Influences of COVID-19 pandemic on hospital-at-home functions in Finland - a questionnaire survey.

OBJECTIVE: To investigate functions of Finnish hospital-at-home (HAH) during the first year of COVID19-pandemic 2020 compared with the previous year 2019. DESIGN: Retrospective questionnaire survey. SETTING: Finnish HAHs from Northern, Eastern, Southern, Western and Central parts of Finland participated in a questionnaire web-based questionnaire survey. The numbers of patients, activities and staff in 2019 and 2020, participation in the care of COVID19 patients, availability of protective clothing, attitudes of patients towards home care and development of new practices in the corona era were asked using both predefined and free questions. SUBJECTS: questionnaire was sent to the nurses and physicians in charge of the HAHs (N = 13), 77% responded. The HAHs provided services to a total of 1,196,783 inhabitants in their municipalities. RESULTS: There were no significant changes in the numbers of patients, staff or activities between the years 2019 and 2020. Although nurses did viral tests, COVID19 patients were cared only in 40% of HAHs. Protective clothing was well available. New instructions for infection management were created. CONCLUSIONS: The COVID-19 pandemic did not largely influence the functions of the examined Finnish HAHs in 2020. Most activities and patients' characteristics remained unchanged from 2019. The role of HAHs should be further developed in Scandinavian countries, particularly during pandemics.Key PointsHospital-at-home (HAH) is a cost-effective model to provide hospital-like services.Data about the role of HAHs during COVID19 pandemics is lacking in the Nordic countries.This study shows that, the large Finnish municipal HAHs have been not influenced by pandemics.

Twelve Years of Postgraduate Palliative Medicine Training in Finland: How International Guidelines Are Implemented.

Background and Objective: The European Association for Palliative Care (EAPC) published recommendations for postgraduate education in palliative medicine in 2009. However, it is currently unknown how the EAPC remommendations are implemented in national programs, as audits of them are lacking. In Finland, the national society of palliative medicine has been organizing postgraduate palliative medicine training for experienced physicians since 2008, but the program has not been audited. The aim of this study was to perform a comprehensive analysis of the program. Design: In 2018-2019, a questionnaire on the Finnish Training Program for Palliative Medicine Competence was sent to past participants and delivered in person to current trainees. Learning outcomes were assessed with validated instruments for received skills and attitudes. All available educational archives were examined as well. Results: Forty-five (32 %) out of 155 specialists and 13 (38 %) out of 34 trainees responded. According to their assessments, the training provided them well with most skills required to work as palliative care specialists, but poorly with research capabilities. However, the Finnish program covers the EAPC guidelines well. Problem-based education, group work, and clinical excursions have been added to the latest curriculum. Maturation through work is needed for administrative and consultant competences. Conclusion: The EAPC guidelines can be included in a national course. The course had an important positive influence on the attitudes and learning of physicians in palliative medicine. The development of the education would benefit from pedagogical consultation. Uniform standards for auditing national programs should be developed.

European Section/Board of Anaesthesiology/European Society of Anaesthesiology consensus statement on competency-based education and training in anaesthesiology.

: The change from time-based to competency-based medical education has been driven by society's requirement for greater accountability of medical practitioners and those who train them. The European Society of Anaesthesiology and European Section/Board of Anaesthesiology (Anaesthesiology Section of the European Union Medical Specialists) endorse the general principles of competency-based medical education and training (CBMET) outlined by the international competency-based medical education collaborators. A CBMET curriculum is built on unambiguously defined learning objectives, each of which offers a measurable outcome, amenable to assessment using valid and reliable tools. The European training requirements laid out by the European Board of Anaesthesiology define four 'Generic Competences', namely expert clinician, professional leader, academic scholar and inspired humanitarian. A CBMET programme should clearly document core competencies, defined end-points, proficiency standards, practical descriptions of teaching and assessment practices and an assessment plan. The assessment plan should balance the need to provide regular, multidimensional formative feedback to the trainee with the need to inform high stakes decisions. A trainee who has not achieved a proficiency standard should be provided with an individualised training plan to address specific competencies or deficits. Programme formats will inevitably differ given the constraints of scale and resource that apply in different settings. The resources necessary to develop and maintain a CBMET programme in anaesthesiology include human capital, access to clinical learning opportunities, information technology and physical infrastructure dedicated to training and education. Simulation facilities and faculty development require specific attention. Reflective practice is an important programme element that supports wellbeing, resilience and achievement of professional goals. CBMET programmes should enable establishment of a culture of lifelong learning for the anaesthesiology community.

