Mindfulness training in medical education as a means to improve resilience, empathy, and mental health in the medical profession.

The high rates of depression, burnout, and increased risk of suicide among medical students, residents, and physicians in comparison with other careers signal a mental health crisis within our profession. We contend that this crisis coupled with the inadequate acquisition of interpersonal skills during medical education results from the interaction between a challenging environment and the mental capital of individuals. Additionally, we posit that mindfulness-based practices are instrumental for the development of major components of mental capital, such as resilience, flexibility of mind, and learning skills, while also serving as a pathway to enhance empathy, compassion, self-awareness, conflict resolution, and relational abilities. Importantly, the evidence base supporting the effectiveness of mindfulness-based interventions has been increasing over the years, and a growing number of medical schools have already integrated mindfulness into their curricula. While we acknowledge that mindfulness is not a panacea for all educational and mental health problems in this field, we argue that there is currently an unprecedented opportunity to gather momentum, spread and study mindfulness-based programs in medical schools around the world as a way to address some longstanding shortcomings of the medical profession and the health and educational systems upon which it is rooted.

When Play Reveals the Ache: Introducing Co-constructive Patient Simulation for Narrative Practitioners in Medical Education.

Despite the ubiquity of healthcare simulation and the humanities in medical education, the two domains of learning remain unintegrated. The stories suffused within healthcare simulation have thus remained unshaped by the developments of narrative medicine and the health humanities. Healthcare simulation, in turn, has yet to utilize concepts like co-construction and narrative competence to enrich learners' understanding of patient experience alongside their clinical competencies. To create a conceptual bridge between these two fields (including narrative-based inquiry more broadly), we redescribe narrative competence via Ronald Heifetz's distinction of "technical" and "adaptive" challenges outlined in his adaptive leadership model. Heifetz, we argue, enriches learners' self-understanding of the unique demands of cultivating narrative competence, which can be both elucidated on the page and tested within the charged yet supportive simulation environment. We introduce Co-constructive Patient Simulation (CCPS) to demonstrate how working with simulated patients can support narrative work by drawing on the clinical vicissitudes of learners in the formulation and enactment of case studies. The three movements of CCPS-resensing, retelling, and retooling-told through learner experiences, describe the affinities and divergences between narrative medicine's sequence of attention, representation, and affiliation; Montello's three forms of narrative competence (departure, performance, change), and Heifetz's three steps (observe, interpret, and intervene) of adaptive leadership.

Role of knowledge and reasoning processes as predictors of resident physicians' susceptibility to anchoring bias in diagnostic reasoning: a randomised controlled experiment.

BACKGROUND: Diagnostic errors have been attributed to reasoning flaws caused by cognitive biases. While experiments have shown bias to cause errors, physicians of similar expertise differed in susceptibility to bias. Resisting bias is often said to depend on engaging analytical reasoning, disregarding the influence of knowledge. We examined the role of knowledge and reasoning mode, indicated by diagnosis time and confidence, as predictors of susceptibility to anchoring bias. Anchoring bias occurs when physicians stick to an incorrect diagnosis triggered by early salient distracting features (SDF) despite subsequent conflicting information. METHODS: Sixty-eight internal medicine residents from two Dutch university hospitals participated in a two-phase experiment. Phase 1: assessment of knowledge of discriminating features (ie, clinical findings that discriminate between lookalike diseases) for six diseases. Phase 2 (1 week later): diagnosis of six cases of these diseases. Each case had two versions differing exclusively in the presence/absence of SDF. Each participant diagnosed three cases with SDF (SDF+) and three without (SDF-). Participants were randomly allocated to case versions. Based on phase 1 assessment, participants were split into higher knowledge or lower knowledge groups. MAIN OUTCOME MEASUREMENTS: frequency of diagnoses associated with SDF; time to diagnose; and confidence in diagnosis. RESULTS: While both knowledge groups performed similarly on SDF- cases, higher knowledge physicians succumbed to anchoring bias less frequently than their lower knowledge counterparts on SDF+ cases (p=0.02). Overall, physicians spent more time (p<0.001) and had lower confidence (p=0.02) on SDF+ than SDF- cases (p<0.001). However, when diagnosing SDF+ cases, the groups did not differ in time (p=0.88) nor in confidence (p=0.96). CONCLUSIONS: Physicians apparently adopted a more analytical reasoning approach when presented with distracting features, indicated by increased time and lower confidence, trying to combat bias. Yet, extended deliberation alone did not explain the observed performance differences between knowledge groups. Success in mitigating anchoring bias was primarily predicted by knowledge of discriminating features of diagnoses.

