Los autores desean agradecer a Anna Ciullo, M.D. por su asistencia con el desarrollo curricular y la ejecución. No hubo ningún financiamiento exterior para este informe.

Todos los métodos aquí descritos fueron encontrados para ser exentos de revisión por la Junta de revisión institucional de Summa.
1. día 1 – evaluación de la prueba
<ol><li>Imprimir listas de acción crítico, encuestas de confianza antes de la prueba, exámenes de opción múltiple cognitiva antes de la prueba.</li>
	<li>Coloque tres simuladores de pacientes humanos en camas de UCI con las siguientes designaciones: agudo Síndrome de dificultad respiratoria (SDRA), atelectasia completa del pulmón secundario a taponamiento de moco y neumotórax. Se simuladores en cuartos separados o lejos bastante aparte que los estudiantes no podrá fácilmente escuchar otra vez ejecutado sesiones. Lugar de simuladores en un espacio de aprendizaje dedicado.</li>
	<li>Intubar a los simuladores de paciente humano. No coloque el tubo endotraqueal en la tráquea del simulador, sino a través de un agujero en la mejilla interna del simulador que conduce a la parte posterior del cuello del simulador.<ol>
<li>Conecte el tubo corrugado vía aérea desde el simulador de pulmón al tubo endotraqueal que se esconde ahora detrás de cuello del simulador. Una vez conectado, el simulador de pulmón ahora es funcional. Use una almohada para ocultar esta conexión.</li>
	</ol>
</li>
	<li>Activar el simulador de pulmón. Seleccione estado patológico seleccionado en el menú carpeta paciente. Iniciar la patología seleccionada en el simulador de pulmón.<ol>
<li>Conecte el ventilador mecánico al tubo endotraqueal que sale de la boca del simulador. Si el ventilador está conectado al tubo endotraqueal antes de iniciar el programa de la patología del pulmón, el ventilador no funcionará correctamente.</li>
		<li>Conectar simuladores de pacientes humanos con simuladores de respiración. Conectar los simuladores de paciente humano intubados con ventiladores mecánicos.</li>
	</ol>
</li>
	<li>Coloque a un monitor paciente simulado por cada simulador de paciente humano. Seleccione el software de signo vital dentro del programa de simulador de pulmón. Elegir el apropiado signos vitales iniciales para el inicio de la presentación paciente simulado. Habilitar el monitor de signos vitales.</li>
	<li>Carga de pre-seleccion del paciente signos vitales, imágenes de rayos x de tórax portátil, electrocardiogramas y las mediciones de gas de sangre arterial para cada caso paciente a cada monitor paciente respectivo (por ejemplo, autoPEEP imágenes se suben al simulador de paciente humano señalado como el paciente autoPEEP).</li>
	<li>Establecidas listas de acciones en cada estación para cada alumno donde profesores observando el caso. Esto puede ser detrás de un cristal unidireccional o en una mesa de noche, pero a suficiente distancia que los alumnos no serán capaces de leer las listas de comprobación. Asignar a un miembro de la Facultad a cada estación.</li>
	<li>Tiene cada alumno elija un código de identificación de cuatro dígitos para encuestas de confianza, exámenes cognitivos y listas de acción crítica. Los códigos pueden utilizarse para revisar los datos recogidos de una manera anónima. Los estudiantes pueden elegir cualquier código de cuatro dígitos que recuerdan constantemente a lo largo del currículo.</li>
	<li>En una sala separada, administrar encuesta de confianza de 5 minutos antes de la prueba a los estudiantes. A su finalización, administrar exámenes de opción múltiple cognitiva 25 minutos antes de la prueba a los estudiantes.</li>
	<li>Tener informe de los alumnos a una estación, con un alumno presente en cada estación. Restantes los estudiantes pueden esperar en una sala separada. Tienen estudiantes proporcionar su código de identificación de cuatro dígitos a la Facultad para su lista de acción crítica.</li>
	<li>Tienen la Facultad de leer el caso tallo al alumno. Permiten a los estudiantes un máximo de diez minutos por estación de trabajo a través de un escenario. No administrar comentarios durante el caso. En la conclusión de la situación, despedir a estudiantes para volver a su cuarto.</li>
	<li>Tienen facultad llenar listas de acción crítica para cada alumno al finalizar cada caso. Gire el aprendizaje a través de todas las estaciones individualmente hasta que todos los estudiantes hayan completado todas las estaciones. Distribución de lecturas suplementarias a los estudiantes vía papel o correo electrónico.</li>
</ol>2. día 2 – plan de estudios y la intervención educativa
<ol><li>Establecer cinco estaciones con simuladores de pacientes humanos, simuladores de respiración, ventiladores y monitores como se describió anteriormente.</li>
	<li>Asignar a cada estación de uno de los siguientes temas: SDRA, atelectasia secundaria a taponamiento, neumotórax, moco alterado estado mental secundario a sobredosis de droga y la hiperinflación dinámica. Organizar los estudiantes en grupos de dos o tres personas. Asignar a un miembro de la Facultad a cada estación.</li>
	<li>Permitir a cada equipo 10 minutos para trabajar a través de un escenario. Facultad de dar 35 min para proporcionar instrucción retroalimentación y mesitas de noche. Gire el aprendizaje a través de las cuatro estaciones restantes.</li>
</ol>3. día 3 – evaluación post prueba
<ol><li>Imprimir listas de acción crítico, encuestas de confianza de postest, exámenes de opción múltiples cognitivos post-test. Establecer tres estaciones con simuladores de pacientes humanos, simuladores de respiración, ventiladores y monitores como se describió anteriormente. Asignar a cada estación de uno de los siguientes temas: SDRA, atelectasia secundaria a moco taponamiento, neumotórax.</li>
	<li>Subir los signos vitales, imágenes de rayos x de tórax portátil, electrocardiogramas y las mediciones de gas de sangre arterial para cada caso paciente a cada monitor paciente respectivo (por ejemplo, autoPEEP imágenes se suben al simulador de paciente humano designado como la autoPEEP paciente).</li>
	<li>Establecidas listas de acciones en cada estación para cada alumno. Asignar a un miembro de la Facultad a cada estación. Administrar la encuesta de confianza del post-test de 5 minutos y examen de selección múltiple cognitiva después de 25 minutos.</li>
	<li>Tener informe de los alumnos a una estación, con un alumno presente en cada estación. Restantes los estudiantes pueden esperar en una sala separada. Tienen estudiantes proporcionar su código de identificación de cuatro dígitos a la Facultad para su lista de acción crítica.</li>
	<li>Tienen la Facultad de leer el caso tallo al alumno. Permiten a los estudiantes un máximo de diez minutos por estación de trabajo a través de un escenario. No administrar comentarios durante el caso. En la conclusión de la situación, despedir a estudiantes para volver a su cuarto.</li>
	<li>Tienen facultad llenar listas de acción crítica para cada alumno al finalizar cada caso. Gire el aprendizaje a través de todas las estaciones individualmente hasta que todos los estudiantes hayan completado todas las estaciones. Administrar 10 minutos post-curriculum encuesta a todos los estudiantes.</li>
</ol>

