Integration of simulation-based education in anaesthesiology specialist training: Synthesis of results from an Utstein Meeting.

BACKGROUND: Despite its importance in education and patient safety, simulation-based education and training (SBET) is only partially or poorly implemented in many countries, including most European countries. The provision of a roadmap may contribute to the development of SBET for the training of anaesthesiologists. OBJECTIVE: To develop a global agenda for the integration of simulation into anaesthesiology specialist training; identify the learning domains and objectives that are best achieved through SBET; and to provide examples of simulation modalities and evaluation methods for these learning objectives. DESIGN: Utstein-style meeting where an expert consensus was reached after a series of short plenary presentations followed by small group workshops, underpinned by Kern's six-step theoretical approach to curriculum development. SETTING: Utstein-style collaborative meeting. PARTICIPANTS: Twenty-five participants from 22 countries, including 23 international experts in simulation and two anaesthesia trainees. RESULTS: We identified the following ten domains of expertise for which SBET should be used to achieve the desired training outcomes: boot camp/initial training, airway management, regional anaesthesia, point of care ultrasound, obstetrics anaesthesia, paediatric anaesthesia, trauma, intensive care, critical events in our specialty, and professionalism and difficult conversations. For each domain, we developed a course template that defines the learning objectives, instructional strategies (including simulation modalities and simulator types), and assessment methods. Aspects related to the practical implementation, barriers and facilitators of this program were also identified and discussed. CONCLUSIONS: We successfully developed a comprehensive agenda to facilitate the integration of SBET into anaesthesiology specialist training. The combination of the six-step approach with the Utstein-style process proved to be extremely valuable in supporting content validity and representativeness. These results may facilitate the implementation and use of SBET in several countries. TRIAL REGISTRATION: Not applicable.

Failed spinal anesthesia for cesarean delivery: prevention, identification and management.

PURPOSE OF REVIEW: There is an increasing awareness of the significance of intraoperative pain during cesarean delivery. Failure of spinal anesthesia for cesarean delivery can occur preoperatively or intraoperatively. Testing of the neuraxial block can identify preoperative failure. Recognition of the risk of high neuraxial block in repeat spinal in case of preoperative failure is important. RECENT FINDING: Knowledge of risk factors for block failure facilitates prevention by selecting the most appropriate neuraxial procedure, adequate intrathecal doses and choice of technique. Intraoperative pain is not uncommon, and neither obstetricians nor anesthesiologists can adequately identify intraoperative pain. Early intraoperative pain should be treated differently from pain towards the end of surgery. SUMMARY: Block testing is crucial to identify preoperative failure of spinal anesthesia. Repeat neuraxial is possible but care must be taken with dosing. In this situation, switching to a combined spinal epidural or an epidural technique can be useful. Intraoperative pain must be acknowledged and adequately treated, including offering general anesthesia. Preoperative informed consent should include block failure and its management.

[Multidisciplinary management of postpartum headaches]. / Prise en charge multidisciplinaire des céphalées du postpartum.

Headache is a common complaint in the postpartum period and is benign in most cases. Physiological adaptations during pregnancy and childbirth put women at risk of secondary headaches and the clinician must be able to identify them at an early stage. The management algorithm described in this article provides a systematic assessment based on 4 key points: the clinical presentation, which refers to specific clinical pictures or severity criteria, the clinical context and the evolution of symptoms focusing on potential complications and known associations between different diseases. Indications for imaging (CT or MRI) and possible treatments during breastfeeding are also detailed.

Les céphalées (primaires et secondaires) sont une plainte courante durant la période du postpartum et sont, dans la majorité des cas, bénignes. Les modifications physiologiques liées à la grossesse et à l'accouchement entraînent un risque de céphalées secondaires et le praticien doit savoir les identifier précocement. L'algorithme de prise en charge décrit dans cet article permet une évaluation systématisée et repose sur quatre points essentiels : la présentation clinique, qui oriente vers des tableaux cliniques spécifiques ou des critères de gravité, le contexte clinique et l'évolution de la symptomatologie, en insistant sur les complications potentielles, ainsi que les associations connues entre différentes pathologies. Les indications pour une imagerie (scanner ou IRM) sont détaillées ainsi que les traitements possibles durant l'allaitement.