Harnessing student feedback to transform teachers: Role of emotions and relationships.

INTRODUCTION: Feedback is crucial to promote learning and improve performance. However, we lack a nuanced understanding of how medical teachers reflect on and internalise (or not) student feedback (SF). This study aims to fill this gap by exploring how teachers make sense of SF to improve their performance and nurture their personal and professional development. METHODS: In this cross-sectional qualitative study based on a constructivist paradigm, 14 medical teachers individually drew a Rich Picture (RP) of a feedback experience in which they received informal or formal feedback from students, resulting in a personal or professional change. After the drawing, we interviewed the participants to deepen our understanding of teachers' experiences. We analysed the drawings and interview transcripts using an iterative process of thematic analysis. RESULTS: SF that culminated in personal or professional change is a highly emotional experience for teachers, often with long-lasting consequences. It may threaten or reassure their self-concept and professional identity, generating feedback avoidance or feedback-seeking behaviour. SF is particularly powerful in transforming teaching practices when teachers feel connected to students through an honest and constructive relationship. Remarkably, some teachers intentionally build relationships with certain (selected) students to get 'qualified' feedback. SF acceptance also increases when teachers are open to receiving feedback and there is an institutional culture that values feedback. Finally, medical teachers believe that formal (planned) feedback is relevant to improve the curriculum, while informal (spontaneous) feedback is important for promoting teachers' personal and professional development. DISCUSSION: SF has the potential to become a transformative learning experience for teachers. The student-teacher relationship and teachers' emotional reactions affect the way teachers make sense of and internalise SF and enact behavioural change. Understanding the complexity surrounding SF is vital for supporting teachers in seizing opportunities for growth and in nurturing a meaningful relationship with the act of teaching.

Family dyads, emotional labor, and holding environments in the simulated encounter: co-constructive patient simulation as a reflective tool in child and adolescent psychiatry training.

BACKGROUND: Patient simulation has been used in medical education to provide a safe and supportive learning environment for learners to practice clinical and interpersonal skills. However, simulation involving pediatric populations, particularly in child and adolescent psychiatry, is rare and generally does not reflect the child-caregiver dyad or the longitudinal aspects of this care, nor does it provide learners with an opportunity to engage with and reflect on these dynamics. METHODS: We organized as an educational opportunity a series of seven observed patient simulation sessions with a cohort of a dozen child and adolescent psychiatrists (eight fellows approaching graduation and four senior educators). In these sessions, we utilized the co-constructive patient simulation model to create the simulation cases. We included the use of at least two patient actors in most sessions, and two of the case narratives were longitudinally followed across multiple simulation sessions. We approached the data collected during the simulations and their respective debriefings by using thematic analysis informed by a symbolic interactionist approach. RESULTS: Based on data from the debriefing sessions and longitudinal narratives, we identified four overarching themes: (1) Reflecting on dyadic challenges: role reversal and individuation; (2) Centering the child, allying with the parent, and treating the family system; (3) Ambivalence in and about the parent-child dyad; and (4) Longitudinal narratives and ambivalence over time. CONCLUSION: The emotional experience of the simulations, for interviewers and observers alike, provided an opportunity to reflect on personal and professional experiences and triggered meaningful insights and connections between participants. These simulated cases called for emotional labor, particularly in the form of creating holding environments; in this way, the simulated encounters and the debriefing sessions became dialogic experiences, in which the patient and provider, parent and child, and learner and instructor could co-construct meaning and foster professional development as reflective practitioners.

Co-Constructive Patient Simulation as an Experiential Tool for Continuing Professional Development in Healthcare.