<ol>
	<li>Slutsky, A. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=History+of+mechanical+ventilation.+From+vesalius+to+ventilator-induced+lung+injury.">History of mechanical ventilation. From vesalius to ventilator-induced lung injury.</a> Am J Respir Crit Care Med. 191 (10), 1106-1115 (2015).</li><li>Ahmed, N., Devitt, K. S., Keshet, I., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+Systematic+Review+of+the+Effects+of+Resident+Duty+Hour+Restrictions+in+Surgery.">A Systematic Review of the Effects of Resident Duty Hour Restrictions in Surgery.</a> Ann Surg. 259 (6), 1041-1053 (2014).</li><li>Ziv, A., Wolpe, P. R., Small, S. D., Glick, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Simulation-Based+Medical+Education:+An+Ethical+Imperative.">Simulation-Based Medical Education: An Ethical Imperative.</a> Acad Med. 78 (8), 783-788 (2003).</li><li>Duwat, A., Hubert, V., Deransy, R., Dupont, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Difficult+airway+management:+assessment+of+knowledge+and+experience+in+anaesthesiology+residents.">Difficult airway management: assessment of knowledge and experience in anaesthesiology residents.</a> Ann Fr Anesth Reanim. 32 (40), 231-234 (2013).</li><li>Lee, M. O., Brown, L. L., Bender, J., Machan, J. T., Overly, F. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+medical+simulation-based+educational+intervention+for+emergency+medicine+residents+in+neonatal+resuscitation.">A medical simulation-based educational intervention for emergency medicine residents in neonatal resuscitation.</a> Acad Emerg Med. 19 (5), 577-585 (2012).</li><li>Barsuk, J. H., Cohen, E. R., Caprio, T., McGaghie, W. C., Simuni, T., Wayne, D. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Simulation-based+education+with+mastery+learning+improves+residents'+lumbar+puncture+skills.">Simulation-based education with mastery learning improves residents' lumbar puncture skills.</a> Neurology. 79 (2), 132-137 (2012).</li><li>Barsuk, J. H., Cohen, E. R., Vozenilek, J. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Simulation-based+education+with+mastery+learning+improves+paracentesis+skills.">Simulation-based education with mastery learning improves paracentesis skills.</a> J Grad Med Educ. 4 (1), 23-27 (2012).</li><li>Sohmer, B., Hudson, C., Hudson, J., Posner, G. D., Naik, V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Transesophageal+echocardiography+simulation+is+an+effective+tool+in+teaching+psychomotor+skills+to+novice+echocardiographers.">Transesophageal echocardiography simulation is an effective tool in teaching psychomotor skills to novice echocardiographers.</a> Can J Anaesth. 61 (3), 235-241 (2014).</li><li>Sigounas, V. J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Evaluation+of+simulation-based+training+model+on+vascular+anastomotic+skills+for+surgical+residents.">Evaluation of simulation-based training model on vascular anastomotic skills for surgical residents.</a> Simul Healthc. 7 (6), 334-338 (2012).</li><li>Dawe, S. R., Windsor, J. A., Broeders, J. A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=A+systematic+review+of+surgical+skills+transfer+after+simulation-based+training:+laparoscopic+cholecystectomy+and+endoscopy.">A systematic review of surgical skills transfer after simulation-based training: laparoscopic cholecystectomy and endoscopy.</a> Ann Surg. 259 (2), 236-248 (2014).</li><li>Spadaro, S., Karbing, D. S., Fogagnolo, A., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Simulation+Training+for+Residents+Focused+on+Mechanical+Ventilation.">Simulation Training for Residents Focused on Mechanical Ventilation.</a> Simul Healthc. , (2017).</li><li>Yee, J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mechanical+Ventilation+Boot+Camp:+A+Simulation-Based+Pilot+Study.">Mechanical Ventilation Boot Camp: A Simulation-Based Pilot Study.</a> Crit Care Res Pract. 2016, (2016).</li><li>Ryoo, E. N., Ha, E. H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+Importance+of+Debriefing+in+Simulation-Based+Learning:+Comparison+Between+Debriefing+and+No+Debriefing.">The Importance of Debriefing in Simulation-Based Learning: Comparison Between Debriefing and No Debriefing.</a> Comput Inform Nurs. 33 (12), 538-545 (2015).</li><li>Shinnick, M. A., Woo, M., Horwich, T. B., Steadman, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Debriefing:+The+Most+Important+Component+in+Simulation?.">Debriefing: The Most Important Component in Simulation?.</a> Clin Simul Nurs. 7 (3), e105-e111 (2011).</li></ol>