[COVID-19 pandemics and medical training : supporting and trusting students]. / Pandémie Covid-19 et études médicales : soutenir les étudiant·e·s et leur faire confiance.

The COVID-19 pandemics has deeply impacted academic teaching and forced a complete shift to distance learning formats during the first and second waves. Medical education, among other professional training programs, relies also on practical and clinical immersion, while some of these clinical activities had to be postponed. This article analyzes how one medical school was able to maintain its teaching while ensuring clinical training and taking into account the psychological impact imputed to the lockdown. It also highlights the learning opportunities and unprecedented life experiences contributing to the training of tomorrow's physicians.

La pandémie Covid-19 a imposé à l'enseignement, notamment universitaire, le passage complet à des formats à distance durant les première et deuxième vagues. La formation médicale, entre autres, se caractérise par une forte composante pratique et une immersion clinique. Cet article analyse comment une faculté de médecine a pu maintenir son enseignement en assurant au mieux une formation clinique, en tenant compte autant que possible des conséquences psychologiques objectivées par des enquêtes facultaires. Il valorise également les opportunités d'apprentissage et les expériences inédites amenées par la pandémie et leur intégration dans la formation des médecins de demain.

[Interprofessional simulation in emergency medicine]. / Simulation interprofessionnelle en médecine d'urgence.

Teamwork is essential in emergency medicine, but in practice it can be polluted by communication difficulties, a lack of understanding of everyone's roles and responsibilities, and a discordant definition of operating methods and objectives. Today, there is a strong awareness of the need to train medical and healthcare teams in interprofessional collaborative practice to learn how to work as a team, reduce medical errors and improve patient safety. Simulation is a recognized and effective pedagogical modality for achieving these objectives. It is now permanently established in pre- and postgraduate medical-nursing training courses in emergency medicine.

Le travail en équipe est indispensable en médecine d'urgence mais, dans la pratique, il peut être pollué par des difficultés de communication, une méconnaissance des rôles et responsabilités de chacun, et une définition discordante des modes de fonctionnement et des objectifs. Aujourd'hui, il y a une forte prise de conscience de la nécessité de former les équipes médico­soignantes à la pratique collaborative interprofessionnelle pour apprendre à travailler en équipe, réduire les erreurs médicales et améliorer la sécurité des patient-e-s. La simulation est une modalité pédagogique reconnue et efficace pour atteindre ces objectifs. Elle est désormais implantée de façon pérenne dans les cursus de formation médico-soignante pré et postgraduée en médecine d'urgence.

A systematic scoping review of published qualitative research pertaining to the field of perioperative anesthesiology.

PURPOSE: Qualitative research (QR) take advantage of a wide range of methods and theoretical frameworks to explore people's beliefs, perspectives, experiences, and behaviours and has been applied to many areas of healthcare. The aim of this review was to explore how QR has contributed to the field of perioperative anesthesiology. SOURCE: We performed a systematic scoping review of published QR studies pertaining to the field of perioperative anesthesiology in three databases (CINAHL, Pubmed, and Embase), published between January 2000 and June 2018. We extracted data regarding publication and researchers' characteristics, main study objectives, and methodological details. Descriptive statistics were generated for each data extraction category. PRINCIPAL FINDINGS: A total of 107 articles fulfilled our inclusion criteria. We identified 13 main research topics addressed by the included studies. Topics such as "patient safety," "barriers to evidence-base medicine," "patient experiences under local/regional anesthesia," "training in practice," "experiences of care," and "implementation of changes in clinical practice" were commonly tackled. Others, such as "interprofessional communication", "work environment," and "patients'/healthcare professionals' interactions" were less common. Qualitative research was often poorly reported and methodological details were frequently missing. CONCLUSION: Qualitative research has been used to explore an array of issues in perioperative anesthesiology. Some areas may benefit from further primary research, such as interprofessional communication or patient-centred care, while other areas may deserve a detailed systematic knowledge synthesis. We identified suboptimal reporting of qualitative methods and their link to study findings. Increased attention to quality criteria and reporting standards in QR is called for.