In this commentary, we examine how to use the recently developed educational method called Co-constructive Patient Simulation (CCPS) to improve continuous professional development in healthcare. CCPS invites learners to participate in the creation of meaningful simulated scenarios while fostering reflection-in/on/for-action and community-building. By participating in the creation of the simulated scenarios, learners guarantee that the challenges addressed by the learning activities are aligned with their developmental stages and needs. Additionally, as learners may invite supervisors to take the "hot seat" during the simulation session, the CCPS approach allows learners to witness how supervisors would handle situations perceived as challenging. This exchange of roles creates an opportunity for camaraderie, as supervisors expose themselves and assume a vulnerable position. This camaraderie facilitates educational bonding and community building. As a result, in this participatory and co-creative approach to simulation, experts become the facilitators of a learner-centred activity, which increases motivation and allows tailored and contextualised learning. This co-constructive approach to simulation adds to the repertoire of more traditional CPD strategies by fostering spontaneity and authenticity. It integrates learning opportunities in clinical practice, amplifies learner's critical reflection and autonomy, and harnesses real-life challenges to offer meaningful solutions to lifelong learning. The democratic environment optimised by experts joining the activity and sharing their vulnerabilities with trainees further catalyzes the creation of a community for teaching, learning, and shared development.

Exploring Medical Students' Learning Around Uncertainty Management Using a Digital Educational Escape Room: A Design-based Research Approach.

Introduction: Medical professionals meet many transitions during their careers, and must learn to adjust rapidly to unfamiliar workplaces and teams. This study investigated the use of a digital educational escape room (DEER) in facilitating medical students' learning around managing uncertainty in transitioning from classroom to clinical placement. Methods: We used design-based research to explore the design, build, and test of a DEER, as well as gain insight into how these novel learning environments work, using Community of Inquiry (CoI) as a guiding conceptual framework. This study represented a mixed methods pilot test of a prototype DEER. Twenty-two medical students agreed to participate, and data were collected through qualitative (i.e., focus groups, game-play observations) and quantitative (i.e., questionnaires) methods. Results: Eighty-two per cent of participants agreed or strongly agreed that the DEER supported their learning around uncertainty. Participants offered diverse examples of how the game had facilitated new insights on, and approaches to, uncertainty. With respect to the learning environment, multiple indicators and examples of the three domains of CoI - cognitive, teaching and social presence - were observed. Discussion: Our findings suggested that DEERs offer a valuable online learning environment for students to engage with complex and emotion-provoking challenges, such as those experienced at transitions. The study also suggested that CoI can be applied to the design, implementation, and evaluation of DEER learning environments, and we have proposed a set of design principles that may offer guidance here.

Building digital escape rooms for learning: From theory to practice.

Digital games are increasingly used to support learning across a diverse range of cognitive, affective and psychomotor domains in health professions education. Game-based learning will likely become an important competency for educators. However, educators can perceive game building as out of their reach due to a lack of expertise in digital technology. This toolbox offers advice to health professions educators who would like to build a simple game for learning known as a digital educational escape room.

"Every day that I stay at home, it's another day blaming myself for not being at #Frontline"-Understanding medical students' sacrifices during COVID-19 Pandemic.

COVID-19 struck the world and stretched the healthcare system and professionals. Medical students engaged in the pandemic effort, making personal and professional sacrifices. However, the impact of these sacrifices on students` professional development is still unknown. We applied constructivist grounded theory to individual audio diaries (total time = 5h38 min) and interviews (total time = 11h57min) performed with 18 last-year medical students during the first wave of COVID-19 pandemic in Brazil. The perspective of making sacrifices caused initial emotional distress in medical students, followed by a negotiation process revolving around three themes: predisposition to sacrifice, sense of competence, and sense of belonging. This negotiation process led to three response patterns: Pattern A: "No sense of duty"-the sacrifice was perceived as meaningless, and students showed intense anger and a desire to flee; Pattern B: "Sense of duty with hesitation to act"-the sacrifice was acknowledged as legitime, but students felt unprepared to contribute, leading to feelings of frustration and shame; and, Pattern C: "Sense of duty with readiness to act"-the engagement with the sacrifice was perceived as an opportunity to grow as a doctor, leading to fulfillment and proudness. Students ready to engage with the COVID-19 effort experienced identity consonance, reinforcing their professional identities. Students who felt incompetent or found the sacrifice meaningless experienced identity dissonance, which led to emotional suffering and the consideration of abandoning the course. Monitoring students' emotional reactions when facing professional challenges creates opportunities to problematize the role of sacrifice in the medical profession and scaffold professional identity development.