Nonspecific complaints in the emergency department - a systematic review.

BACKGROUND: Nonspecific complaint (NSC) is a common presenting complaint in the emergency setting, especially in the elderly population. Individual studies have shown that it is associated with significant morbidity and mortality. This prognostic systematic review draws a synthesis of reported outcomes for patients presenting with NSC and compares them with outcomes for patients presenting with a specific complaint. METHODS: We conducted a literature search for publications, abstracts and conference presentations from Ovid, Scopus and Web of Science for the past 20 years. Studies were included which treated adult patients presenting to the Emergency Medical Services or Emergency Department with NSC. 2599 studies were screened for eligibility and quality was assessed using the SIGN assessment for bias tool. We excluded any low-quality studies, resulting in nine studies for quantitative analysis. We analysed the included studies for in-hospital mortality, triage category, emergency department length of stay, admission rate, hospital length of stay, intensive care admissions and re-visitation rate and compared outcomes to patients presenting with specific complaints (SC), where data were available. We grouped discharge diagnoses by ICD-10 category. RESULTS: We found that patients presenting with NSC were mostly older adults. Mortality for patients with NSC was significantly increased compared to patients presenting with SC [OR 2.50 (95% CI 1.40-4.47)]. They were triaged as urgent less often than SC patients [OR 2.12 (95% CI 1.08-4.16)]. Emergency department length of stay was increased in two out of three studies. Hospital length of stay was increased by 1-3 days. Admission rates were high in most studies, 55 to 84%, and increased in comparison to patients with SC [OR 3.86 (95% CI 1.76-8.47)]. These patients seemed to require more resources than patients with SC. The number for intensive care admissions did not seem to be increased. Data were insufficient to make conclusions regarding re-visitation rates. Discharge diagnoses were spread throughout the ICD-10 main chapters, infections being the most prevalent. CONCLUSIONS: Patients with NSC have a high risk of mortality and their care in the Emergency Department requires more time and resources than for patients with SC. We suggest that NSC should be considered a major emergency presentation.

Palliative Care Volunteers Have High Workload but No Burnout: A Questionnaire Survey from Tanzania.

Background: In Africa, the core of home-based care (HBC) in the villages is provided by volunteer helpers, individuals chosen to provide both support to patients and important information to health officers. Yet, voluntary work in palliative care and the burden of being a volunteer have not been studied in Africa. Objective: To study the content and burden of volunteer work in the palliative home care of Ilembula District Designated Hospital (IDDH), a secondary care institution in Tanzania. Design: A descriptive prospective study using semistructured and closed questionnaires. Setting/subjects: The modified Palliative Care Evaluation Tool Kit (PCETK) and Professional Quality-of-Life Scale (ProQOL) were used to study the work content and workload of 47 volunteers in the palliative HBC of IDDH. ProQOL was translated to Kiswahili. Fifty-seven health care professionals and students validated the translation. Factorial analysis and Cronbach's alphas were calculated for reliability. Results: Responses to PCETK and ProQOL were received from 34 (72%) to 20 (42%) volunteers, respectively. The Kiswahili translation of ProQSL appeared to be highly reliable. On average, a volunteer worked 20 hours/month and had 22 patients. The main activities included helping with daily tasks, preparing meals, assisting with transport, and reporting the patient's clinical condition to the health care officers. The volunteers reported high satisfaction ratings (average 4.2, standard deviations 0.38) and had higher scores than the validation group in the compassion fatigue scale (2.42 vs. 1.55, p < 0.01) but no burnout. Conclusions: The volunteers had high commitment and workload. Even so, coping strategies for dealing with suffering and death should be better addressed in training.