RéSUMé: OBJECTIF: La recherche qualitative (RQ) tire parti d'un large éventail de méthodes et de cadres théoriques afin d'explorer les croyances, perspectives, expériences et comportements des individus. Elle a été appliquée à de nombreux domaines des soins de santé. L'objectif de cette revue était d'explorer comment la RQ a contribué au domaine de l'anesthésiologie périopératoire. SOURCES: Nous avons effectué une revue systématique de portée des études de RQ publiées entre janvier 2000 et juin 2018 dans le domaine de l'anesthésiologie périopératoire dans trois bases de données (CINAHL, Pubmed et Embase). Nous avons extrait les données concernant les caractéristiques de publication et des chercheurs, les principaux objectifs de l'étude et les détails méthodologiques. Des statistiques descriptives ont été générées pour chaque catégorie d'extraction de données. RéSULTATS PRINCIPAUX: Au total, 107 articles ont répondu à nos critères d'inclusion. Nous avons identifié 13 principaux sujets de recherche abordés par les études incluses. Des sujets tels que la « sécurité des patients ¼, les « obstacles à la médecine fondée sur des données probantes ¼, « les expériences des patients sous anesthésie locale/régionale ¼, la « formation en pratique ¼, les « expériences de soins ¼ et la « mise en œuvre de changements dans la pratique clinique ¼ étaient couramment abordés. D'autres thèmes, tels que la « communication interprofessionnelle ¼, « l'environnement de travail ¼ et les « interactions patients/professionnels de la santé ¼ étaient moins courants. La recherche qualitative était souvent mal rapportée et les détails méthodologiques faisaient souvent défaut. CONCLUSION: La recherche qualitative a été utilisée pour explorer un éventail de questions en anesthésiologie périopératoire. Certains domaines pourraient bénéficier d'autres recherches primaires, telles que la communication interprofessionnelle ou les soins centrés sur le patient, tandis que d'autres domaines mériteraient une synthèse systématique détaillée des connaissances. Nous avons identifié une communication sous-optimale des méthodes qualitatives et de leur lien avec les résultats de l'étude. Il est nécessaire de porter une attention accrue aux critères de qualité et aux normes de communication en RQ.

Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial.

BACKGROUND: The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE: Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS: A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS: Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). CONCLUSIONS: Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.

Differences in Basic Life Support Knowledge Between Junior Medical Students and Lay People: Web-Based Questionnaire Study.

BACKGROUND: Early cardiopulmonary resuscitation and prompt defibrillation markedly increase the survival rate in the event of out-of-hospital cardiac arrest (OHCA). As future health care professionals, medical students should be trained to efficiently manage an unexpectedly encountered OHCA. OBJECTIVE: Our aim was to assess basic life support (BLS) knowledge in junior medical students at the University of Geneva Faculty of Medicine (UGFM) and to compare it with that of the general population. METHODS: Junior UGFM students and lay people who had registered for BLS classes given by a Red Cross-affiliated center were sent invitation links to complete a web-based questionnaire. The primary outcome was the between-group difference in a 10-question score regarding cardiopulmonary resuscitation knowledge. Secondary outcomes were the differences in the rate of correct answers for each individual question, the level of self-assessed confidence in the ability to perform resuscitation, and a 6-question score, "essential BLS knowledge," which only contains key elements of the chain of survival. Continuous variables were first analyzed using the Student t test, then by multivariable linear regression. Fisher exact test was used for between-groups comparison of binary variables. RESULTS: The mean score was higher in medical students than in lay people for both the 10-question score (mean 5.8, SD 1.7 vs mean 4.2, SD 1.7; P<.001) and 6-question score (mean 3.0, SD 1.1 vs mean 2.0, SD 1.0; P<.001). Participants who were younger or already trained scored consistently better. Although the phone number of the emergency medical dispatch center was well known in both groups (medical students, 75/80, 94% vs lay people, 51/62, 82%; P=.06), most participants were unable to identify the criteria used to recognize OHCA, and almost none were able to correctly reorganize the BLS sequence. Medical students felt more confident than lay people in their ability to perform resuscitation (mean 4.7, SD 2.2 vs mean 3.1, SD 2.1; P<.001). Female gender and older age were associated with lower confidence, while participants who had already attended a BLS course prior to taking the questionnaire felt more confident. CONCLUSIONS: Although junior medical students were more knowledgeable than lay people regarding BLS procedures, the proportion of correct answers was low in both groups, and changes in BLS education policy should be considered.