Palliative care in emergency care: invoking Kairos and rethinking health care systems. / Cuidados paliativos na emergência: invocando Kairós e repensando os sistemas de saúde.

Acute crises of decompensation of a chronic disease are, in most cases, handled in an Emergency Room setting. In these services, emergency care professionals face several challenges, such as incomplete information on the patient's disease, scarce resources, and the pressure of having to make decisions in a short time. In this context, what can be done to provide patient-centered care that is at the same time technically appropriate and aligned with their values? Understanding the patient's situation in relation to their disease; talking to the patient about their clinical condition, comprehending their values and feelings; and understanding time as Kairos - that is, the time of the consultation as an opportunity to understand the patient's needs and build a shared therapeutic plan - are possible solutions to this challenge. Proper handling of patients with severe diseases requires that all links of health care systems are functional and coordinated from primary health care to hospital and home care, starting with the education of health care professionals and the strengthening of work settings that foster the expression of Kairos. This is a long and fundamental path for health care systems such as the Brazilian Unified National Health System (SUS) and that health managers and professionals should not afford to ignore.

As crises agudas de descompensação de uma doença crônica são, na maioria das vezes, manejadas em ambiente de pronto-socorro. Nesses serviços, os profissionais emergencistas enfrentam vários desafios, como falta de informação completa sobre a doença do paciente, escassez de recursos e a pressão de ter que tomar decisões em pouco tempo. Nesse contexto, o que pode ser feito para prestar um cuidado centrado no paciente, que seja, ao mesmo tempo, tecnicamente adequado e alinhado a seus valores? Compreender a situação do paciente em relação a sua doença; conversar com o paciente sobre sua condição clínica, compreendendo seus valores e sentimentos; entender o tempo como Kairós, ou seja, o tempo da consulta como uma oportunidade de entender as necessidades do paciente, e construir um plano terapêutico compartilhado são possíveis soluções para esse desafio. O manejo adequado de pacientes portadores de doenças graves demanda que todos os elos dos sistemas de saúde estejam em funcionamento e integrados desde a atenção primária à saúde até a assistência hospitalar e a atenção domiciliar, tendo como ponto de partida a educação dos profissionais de saúde e o fortalecimento de ambientes de trabalho que favoreçam a expressão de Kairós. Trata-se de um caminho longo e fundamental para sistemas de saúde como o Sistema Único de Saúde (SUS) e que gestores e profissionais de saúde não deveriam se dar ao luxo de ignorar.

Las crisis agudas de descompensación de una enfermedad crónica se manejan con mayor frecuencia en un entorno de Urgencias. En estos servicios, los profesionales de urgencias se enfrentan a varios desafíos como la falta de información completa sobre la enfermedad del paciente, la escasez de recursos y la presión de tener que tomar decisiones en poco tiempo. En ese contexto, ¿qué se puede hacer para proporcionar un cuidado centrado en el paciente, que sea al mismo tiempo técnicamente adecuado y alineado a sus valores? Comprender la situación del paciente con respecto a su enfermedad; hablar con el paciente sobre su condición clínica, comprender sus valores y sentimientos; comprender el tiempo como Kairós, es decir, el tiempo de consulta como una oportunidad para comprender las necesidades del paciente y construir un plan terapéutico compartido, son posibles soluciones a este desafío. El manejo adecuado de los pacientes con enfermedades graves requiere que todos los eslabones de los sistemas de salud funcionen y se integren desde la atención primaria a la salud hasta la asistencia hospitalaria y la atención domiciliaria; teniendo como punto de partida la educación de los profesionales de salud y el fortalecimiento de ambientes de trabajo que favorezcan la expresión de los Kairós. Se trata de un camino largo y fundamental para los sistemas de salud como el Sistema Único de Salud brasileño (SUS) y qué los gestores y profesionales de salud no deberían darse el lujo de ignorar.