Simulation training streamlines the real-life performance in endovascular repair of ruptured abdominal aortic aneurysms.

OBJECTIVE: Difficulties in distributing endovascular experience among all operating room (OR) personnel prevented full-scale use of endovascular aneurysm repair (EVAR) in emergencies. To streamline the procedure of EVAR for ruptured aneurysm (rEVAR) and to provide this method even to unstable patients, we initiated regular simulation training sessions. METHODS: This is an observational study of 29 simulation sessions performed between January 2015 and December 2017. We analyzed the development of time from OR door to aortic balloon occlusion during simulations and OR door to needle times in real-life rEVARs as well as the outcome of the 185 ruptured abdominal aortic aneurysm (rAAA) patients who arrived at the university hospital between January 2013 and December 2017. A questionnaire was sent for simulation attendants before and after the simulation session. RESULTS: In the first simulations, the door to occlusion time was 20 to 35 minutes. After adding a hemodynamic collapse to the simulation protocol, the time decreased to 10 to 13 minutes in the 10 recent simulations, including a 5-minute cardiopulmonary resuscitation (P = .01). The electronic questionnaire performed for attendees before and after the simulation session showed significant improvement in both confidence and knowledge of the OR staff regarding rEVAR procedure. In the real-life rEVARs, 75 of the 185 patients with rAAAs underwent EVAR. Among rEVAR patients, the median OR door to needle time was 65 minutes before and 16 minutes after the onset of simulations (P = .000). The overall 30-day mortality among all rAAA patients was 44.8% and 30.6% accordingly (P = .046). When patients who were turned down from the emergency surgery were excluded, the 30-day operative mortality was 39.2% and 25.1% during the periods, respectively (P = .051). The 30-day mortality was 16.2% after rEVAR and 40.6% after open surgery (P = .001). CONCLUSIONS: Simulation training for rEVAR significantly improves the treatment process in real-life patients and may enhance the outcome of rAAA patients.

Simulation in Interprofessional Clinical Education: Exploring Validated Nontechnical Skills Measurement Tools.

STATEMENT: The research literature regarding interprofessional simulation-based medical education has grown substantially and continues to explore new aspects of this educational modality. The aim of this study was to explore the validation evidence of tools used to assess teamwork and nontechnical skills in interprofessional simulation-based clinical education. This systematic review included original studies that assessed participants' teamwork and nontechnical skills, using a measurement tool, in an interprofessional simulated setting. We assessed the validity of each assessment tool using Kane's framework. Medical Education Research Study Quality Instrument scores for the studies ranged from 8.5 to 17.0. Across the 22 different studies, there were 20 different assessment strategies, in which Team Emergency Assessment Measure, Anesthetist's Nontechnical Skills, and Nontechnical Skills for Surgeons were used more than once. Most assessment tools have been validated for scoring and generalization inference. Fewer tools have been validated for extrapolation inference, such as expert-novice analysis or factor analysis.

Entrustable professional activity (EPA) reshapes the practice of specialist training.

In addition to medical expertise, competence-based medical training comprises communication and collaboration skills, professionalism, and leadership skills. Continuous feedback is essential for learning and development, and feedback only from the medical specialist examination taken in the end of training does not ensure thorough specialist training. Entrustable professional activity (EPA) is a unit of professional practice, defined as tasks or responsibilities typical of the specialty. EPA translates competence-based training into manageable and meaningful entities and provides tools for the evaluation of medical competence.

[Procedural skills of students qualifying as a doctor - towards blended learning]. / Valmistuvan Iääkärin toimenpidetaidot - kohti sulautuvaa opetusta.

Medical students feel that their ability to carry out procedures is lower than desired. Whereas supervised learning is easily arranged at scheduled appointment clinics, experience in emergency procedures often accumulates only during practical training. A large part of the students had turned to the internet in search for advice or repetition about typical emergency procedures. With the growing yearly intake by the faculties it will be difficult to increase contact teaching at the clinical stage, but it is possible to improve its quality through flipped classroom. Procedural videos found in the internet are well suited for stimuli prior to contact teaching.