Los autores no tienen nada que revelar.

El campamento de arranque consiste en tres sesiones separadas. Durante el primer día, los estudiantes completan un pre-test prueba de encuesta de confianza y conocimiento médico antes de someterse a un escenario de cinco minutos. Facultad de evaluar el aprendizaje mediante acciones predeterminadas. Leaners luego dan lectura asincrónica para completar antes del día 2. El segundo día se compone de la etapa de intervención, donde grupos de 2-3 estudiantes trabajan a través de cinco escenarios diferentes. Facultad se ...

Este campamento de entrenamiento fue desarrollado para enseñar a los residentes cómo manejar a un paciente ventilado mecánicamente, así como solucionar problemas de alarmas del ventilador. Tratamiento de esta población de pacientes puede ser intimidante para el practicante novato que puede tienen una limitada experiencia con pacientes en estado crítico. Enseñanza de principios de cuidados críticos en la cabecera es hecha más difícil por las restricciones de horas de trabajo nacionales1,2y problemas médico-legales3 en los Estados Unidos. La simulación es una modalidad eficaz para desarrollar y perfeccionar habilidades de cuidados críticos4,5, así como procedimientos invasivos6,7,8,9,10 . A través de simulación, los estudiantes pueden experimentar lo que las consecuencias de sus decisiones médicas es sin poner pacientes en riesgo. Este plan de estudios permite una variedad de modalidades de aprendizaje, incluyendo enseñanza de cabecera de un intensivista, prácticas con un ventilador y complementaria lectura asincrónica.
Estudios anteriores han demostrado mayor conocimiento con la educación basada en el maniquí de la ventilación mecánica11,12. Spadaro et al. 11 compararon el entrenamiento basado en computadora con maniquí de entrenamiento para residentes de Anestesiología, sometidos a enseñanza basada en simulación de la ventilación mecánica. Los residentes sometidos a entrenamiento basado en el maniquí tenían mayor acción clave y puntajes de calificación global. Como se ha señalado en nuestro anterior estudio12, los residentes de primer año demostraron mayor conocimiento, confianza y competencia después de la conclusión de este plan de estudios de campo.
Como escrito, este plan de estudios de tres días permite que los educadores inicialmente evaluar conocimientos de base de sus estudiantes el primer día, así como evaluar los cambios en la competencia, conocimiento y confianza sobre la terminación del plan de estudios en tres días. Días uno y tres están dedicados a la evaluación, mientras que el segundo día se centra en la enseñanza de cabecera por expertos. Condiciones patológicas (aguda síndrome de dificultad respiratoria [SDRA], atelectasia secundaria y taponamiento de moco, neumotórax) fueron utilizadas para la evaluación inicial y los días de exámenes finales, mientras que una estación de estado mental alterado fue añadida durante la enseñanza día para repasar lo básico del ventilador. Hiperinflación dinámica también fue agregada al día de la enseñanza en cuanto a reforzar ventilador diagnóstico y gestión, incluyendo el examen en pacientes con una presión de meseta. Educadores pueden sustituir las patologías como consideran apropiados para sus necesidades de enseñanza.
En preparación, Facultad de simulación celebró un día de ensayo inicial para que todos los educadores participantes eran conscientes de sus funciones y para asegurar el equipo funcionaba adecuadamente. Mientras que utilizamos Facultad de simulación para la evaluación y los médicos de atención crítica para la enseñanza, educadores pueden ajustar las funciones de la Facultad como recursos dictan. Ejecución de este campo requiere una planificación de la preparación logística. Los residentes de primer año deben ser horario protegido para asegurar que pueden completar todos los tres días del plan de estudios. Intensivistas, necesitará programar hora apagado de antemano a asistir a las sesiones de enseñanza cabecera. Equipos de simulación como de respiración simuladores, ventiladores mecánicos y simuladores de paciente humano pueden tener que ser comprado, alquilado o prestado.