Implementation and Assessment of Lung Ultrasound Training Curriculum for Physiotherapists With a Focus on Image Acquisition and Calculation of an Aeration Score.

Described here is the implementation of a lung ultrasound course for physiotherapists focused on the acquisition and retention of knowledge and skills. Initially, we provided online lectures in a virtual learning environment (VLE), in which we taught the semiquantification of edema through a lung ultrasound score (LUS). Afterward, the physiotherapists participated in face-to-face lectures (which resumed the online lectures), followed by hands-on training and simulation with ultrasound. We assessed knowledge acquisition through a multiple-choice test with 30 questions (totaling 10 points). The test was applied before accessing the VLE (pre-VLE), before the face-to-face course and at its end (pre- and post-course). Physiotherapists collected actual patients' ultrasound scans, which were uploaded to the VLE and assessed by three supervisors, who performed a consensus LUS calculation and gave virtual written feedback. Thirteen physiotherapists collected 59 exams. The test results were 3.60 ± 1.58 (pre-VLE), 5.94 ± 1.45 (pre-course) and 8.50 ± 0.71 (post-course), with p < 0.001 for all. The intraclass correlation coefficient for LUS between physiotherapists and supervisors was 0.814 (p < 0.001), with moderate-to-weak agreement for LUS of the lung apical, median and basal zones, with κ = 0.455.334, and 0.417 (p < 0.001 for all). Trainees were found to have increased short-term acquisition and retention of knowledge and skills, with a good intraclass correlation coefficient between them and the consensus of supervisors for the LUS of actual patients.

Reduced physical functional performance before hospitalization predicts life support limitations and mortality in nonsurgical intensive care unit patients. / O desempenho físico funcional reduzido antes da hospitalização prediz limitações de suporte de vida e mortalidade em pacientes não cirúrgicos de unidade de terapia intensiva.

OBJECTIVE: To assess whether scales of physical functional performance and the surprise question ("Would I be surprised if this patient died in 6 months?") predict life support limitations and mortality in critically ill nonsurgical patients. METHODS: We included 114 patients admitted from the Emergency Department to an intensive care unit in this prospective cohort. Physical functional performance was assessed by the Palliative Prognostic Score, Karnofsky Performance Status, and the Katz Activities of Daily Living scale. Two intensivists responded to the surprise question. RESULTS: The proposed physical functional performance scores were significantly lower in patients with life support limitations and those who died during the hospital stay. A negative response to the surprise question was more frequent in the same subset of patients. Adjusted univariable analysis showed an increased odds ratio for life support limitations and death regarding the activities of daily living scale (1.35 [1.01 - 1.78] and 1.34 [1.0 - 1.79], respectively) and a negative response for the surprise question (42.35 [11.62 - 154.43] and 47.79 [11.41 - 200.25], respectively); with a p < 0.05 for all results. CONCLUSION: All physical functional performance scales showed lower scores in nonsurvivors and patients with life support limitations. The activities of daily living score and the surprise question increased the odds of life support limitations and mortality in our cohort of nonsurgical intensive care unit patients admitted from the Emergency Department.