Medical students' perceptions and coping strategies during the first wave of the COVID-19 pandemic: studies, clinical implication, and professional identity.

BACKGROUND: The unfolding of the COVID-19 pandemic during spring 2020 has disrupted medical education worldwide. The University of Geneva decided to shift on-site classwork to online learning; many exams were transformed from summative to formative evaluations and most clinical activities were suspended. We aimed to investigate the perceived impact of those adaptations by the students at the Faculty of Medicine. METHODS: We sent an online self-administered survey to medical students from years 2 to 6 of the University of Geneva, three months after the beginning of the pandemic. The survey explored students' main activities during the first three months of the pandemic, the impact of the crisis on their personal life, on their training and on their professional identity, the level of stress they experienced and which coping strategies they developed. The survey consisted of open-ended and closed questions and was administered in French. RESULTS: A total of 58.8% of students responded (n = 467) and were homogeneously distributed across gender. At the time of the survey, two thirds of the participants were involved in COVID-19-related activities; 72.5% voluntarily participated, mainly fueled by a desire to help and feel useful. Many participants (58.8%) reported a feeling of isolation encountered since the start of the pandemic. Main coping strategies reported were physical activity and increased telecommunications with their loved ones. Most students described a negative impact of the imposed restrictions on their training, reporting decreased motivation and concentration in an unusual or distraction-prone study environment at home and missing interactions with peers and teachers. Students recruited to help at the hospital in the context of increasing staff needs reported a positive impact due to the enriched clinical exposure. Perceived stress levels were manageable across the surveyed population. If changed, the crisis had a largely positive impact on students' professional identity; most highlighted the importance of the health care profession for society and confirmed their career choice. CONCLUSION: Through this comprehensive picture, our study describes the perceived impact of the pandemic on University of Geneva medical students, their training and their professional identity three months after the start of the pandemic. These results allowed us to gain valuable insight that reinforced the relevance of assessing the evolution of the situation in the long run and the importance of developing institutional support tools for medical students throughout their studies.

Motivational factors influencing student intentions to practise in underserved areas.

CONTEXT: Exploring student intentions to practise in underserved areas (UAs) is necessary to inform the planning and training of the future medical workforce in order to increase effectiveness and fulfil societal needs. However, little is known about the motivational factors influencing these intentions. This paper explores medical students' intentions to practise in UAs and the motivational factors predicting these intentions. METHODS: Eligible participants included graduating medical students from four of the five Swiss medical schools, who self-reported specialty choice, intentions to practise in UAs, and motives that explained their career choices. Chi-squared analysis was used to compare site, gender, specialty choice and UA practice intention. Motives were aggregated to obtain motivational factors using a principal component analysis with varimax rotation. Logistic regression was used to predict the effects of these motivational factors and of gender on UA practice intention. RESULTS: Of 1749 students included in the study, 240 (13.7%) expressed an intention to practise in UAs (62.1% of whom intended to practise in rural areas) and 719 (41.1%) were undecided. In those who wished to practise in UAs, general practice (21.6%) was the most preferred specialty. Motivational factors influencing specialty choice were intellectual challenge, work variety, work conditions and enthusiasm (Kaiser-Meyer-Olkin index 0.79, P < .001, 49.0% of variance explained). Students motivated by work variety (odds ratio [OR] 1.4, 95% confidence interval [CI] 1.2-1.7) and by work conditions (OR 1.3, 95% CI 1.1-1.6) were more likely to choose UAs and those motivated by intellectual challenge (OR 0.4, 95% CI 0.3-0.5) were less likely. Undecided students' motivations were very similar to those of students interested in working in UAs. CONCLUSIONS: The actual number of Swiss students interested in working in UAs is low and is probably insufficient to meet current societal needs. Work variety and work conditions appear to be factors that might attract interested and undecided students towards working in UAs.

Intra versus interprofessional conflicts: implications for conflict management training.