<table border="0" cellpadding="0" cellspacing="0" style="width:517px;" width="518">
	<tbody>
		<tr height="107">
			<td height="107" style="height:107px;width:71px;">Puritan Bennett 840 Ventilator</td>
			<td style="width:71px;">Medtronic</td>
			<td style="width:71px;">4-840120EMC-01</td>
			<td style="width:305px;">http://www.medtronic.com/covidien/en-us/products/acute-care-ventilation/puritan-bennett-pb840-ventilator.html</td>
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		<tr height="107">
			<td height="107" style="height:107px;width:71px;">ASL 5000 Breathing Simulator&#160;</td>
			<td style="width:71px;">IngMar</td>
			<td style="width:71px;">31 00 117</td>
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		<tr height="43">
			<td height="43" style="height:43px;width:71px;">Smart Stat Basic&#160;</td>
			<td style="width:71px;">Simulaids</td>
			<td style="width:71px;">101-8002</td>
			<td>https://www.simulaids.com/product/101-8002</td>
		</tr>
	</tbody>
</table>

mechanical ventilation boot camp curriculum

El manejo médico de pacientes con ventilación mecánica es un desafío a los proveedores de principiante. Gestión incorrecta de esta población puede llevar a aumento de la morbilidad y mortalidad. Un campo de entrenamiento basado en la simulación de tres días sirve para proporcionar la instrucción uno-a-uno con un proveedor de cuidados críticos. Los intensivistas pueden dispensar retroalimentación inmediata personalizada como estudiantes realizar prácticas con un ventilador mecánico real. Pueden verse múltiples patologías diferentes que no pueden ser encontradas en el ajuste clínico. Estudiantes pueden visualizar consecuencias inmediatas de sus actos y puede solucionar problemas y preguntas, mientras que en un ambiente de aprendizaje seguro. Describimos el uso de simuladores de paciente humano conectado a respiración simuladores y ventiladores mecánicos. Potenciales ejecutores del currículo deben tener en cuenta el costo de los equipos y el tiempo necesario para dedicar a la ejecución de campo de entrenamiento; sin embargo, este entrenamiento intensivo interactivo se ha demostrado para aumentar la competencia de proveedores, conocimiento y confianza en la gestión de ventilador. Este esquema de plan de estudios proporciona orientación sobre cómo realizar un campamento de arranque basado en la simulación para capacitar a los proveedores en el manejo de pacientes con ventilación mecánica.

Como se señaló en Yee et al., los residentes de primer año que experimentó este campo demostraron confianza, conocimientos y rendimiento significativamente mejorado12. Cognitivo conocimiento, evaluado antes y después de la intervención pruebas de elección múltiple, pasó de una puntuación media de 40,3% y 67.1%, con un cambio medio en la puntuación de 26,8% (figura 1).
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Watch this Scientific Journal Video about Mechanical Ventilation Boot Camp Curriculum at JoVE.com

Mechanical Ventilation Boot Camp Curriculum

Este currículo describe cómo ejecutar un campo basado en la simulación para enseñar a los proveedores administrar a pacientes con ventilación mecánica.