Mandatory documentation of pain in the emergency department increases analgesic administration but does not improve patients' satisfaction of pain management.

BACKGROUND: Pain is one of the most common symptoms treated in emergency department (ED). Pain may cause suffering and disability for the patient. Inadequate pain management may be associated with increased risk of complications such as sleep disturbance, delirium and depression. Previous studies conclude that pain management in ED is insufficient and inadequate. Yet, little is known about patients' own experience regarding pain management in ED. OBJECTIVE: The aim of this study was to explore the satisfaction of pain management in patients having acute musculoskeletal injuries before and after implementation of mandatory documentation regarding pain assessment in the ED. METHOD: An observational pre-post intervention study design was used. The study was conducted on patients having acute musculoskeletal injuries such as soft tissue injury, back pain or wrist/arm/leg/foot fractures in a 24-h adult (>15 years) ED at a public urban teaching hospital in Stockholm, Sweden. Data was collected by an interview based on a questionnaire. RESULTS: A total of 160 patients answered the questionnaire. In the pre- (n=80) and post-intervention (n=80) groups, 91/95% experienced pain in the ED. A significant difference (p<0.003) was found during the post-intervention period, with more patients receiving analgesics compared to the pre-intervention group. A significant decline (p<0.03) in patients' own reported pain intensity at discharge was found between the groups. Patients' reported satisfaction on pain management in the ED increased in the post-intervention group, but the difference was not statistically significantly. CONCLUSION: Patients' satisfaction with pain management increased, but not statistically significantly. However, both percentages of patients receiving analgesic drugs increased and pain intensity decrease at discharge were statistically significant after the intervention that made nurses obliged to register pain. IMPLICATION: According to the findings of this study, mandatory pain documentation facilitates pain management in the ED, but there is still room for improvement. Additional actions are needed to improve patients' satisfaction on pain management in the ED. Mandatory pain documentation in combination with person-centred care could be a way of improving patients' satisfaction on pain management. Effective pain management is an important quality measure, and should be focused on in acute care in the ED. By routinely asking patients to report the pain intensity at discharge, the ED personnel can have direct feedback about the factual pain management. RNs may also be encouraged to use intravenous analgesics in higher extent when the patients have very severe pain.

[Flipped classroom in basic medical education]. / Käänteinen oppiminen lääketieteen peruskoulutuksessa.

Medical education is facing changes in order to improve young doctors' competency to respond better to current needs of the patients and the society. Both curriculum content and teaching methods are revised. In addition to vibrant research in academic medical education, teachers are supported by the improved web-based learning environments and novel technical tools. Flipped classroom, a new paradigm that benefits from technical development, provides many opportunities for medical education. This teaching method always consists of two mutually complementary parts. The first part of the learning action takes place independently off classroom with video lectures or other stimuli for learning. The second part takes place in conjunction with the teacher and other students, and requires student group interactions.

[Empathy is lifelong learning]. / Empatia on elinikäistä oppimista.

Empathy is often understood as a native feature, even though it involves cognitive components that can be learned. The first, instinctive component is the physician's ability to understand the experience and emotional state of the patient, the second one is the transmission of this understanding to the patient, the third one being the utilization of the obtained information to treat the patient. Empathy is a tool for the physician and a promoter of employee well-being. While understanding the emotional response of both the physician and the patient will help the former in her/his work for the good of the patient, this tool should be practiced deliberately.

Prehospital personnel's attitudes to pain management.