Interprofessional collaboration and conflict management training are necessary in health sciences curricula. Characteristics of conflicts occurring within intraprofessional or between interprofessional teams can vary and are poorly understood. We sought to compare and contrast characteristics of intra- versus interprofessional conflicts to inform future training programs. An exploratory study was conducted through semi-structured interviews with 82 healthcare professionals working in a tertiary hospital. Interviews focused on sources, consequences, and responses to conflicts. Conflict situations were analyzed with conventional content analysis. Participants shared more intra- than interprofessional situations. Intraprofessional conflicts were caused by poor relationships, whereas interprofessional conflicts were associated with patient-related tasks and social representations. Avoiding and forcing were the most commonly mentioned responses to intraprofessional conflicts. The theme of power impacted all aspects of conflict both intra- and interprofessional. Intraprofessional conflicts were found to be as important as interprofessional conflicts. Differences in the sources of conflict and similarities regarding consequences of and responses to conflicts support integration of authentic clinical situations in interprofessional training. Understanding similarities and differences between intra- and interprofessional conflicts may help educators develop conflict management training that addresses the sources, consequences, and responses to conflicts in clinical settings.

Development and Initial Evaluation of a Novel, Ultraportable, Virtual Reality Bronchoscopy Simulator: The Computer Airway Simulation System.

BACKGROUND: Virtual reality (VR) simulation is an effective and safe method of teaching bronchoscopic skills. Few VR bronchoscopy simulators exist; all are expensive. The present study aimed to describe the design, development, and evaluation of a new, affordable, VR bronchoscopy simulator. METHODS: Anesthesiologists and engineers collaborated to design and develop the Computer Airway Simulation System (CASS), an iPad-based, high-fidelity, VR bronchoscopy simulator. We describe hardware and software development, as well as the technical and teaching features of the CASS. Twenty-two senior anesthesiologists evaluated various aspects of the simulator (using a 5-point Likert scale) to assess its face validity. RESULTS: Anesthesiologists performed a simulated bronchoscopy (mouth to carina) with a median (range) procedural time of 66 seconds (30-96). The simulator's ease of use was rated 4.3 ± 0.8 and the bronchoscope proxy's handling 4.0 ± 0.7. Criticisms included that excessive system reactivity created handling difficulties. Anatomical accuracy, 3-dimensional bronchial segmentation, and mucosal texture were judged to be very realistic. The simulator's usefulness for teaching and its educational value were highly rated (4.9 ± 0.3 and 4.8 ± 0.4, respectively). CONCLUSIONS: We describe the design, development, and initial evaluation of the CASS-a new, ultraportable, affordable, VR bronchoscopy simulator. The simulator's face validity was supported by excellent assessments from senior anesthesiologists with regard to anatomical realism, quality of graphics, and handling performance, even though some future refinements are required. All the practitioners agreed on the significant educational potential of the CASS.

The impact of a transversus abdominis plane block including clonidine vs. intrathecal morphine on nausea and vomiting after caesarean section: A randomised controlled trial.

BACKGROUND: Intrathecal morphine (ITM) is a widely used technique for postcaesarean section analgesia but entails a high risk of postoperative nausea and vomiting (PONV). The transversus abdominis plane (TAP) block is an alternative. OBJECTIVE: We tested the hypothesis that a TAP block including clonidine reduces the incidence of PONV after caesarean section when compared with ITM. DESIGN: A randomised, controlled, double-blinded study. SETTING: Geneva University Hospitals, Switzerland, from October 2013 to February 2017. PATIENTS: A total of 182 patients undergoing elective caesarean section were studied. Reasons for noninclusion were complicated pregnancy, contraindication to spinal anaesthesia or TAP block, extreme weight or height, allergy to any medication or previous median abdominal incision. INTERVENTIONS: Patients were allocated randomly to one of two groups (quadruple blinded): 100 µg of morphine added to the spinal local anaesthetic or a bilateral TAP block with 20 ml of ropivacaine 0.375% + 75 µg of clonidine on each side. MAIN OUTCOME MEASURES: The primary outcome measure was the total number of patients presenting with PONV at 24 h. Secondary aims were to compare other adverse effects (pruritus, respiratory depression, hypotension, bradycardia, sedation), analgesic efficacy and the quality of postoperative recovery. RESULTS: At 24 h, there was no significant difference between ITM and TAP groups in the total number of patients presenting with PONV: 17/92 patients (18.5%, 95% confidence interval 11.1 to 27.9) and 27/88 patients (30.7%, 95% confidence interval 21.3 to 41.4) in TAP and ITM groups, respectively (P = 0.065). Pain scores at 6 h and cumulative morphine consumption at 24 h were lower in the ITM group (P < 0.0001 for morphine consumption at 24 h). The incidence of hypotension was higher in the TAP group (54.3 vs. 29.2%, P = 0.0006). Maternal satisfaction was high and not different between groups. CONCLUSION: A TAP block with clonidine and local anaesthetic does not reduce significantly the incidence of PONV compared with ITM. We confirm the superiority of ITM on acute postcaesarean section analgesia compared with a TAP block, even with clonidine as an adjunct. TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT01931215.