Plan de estudios campo de inicio de ventilación mecánica

Medical management of mechanically ventilated patients is challenging to novice providers. Incorrect management of this population may lead to increased ...

mechanical-ventilation-boot-camp-curriculum

Research

Education

JoVE Core

JoVE Journal

Medical-Surgical Nursing

Medicine

Unit 1

Fundamentals of Respiratory Care: Techniques and Management

SCIENTISTS IN ACTION

10.1K vistas.  The Ohio State University. Este currículo describe cómo ejecutar un campo basado en la simulación para enseñar a los proveedores administrar a pacientes con ventilación mecánica.

Video: Mechanical Ventilation Boot Camp Curriculum

A Novel Rescue Technique for Difficult Intubation and Difficult Ventilation

We describe a novel non surgical technique to maintain oxygenation and ventilation in a case of difficult intubation and difficult ventilation, which works especially well with poor mask fit.
Can not intubate, can not ventilate" (CICV) is a potentially life threatening situation. In this video we present a simulation of the technique we used in a case of CICV where oxygenation and ventilation were maintained by inserting an endotracheal tube (ETT) nasally down to the level of the naso-pharynx while sealing the mouth and nares for successful positive pressure ventilation.
A 13 year old patient was taken to the operating room for incision and drainage of a neck abcess and direct laryngobronchoscopy. After preoxygenation, anesthesia was induced intravenously. Mask ventilation was found to be extremely difficult because of the swelling of the soft tissue. The face mask could not fit properly on the face due to significant facial swelling as well. A direct laryngoscopy was attempted with no visualization of the larynx. Oxygen saturation was difficult to maintain, with saturations falling to 80%. In order to oxygenate and ventilate the patient, an endotracheal tube was then inserted nasally after nasal spray with nasal decongestant and lubricant. The tube was pushed gently and blindly into the hypopharynx. The mouth and nose of the patient were sealed by hand and positive pressure ventilation was possible with 100% O2 with good oxygen saturation during that period of time. Once the patient was stable and well sedated, a rigid bronchoscope was introduced by the otolaryngologist showing extensive subglottic and epiglottic edema, and a mass effect from the abscess, contributing to the airway compromise. The airway was secured with an ETT tube by the otolaryngologist.This video will show a simulation of the technique on a patient undergoing general anesthesia for dental restorations.

We describe a technique to maintain oxygenation and ventilation using an endotracheal tube inserted nasally to the level of the naso-pharynx while sealing the mouth and nares for successful positive pressure ventilation.

Una técnica de rescate de Novela de la intubación difícil y ventilación difícil

We describe a novel non surgical technique to maintain oxygenation and ventilation in a case of difficult intubation and difficult ventilation, which ...

Investigación

Medicina

Pressure Controlled Ventilation to Induce Acute Lung Injury in Mice

Murine models are extensively used to investigate acute injuries of different organs systems (1-34). Acute lung injury (ALI), which occurs with prolonged mechanical ventilation, contributes to morbidity and mortality of critical illness, and studies on novel genetic or pharmacological targets are areas of intense investigation (1-3, 5, 8, 26, 30, 33-36). ALI is defined by the acute onset of the disease, which leads to non-cardiac pulmonary edema and subsequent impairment of pulmonary gas exchange (36). We have developed a murine model of ALI by using a pressure-controlled ventilation to induce ventilator-induced lung injury (2). For this purpose, C57BL/6 mice are anesthetized and a tracheotomy is performed followed by induction of ALI via mechanical ventilation. Mice are ventilated in a pressure-controlled setting with an inspiratory peak pressure of 45 mbar over 1 - 3 hours. As outcome parameters, pulmonary edema (wet-to-dry ratio), bronchoalveolar fluid albumin content, bronchoalveolar fluid and pulmonary tissue myeloperoxidase content and pulmonary gas exchange are assessed (2). Using this technique we could show that it sufficiently induces acute lung inflammation and can distinguish between different treatment groups or genotypes (1-3, 5). Therefore this technique may be helpful for researchers who pursue molecular mechanisms involved in ALI using a genetic approach in mice with gene-targeted deletion.

A murine model for ventilator induced lung injury is an important tool to study an acute lung injury in vivo. Here, we report an easy applicable in situ model for acute lung injury using high-pressure mechanical ventilation to induce acute failure of the lung.

La presión de la ventilación controlada para inducir la lesión pulmonar aguda en ratones

Murine models are extensively used to investigate acute injuries of different organs systems (1-34). Acute lung injury (ALI), which occurs with prolonged ...