Objectives Pain is one of the most common reasons for patients to seek acute medical care. The management of pain is often inadequate both in the prehospital setting and in the emergency department. Our aim was to evaluate the attitudes towards pain management among prehospital personnel in two Scandinavian metropolitan areas. Methods A questionnaire with 36 items was distributed to prehospital personnel working in Helsinki, Finland (n=70) and to prehospital personnel working in Stockholm, Sweden (n=634). Each item was weighted on a five-level Likert scale. Factor loading of the questionnaire was made using maximum likelihood analysis and varimax rotation. Six scales were constructed (Hesitation, Encouragement, Side effects, Evaluation, Perceptions, Pain metre). A Student's t-test, ANOVA, and Pearson Correlation were used for analysis of significance. RESULTS: The response rate among the Finnish prehospital personnel was 66/70 (94.2%) while among the Swedish personnel it was 127/634 (20.0%). The prehospital personnel from Sweden showed significantly more Hesitation to administer pain relief compared to the Finnish personnel (mean 2.01 SD 0.539 vs. 1.67 SD 0.530, p < 0.001). Those who had received pain education at their workplace showed significantly less Hesitation than those who had not participated in education. There was a significant negative correlation (p < 0.01) between Hesitation and Side effects. There was also astatistically significant(p < 0.01) correlation between Perceptions and Hesitation, indicating that a stoic attitude towards pain was associated with indifference to possible Side effects of pain medication (p < 0.05). Conclusions The results show that there was a significant correlation between the extent of education and the prehospital personnel's attitudes to pain management. Gender and age among the prehospital personnel also affected the attitudes to pain management. The main discrepancy between the Swedish and Finnish personnel was that the participants from Stockholm showed statistically significantly more hesitation about administering pain medication compared to the participants from Helsinki. Implications The results of the study highlight the need for continuous medical education (CME) for prehospital personnel. CME and discussions among prehospital personnel may help to make a change in the personnel's attitudes towards pain and pain management in the prehospital context.

[Simulation training for better patient safety-learning from team work]. / Simulaatiokoulutus potilasturvallisuuden parantajana--oppia tiimityöstä.

At work, healthcare personnel will encounter various emergency situations and patients who are in poor physical condition and require urgent care. A multidisciplinary team of experts must be able to carry out seamless collaboration, even when working together for the first time. Described in this review is how systematically arranged simulation rehearsals help form a united expert group from a group of individual experts.

[Information technology and the riddle of household remedy]. / Tietotekniikka ja potilaan koti- lääkityksen arvoitus.

I Adverse effects associated with medication are one of the most common reported problems related to patient care. Problems arise especially when the patient is transferred from one unit to another or when treatment responsibility is changed within a unit. Information technology was expected to solve these problems, but the expectations have not fully become fulfilled. The legislation and functionalities of electronic prescription have brought new problems to be solved. While part of the problems can be solved by computer-based applications, training is required in order to change the operational culture and improve patient safety.

[Central venous catheter with a poor flow]. / Huonosti vetävä keskuslaskimokatetri.

Insertion of a central venous catheter is a quite common procedure; for instance in USA it is done for approx. five million patients per year. At the operating department of Meilahti hospital, central venous catheters have been placed as a main or side procedure for approx. 2000 patients per year. In addition, central venous catheters are placed in emergency departments and in some operational units, such as dialysis catheters in dialysis units. Although the application of ultrasound imaging has now resulted in improved patient safety, complications continue to occur. To exclude complications, a chest X-ray is often taken after the procedure. The control image may reveal even unexpected issues.

[Providing feedback in medical work]. / Palautteen antaminen lääkärin työssä.

During medical studies, young doctors have grown accustomed to both provide and receive feedback, and they also expect to receive it. Supervisors, on the other hand, have traditionally seldom received training in constructive provision of feedback. Constructive feedback to employees is also part of high-quality management. Feedback is most commonly directed to a concrete task and its realization in relation to the goals. To create good atmosphere it is helpful that the feedback provider pays attention to at least one well-conducted task or part of a task.

Harmonisation of anaesthesiology training in Europe.

The last 20 years has seen many changes in medical education, with reforms taking place in undergraduate health-care studies with the application of the Bologna principles and also transfer of the same educational principles to postgraduate medical specialty training. It is the aim of this article to grossly sketch and contextualise these reforms in the rapidly evolving European Union, before defining harmonisation of the medical postgraduate training and the bodies involved in this process; thereafter, the authors try to present the potential consensus points that can make the process of harmonisation in anaesthesiology postgraduate training in Europe become a reality. Finally, a brief outline of the potential challenges concludes the paper.