[Thromboprophylaxis in gynecological surgery†: towards a comprehensive prevention]. / Thromboprophylaxie en chirurgie gynécologique†: vers une prévention cohérente.

Venous thromboembolic events (VTE), defined by deep vein thrombosis or pulmonary embolism, are potentially serious complications after gynecologic surgery. Without thromboprophylaxis, they are common and can lead to significant morbidity and mortality. Conversely, poorly adapted prophylaxis can be hazardous. Risk factors related to the patients and to the types of surgery have been identified and can be used to adapt the prophylaxis. Several recommendations have been proposed; however, no clear consensus exists. This article reviews the pathophysiology and specific risk factors of post-gynecologic surgical VTE and provides comprehensive and practical recommendations for perioperative thromboprophylaxis in gynecology, based on various international recommendations.

La maladie thromboembolique veineuse (MTEV), regroupant la thrombose veineuse profonde et l'embolie pulmonaire, est une complication potentiellement grave rencontrée en chirurgie gynécologique. En l'absence de thromboprophylaxie, elle est fréquente et peut entraîner une morbi-mortalité conséquente. À l'inverse, une prophylaxie mal adaptée peut s'avérer délétère. Des facteurs de risque liés aux patientes mais également aux types de chirurgie ont été identifiés, permettant d'adapter la prophylaxie périopératoire. Diverses recommandations ont été proposées, sans véritable consensus. Cet article rappelle la physiopathologie ainsi que les facteurs de risque de la MTEV et propose des recommandations cohérentes et pratiques sur la thromboprophylaxie périopératoire en chirurgie gynécologique, se basant sur les diverses recommandations internationales.

[Tranexamic acid for the management of postpartum haemorrhage : current knowledge]. / Acide tranexamique dans la prise en charge de l'hémorragie du postpartum : connaissances actuelles.

Postpartum haemorrhage (PPH) is the leading cause of maternal death. Primary causes are mostly of obstetrical origin. PPH can be worsened by secondary coagulopathy. This is due to dilution or consumption of coagulation factors and fibrinolysis activation. The use of tranexamic acid, an antifibrinolytic agent, in the management of PPH has been proposed and practiced for several years, following evidence of its efficacy and safety in other settings, including traumatology. The benefit of administration of TXA during PPH has recently been proved by the WOMAN study. This review recalls the physiopathological mechanisms involved in the genesis and aggravation of PPH. It presents the current state of knowledge on the prophylactic and therapeutic efficacy of tranexamic acid in PPH and summarizes the current recommendations in obstetrics.

L'hémorragie du postpartum (HPP) représente la principale cause de mortalité maternelle. Les causes primaires sont d'origine obstétricale dans la majorité des cas. Cependant l'HPP peut être aggravée par une coagulopathie secondaire. Celle-ci est due à la dilution ou la consommation des facteurs de la coagulation ainsi qu'à l'activation de la fibrinolyse. L'utilisation d'acide tranexamique (ATX), un antifibrinolytique, dans la prise en charge de l'HPP est proposée et pratiquée depuis plusieurs années, suite aux preuves de son efficacité et de sa sécurité dans d'autres contextes, notamment en traumatologie. L'utilisation lors de l'HPP a récemment été évaluée notamment par l'étude WOMAN et le bénéfice de l'administration a été prouvé. Cet article rappelle les mécanismes physiopathologiques en jeu dans la genèse et l'aggravation de l'HPP. Il présente l'état des connaissances actuelles sur l'efficacité prophylactique et thérapeutique de l'ATX en cas d'HPP et fait la synthèse des recommandations actuelles en obstétrique.