Myo-mechanical Analysis of Isolated Skeletal Muscle

To assess the in vivo effects of therapeutic interventions for the treatment of muscle disease 1,2,3, quantitative methods are needed that measure force generation and fatigability in treated muscle. We describe a detailed approach to evaluating myo-mechanical properties in freshly explanted hindlimb muscle from the mouse. We describe the atraumatic harvest of mouse extensor digitorum longus muscle, mounting the muscle in a muscle strip myograph (Model 820MS; Danish Myo Technology), and the measurement of maximal twitch and tetanic tension, contraction time, and half-relaxation time, using a square pulse stimulator (Model S48; Grass Technologies). Using these measurements, we demonstrate the calculation of specific twitch and tetanic tension normalized to muscle cross-sectional area, the twitch-to-tetanic tension ratio, the force-frequency relationship curve and the low frequency fatigue curve 4. This analysis provides a method for quantitative comparison between therapeutic interventions in mouse models of muscle disease 1,2,3,5, as well as comparison of the effects of genetic modification on muscle function 6,7,8,9.

To assess the in vivo effects of therapeutic interventions for muscle disease, methods are needed to quantitate force generation and fatigability in treated muscle. We detail an approach to evaluating myo-mechanical properties in explanted mouse hindlimb muscle. This analysis provides a robust approach to quantitating the effects of genetic modification on muscle function, as well as comparison of therapies in mouse models of muscle disease.

Myo-mecánico Análisis de músculo esquelético aislado

To assess the in vivo effects of therapeutic interventions for the treatment of muscle disease 1,2,3, quantitative methods are needed that measure force ...

Repeated Measurement of Respiratory Muscle Activity and Ventilation in Mouse Models of Neuromuscular Disease

Accessory respiratory muscles help to maintain ventilation when diaphragm function is impaired. The following protocol describes a method for repeated measurements over weeks or months of accessory respiratory muscle activity while simultaneously measuring ventilation in a non-anesthetized, freely behaving mouse. The technique includes the surgical implantation of a radio transmitter and the insertion of electrode leads into the scalene and trapezius muscles to measure the electromyogram activity of these inspiratory muscles. Ventilation is measured by whole-body plethysmography, and animal movement is assessed by video and is synchronized with electromyogram activity. Measurements of muscle activity and ventilation in a mouse model of amyotrophic lateral sclerosis are presented to show how this tool can be used to investigate how respiratory muscle activity changes over time and to assess the impact of muscle activity on ventilation. The described methods can easily be adapted to measure the activity of other muscles or to assess accessory respiratory muscle activity in additional mouse models of disease or injury.

This paper introduces a method for repeated measurements of ventilation and respiratory muscle activity in a freely behaving amyotrophic lateral sclerosis (ALS) mouse model throughout disease progression with whole-body plethysmography and electromyography via an implanted telemetry device.

Repetida Medición de la actividad muscular respiratoria y ventilación en el ratón modelos de enfermedad neuromuscular

Accessory respiratory muscles help to maintain ventilation when diaphragm function is impaired. The following protocol describes a method for repeated ...

Mechanical and Controlled PRP Injections in Patients Affected by Androgenetic Alopecia

23 patients (18 male and 5 female) aged 21-70 years who displayed male pattern hair loss (MPHL) in Stage 1 to Stage 5 as determined by the Norwood-Hamilton classification scale, and female pattern hair loss (FPHL) in Stage 1 to Stage 2 as determined by the Ludwig classification scale, were treated with non-activated autologous platelet-rich plasma (A-PRP). Autologous blood (55 mL) was harvested using sodium citrate as an anticoagulant. A-PRP (23 mL) was produced for all cases using a closed system according to the transfusion service protocol. Following centrifugation (260 x g for 10 min) the A-PRP was inserted in a laser light selector device, and after the centrifugation, 9 mL of A-PRP was collected.
The scalp of the patients affected by androgenetic alopecia (AGA) was divided into four areas (frontal, parietal, vertex, and occipital); local anesthesia was not performed. Interfollicular A-PRP injections (0.2 mL x cm2) were performed by controlled and mechanical injections scheduled at a depth of 5 mm using a medical injector gun. Treatment sessions were performed with a 30-day interval. For each patient, three treatment sessions were performed.
PRP was injected in the androgen-related areas of scalp affected by hair loss. Placebo (normal saline solution) was loaded in another syringe (10 mL) and injected on the adjacent side in a similar fashion.

This paper aims to describe the interfollicular autologous platelet-rich plasma injections (0.20 mL x cm2) in the scalp of 23 patients affected by androgenetic alopecia at a depth of 5 mm using a medical injector gun equipped with a 30 gauge needle, in three sessions.

Inyecciones de PRP mecánica y controlados en pacientes afectados por la Alopecia Androgenética

23 patients (18 male and 5 female) aged 21-70 years who displayed male pattern hair loss (MPHL) in Stage 1 to Stage 5 as determined by the ...

