The introduction of interprofessional primary care (IPC) as a model of collaborative patient care is increasingly vital in the context of complex healthcare systems and the growing needs of patients. ...Its benefits include improved patient outcomes, enhanced efficiency, and reduced costs. However, the successful implementation of IPC faces challenges due to the differences in training and backgrounds among healthcare professionals, emphasising the importance of effective teamwork and collaborative education.
Educational approaches utilising simulations have gained prominence, particularly in addressing the challenges of interprofessional primary care. Notably, simulations facilitate team learning, enhancing team management and confidence, which ultimately leads to improved performance in real-life scenarios. They also contribute to patient safety by providing comprehensive training and creating a safe environment for professionals to practice and refine their skills without risking real patient harm.
Moreover, simulations promote psychological safety, allowing healthcare workers to manage stress effectively and prepare for critical situations. Ethical considerations are met through simulation-based education, ensuring patient confidentiality, and creating a standardised and just learning environment for all students. Simulations contribute to promoting equity in medical education by providing equal access to high-quality training opportunities for all healthcare professionals.
In conclusion, successful IPC implementation requires a comprehensive approach that includes interprofessional education and the integration of simulations as an essential component of the curriculum at all levels of healthcare education. This approach fosters effective communication, teamwork, and confidence among primary care teams, ultimately leading to improved patient care and outcomes.
Management of emergencies is an integral part of primary care. However, the wide range of symptoms and the rarity of the situations make it difficult for primary care workers to be continually ...updated and competent in providing life support. In Ljubljana Community Health Centre, we use innovative approaches and modern teaching techniques to educate primary health care teams on how to manage medical emergencies.
The three-level educational approach described here enables comprehensive education in managing and recognising dangerous medical situations. It also provides a safe way of learning how to manage difficult, uncommon and serious clinical situations.
This comprehensive educational approach is oriented towards continuous improvement in quality and the safety of patients at the primary health care level.
Simulation is a technique used to create an experience without going through the real event. Competency-based medical education focuses on outcomes and ensures professionals have the necessary ...knowledge, skills, and attitudes. The purpose of this study was to develop a set of competencies for the instructors providing basic and advanced levels of simulation-based training in healthcare.
We conducted a qualitative study in three steps, with each next step building on and influenced by the previous one. First, we conducted a literature review, then a consensus development panel, and finally a three-step Delphi process. The participants were experts in the fields of healthcare, education, and simulations.
The six main competencies identified for the instructor providing simulation-based training at the basic level in healthcare include knowledge of simulation training, education/training development, education/training performance, human factors, ethics in simulation, and assessment. An instructor providing simulation-based training at an advanced level in healthcare should also possess the following five competencies: policies and procedures, organisation and coordination, research, quality improvement, and crisis management.
The identified competencies can serve as a valuable resource for simulation educators and organisations involved in simulation education, to plan curriculum and implement a continuous train-the-trainers programme.
Augmented reality (AR) has benefits and feasibility in emergency medicine, especially in the clinical care of patients, in operating rooms and inpatient facilities, and in the education and training ...of emergency care providers, but current research on this topic is sparse.
The primary objective is to evaluate the short-term and long-term effectiveness of the use of AR in the treatment of patients with anaphylactic shock. The secondary objectives are to evaluate the safety in the treatment of patients with anaphylactic shock, evaluate the short-term and long-term effectiveness of stress management in this process, and determine the experiences and attitudes towards the use of AR in education.
The study will be conducted in 3 phases. In the first phase, we will develop and test the scenario for simulation of anaphylactic shock and the evaluation scale for assessing the effect of the intervention. In the second phase, a single-blinded, randomized controlled trial will be conducted. In the third phase, the use of AR in teaching the management of anaphylactic shock using focus groups will be evaluated qualitatively. All participants will participate in a 1-day training program consisting of a lecture on emergency care and anaphylactic shock as well as exercises in manual dexterity (aspiration, airway management, alternative airway management, artificial respiration, chest compressions, safe defibrillation, oxygen application, use of medication during emergency care). The test group will also focus on education about anaphylactic shock in AR (the intervention). The main outcome will be the evaluation of the participants' performance in coping with a simulated scenario of anaphylactic shock using a high-fidelity simulator (simulator with high levels of realism) and a standardized patient in an educational and clinical environment. The study will be conducted with primary care physicians.
A scenario for the simulation with a high-fidelity simulator and standardized patient has already been developed. For the time being, we are developing an evaluation scale and starting to recruit participants. We plan to complete the recruitment of participants by the end of December 2020, start the randomized controlled trial in January 2021, and finish 1 year later. The first results are expected to be submitted for publication in 2021.
This will be the first study to evaluate the effectiveness of the use of AR in medical teaching. Specifically, it will be based on a clinical case of anaphylactic shock at the primary care level. With our study, we also want to evaluate the translation of these educational results into clinical practice and assess their long-term impact.
ISRCTN Registry ISRCTN58047410; http://www.isrctn.com/ISRCTN58047410.
PRR1-10.2196/22460.
Augmented reality (AR) is one of the emerging technologies of today. It has the potential to offer a novel approach to medical training that supplements conventional training methods with ...gamification and a more interactive learning experience. In emergency medicine, AR has benefits and feasibility in the clinical care of patients, in operating rooms and inpatient facilities, and in the education and training of emergency care providers. To further explore the role of AR in teaching management of anaphylactic shock to family doctors a single blinded, randomized controlled trial will be conducted. All participants will be involved in a one-day education program, consisting of lectures and skills practice. The test group will additionally engage in education about anaphylactic shock in augmented reality. The baseline will be assessed in a learning environment through a simulation based on the developed scenario. The simulation will be independently assessed with a developed evaluation scale by three experts. Participants will perform the simulation again after the intervention. After 1 and 12 months a simulation will be repeated in the participants' workplace with a standardized patient. We expect to prove that augmented reality is an efficient educational tool for emergency care at the primary health care level.
The paper presents procedure for analytical assessment of maximum stress in an injection moulded undercut geometry during ejection. Incorrect geometry definition can lead to permanent deformation of ...a part after ejection. Comparison of maximum stress with the mechanical properties of a material can be used for predicting permanent deformation and for designing of a tool. Investigation of stress-strain behaviour in a part made from thermoplastic polymer during ejection was carried out using experimental and numerical finite element analysis approach. A Taguchi Design of Experiments was used to reduce the number of necessary numerical analysis. The results were used to model analytical equations, for assessing the maximum stress in a part during ejection, taking into consideration height h, fillet radiuses R
1,2
and the draft angle β. An artificial neural network model and models with different combinations of first order, second order, and exponential terms were evaluated to find the best fit. Verification of the analytical equations was done by determining the optimum values using a global optimization approach. The advantage of such procedure is time effective assessment of maximum stress in an injection moulded undercut geometry during ejection with analytical equation instead of a using time-consuming and complex finite element approach.
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