Are role perceptions of residents and nurses translated into action?

BACKGROUND: Effective interprofessional collaboration (IPC) has been shown to depend on clear role definitions, yet there are important gaps with regard to role clarity in the IPC literature. The goal of this study was to evaluate whether there was a relationship between internal medicine residents' and nurses' role perceptions and their actual actions in practice, and to identify areas that would benefit from more specific interprofessional education. METHODS: Fourteen residents and 14 nurses working in internal medicine were interviewed about their role perceptions, and then randomly paired to manage two simulated clinical cases. The authors adopted a general inductive approach to analyze the interviews. They identified 13 different role components that were then compared to data from simulations. Descriptive and kappa statistics were used to assess whether there was a relationship between role components identified in interviews and those performed in simulations. Results from these analyses guided a further qualitative evaluation of the relationship between role perceptions and actions. RESULTS: Across all 13 role components, there was an overall statistically significant, although modest, relationship between role perceptions and actions. In spite of this relationship, discrepancies were observed between role components mentioned in interviews and actions performed in simulations. Some were more frequently performed than mentioned (e.g. "Having common goals") while others were mentioned but performed only weakly (e.g. "Providing feedback"). CONCLUSIONS: Role components for which perceptions do not match actions point to role ambiguities that need to be addressed in interprofessional education. These results suggest that educators need to raise residents' and nurses' awareness of the flexibility required to work in the clinical setting with regard to role boundaries.

Simulation-based medical education training improves short and long-term competency in, and knowledge of central venous catheter insertion: A before and after intervention study.

BACKGROUND: Multimodal educational interventions have been shown to improve short-term competency in, and knowledge of central venous catheter (CVC) insertion. OBJECTIVE: To evaluate the effectiveness of simulation-based medical education training in improving short and long-term competency in, and knowledge of CVC insertion. DESIGN: Before and after intervention study. SETTING: University Geneva Hospital, Geneva, Switzerland, between May 2008 and January 2012. PARTICIPANTS: Residents in anaesthesiology aware of the Seldinger technique for vascular puncture. INTERVENTION: Participants attended a half-day course on CVC insertion. Learning objectives included work organization, aseptic technique and prevention of CVC complications. CVC insertion competency was tested pretraining, posttraining and then more than 2 years after training (sustainability phase). MAIN OUTCOME MEASURES: The primary study outcome was competency as measured by a global rating scale of technical skills, a hand hygiene compliance score and a checklist compliance score. Secondary outcome was knowledge as measured by a standardised pretraining and posttraining multiple-choice questionnaire. Statistical analyses were performed using paired Student's t test or Wilcoxon signed-rank test. RESULTS: Thirty-seven residents were included; 18 were tested in the sustainability phase (on average 34 months after training). The average global rating of skills was 23.4 points (±SD 4.08) before training, 32.2 (±4.51) after training (P < 0.001 for comparison with pretraining scores) and 26.5 (±5.34) in the sustainability phase (P = 0.040 for comparison with pretraining scores). The average hand hygiene compliance score was 2.8 (±1.0) points before training, 5.0 (±1.04) after training (P < 0.001 for comparison with pretraining scores) and 3.7 (±1.75) in the sustainability phase (P = 0.038 for comparison with pretraining scores). The average checklist compliance was 14.9 points (±2.3) before training, 19.9 (±1.06) after training (P < 0.001 for comparison with pretraining scores) and 17.4 (±1.41) (P = 0.002 for comparison with pretraining scores). The percentage of correct answers in the multiple-choice questionnaire increased from 76.0% (±7.9) before training to 87.7% (±4.4) after training (P < 0.001). CONCLUSION: Simulation-based medical education training was effective in improving short and long-term competency in, and knowledge of CVC insertion.