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

The following is a training platform to allow robotic surgeons to develop the skills necessary to lead an interprofessional team in emergency undocking of a robotic system. In traditional robotic training for surgeons, a brief web based overview of performing an emergency undocking is provided during initial introductory training to the robotics system. During such a process, there is no training in delineation of interdisciplinary roles for operating room (OR) personnel. The training presented here uses formative simulation and debriefing followed by a lecture. For the simulation, a modified gynecologic simulator is draped in a steep trendelenburg position consistent with most gynecologic laparoscopic surgery. The training torso is modified using tubing hooked to pressure bags of red food colored IV fluid used to simulate a catastrophic vessel injury on demand. Positioned throughout the operating room setting is an interprofessional team consisting of embedded standardized persons (ESPs) to fulfill the roles of a circulating nurse, scrub nurse, anesthesiologist, and bedside assist surgeon. Robotic surgeons are presented a case scenario necessitating emergency undocking, and given control of the robotic instruments. The scenario is terminated following either successful completion of an emergency undock, or at five minutes due to the emergent nature of the case. A debriefing session with hands on training of the steps to emergency undocking, necessary equipment, troubleshooting techniques, and operating room personnel roles follows the simulation. The learners are presented with a short lecture reemphasizing the material presented in the debriefing for their own self-study. This training results in improved time accessing the patient, improved knowledge, confidence, and completion of critical actions, and can be replicated in most institutions. All robotic surgeons should be able to demonstrate competence in this crucial intervention. A limitation of the curriculum is ability to access the in-situ environment for training purposes.

This training platform is designed to allow robotic surgeons to develop the skills necessary to lead an interprofessional team in emergency undocking of the robotic system. Training includes the utilization of the technology and equipment to perform an emergency undocking, as well as delineation of roles for such a scenario.

Desacoplamiento de emergencia en cirugía robótica: un plan de estudios de simulación

The following is a training platform to allow robotic surgeons to develop the skills necessary to lead an interprofessional team in emergency undocking of ...

Mechanical Micronization of Lipoaspirates for Regenerative Therapy

Stromal vascular fraction (SVF) has become a regenerative tool for various diseases; however, legislation strictly regulates the clinical application of cell products using collagenase. Here, we present a protocol to generate an injectable mixture of SVF cells and native extracellular matrix from adipose tissue by a purely mechanical process. Lipoaspirates are put into a centrifuge and spun at 1,200 x g for 3 min. The middle layer is collected and separated into two layers (high-density fat at the bottom and low-density fat on the top). The upper layer is directly emulsified by intersyringe shifting, at a rate of 20 mL/s for 6x to 8x. The emulsified fat is centrifuged at 2,000 x g for 3 min, and the sticky substance under the oil layer is collected and defined as the extracellular matrix (ECM)/SVF-gel. The oil on the top layer is collected. Approximately 5 mL of oil is added to 15 mL of high-density fat and emulsified by intersyringe shifting, at a rate of 20 mL/s for 6x to 8x. The emulsified fat is centrifuged at 2,000 x g for 3 min, and the sticky substance is also ECM/SVF-gel. After the transplantation of the ECM/SVF-gel into nude mice, the graft is harvested and assessed by histologic examination. The result shows that this product has the potential to regenerate into normal adipose tissue. This procedure is a simple, effective mechanical dissociation procedure to condense the SVF cells embedded in their natural supportive ECM for regenerative purposes.

Here, we present a protocol to obtain stromal vascular fraction from adipose tissue through a series of mechanical processes, which include emulsification and multiple centrifugations.

Micronización mecánica de Lipoaspirates para la terapia regenerativa

Stromal vascular fraction (SVF) has become a regenerative tool for various diseases; however, legislation strictly regulates the clinical application of ...

Quantitative Mapping of Specific Ventilation in the Human Lung using Proton Magnetic Resonance Imaging and Oxygen as a Contrast Agent