OBJETIVO: Avaliar se as escalas de desempenho físico funcional e a pergunta surpresa ("Eu ficaria surpreso se esse paciente morresse em 6 meses?") predizem limitações de suporte de vida e mortalidade em pacientes críticos não cirúrgicos. METÓDOS: Participaram desta coorte prospectiva 114 pacientes admitidos do serviço de emergência em uma unidade de terapia intensiva. O desempenho físico funcional foi avaliado pelo Palliative Prognostic Score, pela Escala de Desempenho de Karnofsky e pela escala de Atividades de Vida Diária de Katz. Dois intensivistas responderam à pergunta surpresa. RESULTADOS: Os escores de desempenho físico funcional propostos foram significativamente menores em pacientes com limitações de suporte de vida e naqueles que vieram a óbito durante a hospitalização. A resposta negativa à pergunta surpresa foi mais frequente no mesmo subgrupo de pacientes. A análise univariada ajustada mostrou aumento da razão de chances para limitações de suporte de vida e morte em relação à escala de Atividades de Vida Diária (1,35 [1,01 - 1,78] e 1,34 [1,0 - 1,79], respectivamente) e uma resposta negativa para a pergunta surpresa (42,35 [11,62 - 154,43] e 47,79 [11,41 - 200,25], respectivamente), com p < 0,05 para todos os resultados. CONCLUSÃO: Todas as escalas de desempenho físico funcional apresentaram escores mais baixos em não sobreviventes e em pacientes com limitações de suporte de vida. A redução da capacidade funcional prévia à internação e a resposta negativa à pergunta surpresa aumentaram as chances de limitações de suporte de vida e mortalidade em nossa coorte de pacientes não cirúrgicos da unidade de terapia intensiva com entrada no serviço de emergência.

Social justice in medical education: inclusion is not enough-it's just the first step.

INTRODUCTION: Medical schools worldwide are creating inclusion policies to increase the admission of students from vulnerable social groups. This study explores how medical students from vulnerable social groups experience belongingness as they join the medical community. METHODS: This qualitative study applied thematic analysis to 10 interviews with medical students admitted to one medical school through an affirmative policy. The interviews followed the drawing of a rich picture, in which the students represented a challenging situation experienced in their training, considering their socio-economic and racial background. The analysis was guided by the modes of belonging (engagement, imagination, and alignment) described by the Communities of Practice framework. RESULTS: Participants struggled to imagine themselves as future doctors because they lack identification with the medical environment, suffer from low self-esteem, aside from experiencing racial and social discrimination. Participants also find it troublesome to engage in social and professional activities because of financial disadvantages and insufficient support from the university. However, participants strongly align with the values of the public health system and show deep empathy for the patients. DISCUSSION: Including students with different socio-economic and racial backgrounds offers an opportunity to reform the medical culture. Medical educators need to devise strategies to support students' socialization through activities that increase their self-esteem and make explicit the contributions they bring to the medical community.

O desempenho físico funcional reduzido antes da hospitalização prediz limitações de suporte de vida e mortalidade em pacientes não cirúrgicos de unidade de terapia intensiva / Reduced physical functional performance before hospitalization predicts life support limitations and mortality in nonsurgical intensive care unit patients

RESUMO Objetivo: Avaliar se as escalas de desempenho físico funcional e a pergunta surpresa ("Eu ficaria surpreso se esse paciente morresse em 6 meses?") predizem limitações de suporte de vida e mortalidade em pacientes críticos não cirúrgicos. Metódos: Participaram desta coorte prospectiva 114 pacientes admitidos do serviço de emergência em uma unidade de terapia intensiva. O desempenho físico funcional foi avaliado pelo Palliative Prognostic Score, pela Escala de Desempenho de Karnofsky e pela escala de Atividades de Vida Diária de Katz. Dois intensivistas responderam à pergunta surpresa. Resultados: Os escores de desempenho físico funcional propostos foram significativamente menores em pacientes com limitações de suporte de vida e naqueles que vieram a óbito durante a hospitalização. A resposta negativa à pergunta surpresa foi mais frequente no mesmo subgrupo de pacientes. A análise univariada ajustada mostrou aumento da razão de chances para limitações de suporte de vida e morte em relação à escala de Atividades de Vida Diária (1,35 [1,01 - 1,78] e 1,34 [1,0 - 1,79], respectivamente) e uma resposta negativa para a pergunta surpresa (42,35 [11,62 - 154,43] e 47,79 [11,41 - 200,25], respectivamente), com p < 0,05 para todos os resultados. Conclusão: Todas as escalas de desempenho físico funcional apresentaram escores mais baixos em não sobreviventes e em pacientes com limitações de suporte de vida. A redução da capacidade funcional prévia à internação e a resposta negativa à pergunta surpresa aumentaram as chances de limitações de suporte de vida e mortalidade em nossa coorte de pacientes não cirúrgicos da unidade de terapia intensiva com entrada no serviço de emergência.

