas para el diseño, puesta en marcha y posterior refinamiento de cada escenario, así como los criterios utilizados para la toma de decisiones en cada una de ellas. Conclusiones: En nuestra experiencia, el análisis correcto de los objetivos docentes, y que éstos sean la guía para el diseño de un escenario clínico, es el factor individual más importante para el éxito de un programa de simulación (AU)

Introduction: Simulation is integrating into the residency programs and for continuing medical education (CME). The aim of this article is identify and standardize the best practices to design and develop clinical simulation scenarios for training exercises. Materials and methods: We analyze the courses for Anesthesia and Critical Care performed in Valdecilla Virtual Hospital from September 2008 to June 2011. Results: A total of 104 scenarios were reviewed, related to 14 CME and 13 resident courses. The resultant phases followed to design, build and refine a clinical simulation scenario, and the criteria utilized to make the decisions in each step are presented. Conclusions: In our opinion clearly define the training objectives is the most important single factor to guide the scenario design and determine a meaningful simulation experience (AU)

Simulación clínica de alto realismo: una experiencia en el pregrado / Realistic clinical simulation: an experience with undergraduate medical students

Introducción. La simulación con modelos de alto realismo se utiliza a menudo en la formación de los profesionales sanitarios. Sin embargo, son escasas las experiencias en el pregrado. El objetivo de este trabajo fue conocer la factibilidad y la aceptación de su aplicación con estudiantes de sexto curso de la licenciatura de Medicina. Materiales y métodos. Se diseñaron ocho escenarios que simulaban problemas clínicos frecuentes para su desarrollo con maniquíes de alto realismo. Los estudiantes se dividieron en grupos de 6-8 sujetos, cada uno de los cuales atendió dos casos durante 30 minutos. Posteriormente se llevó a cabo un análisis reflexivo durante 25-40 minutos. La actividad se repitió en dos años consecutivos. Al final se recabó la opinión de los estudiantes mediante encuestas anónimas. Resultados. La actividad fue valorada muy positivamente por los estudiantes, quienes la consideraron como "útil" (4,8 y 4,9 puntos sobre 5) e "interesante" (4,9 y 4,9 puntos). El tiempo preciso para preparar cada escenario fue de unas 3 horas. Fueron necesarias una jornada completa de un profesor, un técnico y un enfermero para que un colectivo de unos 40 estudiantes se expusiera a dos casos clínicos. Conclusiones. Esta experiencia piloto sugiere que la simulación de alto realismo es factible en el pregrado, supone un consumo razonable de recursos y tiene una elevada aceptación por parte de los estudiantes. No obstante, se necesitan otros estudios que confirmen la impresión subjetiva de que resulta útil para potenciar el aprendizaje de los alumnos y su competencia clínica (AU)

Introduction. Realistic clinical simulation is commonly used with physicians and other health professionals. However it has been rarely used with undergraduate students. The aim of this study was to explore its feasibility and acceptance with medical students. Materials and methods. Eight clinical scenarios representing common acute problems in medical practice were designed and implemented using a realistic manikin. In two consecutive years, groups of 6-8 students attended two cases during 30 min, followed by a 25-40 period for assessment and feedback. Students opinion was obtained by anonymous questionnaires. Results. Students considered the activity both "useful" (4.8 and 4.9 points in a 5-point scale) and "interesting" (4.9 and 4.9 points). Designing each scenario required about 3 hours. During a work day of a teacher, a nurse and a technician, 40 students were exposed to two scenarios. Conclusions. This pilot study suggest that realistic clinical simulations is both feasible and well-accepted by medical students, with reasonable resource requirements. Nevertheless, other studies are needed to confirm their usefulness to improve student learning and clinical performance (AU)

[Endoscopic treatment of gastrointestinal fistulas with biological fibrin glue]. / Tratamiento endoscópico de fístulas gastrointestinales con un pegamento biológico tisular.

OBJECTIVE: We summarize our experience of endoscopic treatment of gastrointestinal fistulas with fibrin glue. PATIENTS AND METHOD: We retrospectively reviewed the outcome of 30 patients with gastrointestinal fistulas (9 internal and 21 external) refractory to standard conservative treatment for at least 10 days. Once the fistula was endoscopically located, 4 to 8 ml of reconstituted fibrin glue (Tissucol 2.0) at 37 degrees C was injected through a Duplocath catheter on a weekly basis. RESULTS: The mean age was 59 years (32-87) and 63% were men. A total of 21.9% of the patients had high output fistulas. We were able to find all fistular orifices what were located close to the surgical anastomosis. Healing time was 17 days (4-90); 2.8 sessions were required per patient (1-5) but only 2.3 sessions were required in responders. Complete sealing of fistulas was achieved in 75%; (80% in low-output, 25% in high-output and 55.5% in internal fistulas). The frequency of fistula recurrence was 3.3%. No complications related to the sealing procedure were found. Overall mortality was 10%, but only 6.6% was related to persistence of the fistula. CONCLUSIONS: Endoscopic treatment of fistulas with biological glue has a high success rate in sealing without complications, helping to speed up the healing process and reduce costs, particularly in low-output enterocutaneous fistulas.