Specific ventilation imaging (SVI) is a functional magnetic resonance imaging technique capable of quantifying specific ventilation &#8213; the ratio of the fresh gas entering a lung region divided by the region&#8217;s end-expiratory volume &#8213; in the human lung, using only inhaled oxygen as a contrast agent. Regional quantification of specific ventilation has the potential to help identify areas of pathologic lung function. Oxygen in solution in tissue shortens the tissue&#8217;s longitudinal relaxation time (T1), and thus a change in tissue oxygenation can be detected as a change in T1-weighted signal with an inversion recovery acquired image. Following an abrupt change between two concentrations of inspired oxygen, the rate at which lung tissue within a voxel equilibrates to a new steady-state reflects the rate at which resident gas is being replaced by inhaled gas. This rate is determined by specific ventilation. To elicit this sudden change in oxygenation, subjects alternately breathe 20-breath blocks of air (21% oxygen) and 100% oxygen while in the MRI scanner. A stepwise change in inspired oxygen fraction is achieved through use of a custom three-dimensional (3D)-printed flow bypass system with a manual switch during a short end-expiratory breath hold. To detect the corresponding change in T1, a global inversion pulse followed by a single shot fast spin echo sequence was used to acquire two-dimensional T1-weighted images in a 1.5&#160;T MRI scanner, using an eight-element torso coil. Both single slice and multi-slice imaging are possible, with slightly different imaging parameters. Quantification of specific ventilation is achieved by correlating the time-course of signal intensity for each lung voxel with a library of simulated responses to the air/oxygen stimulus. SVI estimations of specific ventilation heterogeneity have been validated against multiple breath washout and proved to accurately determine the heterogeneity of the specific ventilation distribution.

Specific ventilation imaging is a functional magnetic resonance imaging technique that allows for quantification of regional specific ventilation in the human lung, using inhaled oxygen as a contrast agent. Here, we present a protocol to collect and analyze specific ventilation imaging data.

Mapeo cuantitativo de ventilación específica en el pulmón humano usando resonancia magnética de protones y oxígeno como agente de contraste

Specific ventilation imaging (SVI) is a functional magnetic resonance imaging technique capable of quantifying specific ventilation &#8213; the ratio of ...

A Rat Carotid Artery Pressure-Controlled Segmental Balloon Injury with Periadventitial Therapeutic Application

Cardiovascular disease remains the leading cause of death and disability worldwide, in part due to atherosclerosis. Atherosclerotic plaque narrows the luminal surface area in arteries thereby reducing adequate blood flow to organs and distal tissues. Clinically, revascularization procedures such as balloon angioplasty with or without stent placement aim to restore blood flow. Although these procedures reestablish blood flow by reducing plaque burden, they damage the vessel wall, which initiates the arterial healing response. The prolonged healing response causes arterial restenosis, or re-narrowing, ultimately limiting the long-term success of these revascularization procedures. Therefore, preclinical animal models are integral for analyzing the pathophysiological mechanisms driving restenosis, and provide the opportunity to test novel therapeutic strategies. Murine models are cheaper and easier to operate on than large animal models. Balloon or wire injury are the two commonly accepted injury modalities used in murine models. Balloon injury models in particular mimic the clinical angioplasty procedure and cause adequate damage to the artery for the development of restenosis. Herein we describe the surgical details for performing and histologically analyzing the modified, pressure-controlled rat carotid artery balloon injury model. Additionally, this protocol highlights how local periadventitial application of therapeutics can be used to inhibit neointimal hyperplasia. Lastly, we present light sheet fluorescence microscopy as a novel approach for imaging and visualizing the arterial injury in three-dimensions.

The rat carotid artery balloon injury mimics the clinical angioplasty procedure performed to restore blood flow in atherosclerotic vessels. This model induces the arterial injury response by distending the arterial wall, and denuding the intimal layer of endothelial cells, ultimately causing remodeling and an intimal hyperplastic response.

Una lesión de globo segmentario controlada por presión arterial carótida de rata con aplicación terapéutica periavential

Cardiovascular disease remains the leading cause of death and disability worldwide, in part due to atherosclerosis. Atherosclerotic plaque narrows the ...

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Death notification is an important and challenging aspect of Emergency Medicine. An Emergency Medicine physician must deliver bad news, often sudden and unexpected, to patients and family members without any previous relationship. Unskilled death notification after unexpected events can lead to the development of pathologic grief and posttraumatic stress disorder. It is paramount for Emergency Medicine physicians to be trained in and practice death notification techniques. The GRIEV_ING curriculum provides a conceptual framework for death notification. The curriculum has demonstrated improvement in learners&#8217; confidence and competence when delivering bad news. Rapid Cycle Deliberate Practice is a simulation-based medical education technique that uses within the scenario debriefing. This technique uses the concepts of mastery learning and deliberate practice. It allows educators to pause a scenario, provide directed feedback, and then let learners continue the simulation scenario the &#8220;right way.&#8221; The purpose of this scholarly work is to describe how to apply the Rapid Cycle Deliberate Practice debriefing technique to the GRIEV_ING death notification curriculum to more effectively train learners in the delivery of bad news.

The goal is to demonstrate how to apply the rapid cycle deliberate practice debriefing technique to the GRIEV_ING death notification curriculum.

Configuración y ejecución del Currículo de Notificación de Muerte de Práctica Deliberada de Ciclo Rápido

Death notification is an important and challenging aspect of Emergency Medicine. An Emergency Medicine physician must deliver bad news, often sudden and ...