ABSTRACT Objective: To assess whether scales of physical functional performance and the surprise question ("Would I be surprised if this patient died in 6 months?") predict life support limitations and mortality in critically ill nonsurgical patients. Methods: We included 114 patients admitted from the Emergency Department to an intensive care unit in this prospective cohort. Physical functional performance was assessed by the Palliative Prognostic Score, Karnofsky Performance Status, and the Katz Activities of Daily Living scale. Two intensivists responded to the surprise question. Results: The proposed physical functional performance scores were significantly lower in patients with life support limitations and those who died during the hospital stay. A negative response to the surprise question was more frequent in the same subset of patients. Adjusted univariable analysis showed an increased odds ratio for life support limitations and death regarding the activities of daily living scale (1.35 [1.01 - 1.78] and 1.34 [1.0 - 1.79], respectively) and a negative response for the surprise question (42.35 [11.62 - 154.43] and 47.79 [11.41 - 200.25], respectively); with a p < 0.05 for all results. Conclusion: All physical functional performance scales showed lower scores in nonsurvivors and patients with life support limitations. The activities of daily living score and the surprise question increased the odds of life support limitations and mortality in our cohort of nonsurgical intensive care unit patients admitted from the Emergency Department.

Cuidados paliativos na emergência: invocando Kairós e repensando os sistemas de saúde / Cuidados paliativos en la emergencia: invocando a Kairós y repensando los sistemas de salud / Palliative care in emergency care: invoking Kairos and rethinking health care systems

As crises agudas de descompensação de uma doença crônica são, na maioria das vezes, manejadas em ambiente de pronto-socorro. Nesses serviços, os profissionais emergencistas enfrentam vários desafios, como falta de informação completa sobre a doença do paciente, escassez de recursos e a pressão de ter que tomar decisões em pouco tempo. Nesse contexto, o que pode ser feito para prestar um cuidado centrado no paciente, que seja, ao mesmo tempo, tecnicamente adequado e alinhado a seus valores? Compreender a situação do paciente em relação a sua doença; conversar com o paciente sobre sua condição clínica, compreendendo seus valores e sentimentos; entender o tempo como Kairós, ou seja, o tempo da consulta como uma oportunidade de entender as necessidades do paciente, e construir um plano terapêutico compartilhado são possíveis soluções para esse desafio. O manejo adequado de pacientes portadores de doenças graves demanda que todos os elos dos sistemas de saúde estejam em funcionamento e integrados desde a atenção primária à saúde até a assistência hospitalar e a atenção domiciliar, tendo como ponto de partida a educação dos profissionais de saúde e o fortalecimento de ambientes de trabalho que favoreçam a expressão de Kairós. Trata-se de um caminho longo e fundamental para sistemas de saúde como o Sistema Único de Saúde (SUS) e que gestores e profissionais de saúde não deveriam se dar ao luxo de ignorar.

Las crisis agudas de descompensación de una enfermedad crónica se manejan con mayor frecuencia en un entorno de Urgencias. En estos servicios, los profesionales de urgencias se enfrentan a varios desafíos como la falta de información completa sobre la enfermedad del paciente, la escasez de recursos y la presión de tener que tomar decisiones en poco tiempo. En ese contexto, ¿qué se puede hacer para proporcionar un cuidado centrado en el paciente, que sea al mismo tiempo técnicamente adecuado y alineado a sus valores? Comprender la situación del paciente con respecto a su enfermedad; hablar con el paciente sobre su condición clínica, comprender sus valores y sentimientos; comprender el tiempo como Kairós, es decir, el tiempo de consulta como una oportunidad para comprender las necesidades del paciente y construir un plan terapéutico compartido, son posibles soluciones a este desafío. El manejo adecuado de los pacientes con enfermedades graves requiere que todos los eslabones de los sistemas de salud funcionen y se integren desde la atención primaria a la salud hasta la asistencia hospitalaria y la atención domiciliaria; teniendo como punto de partida la educación de los profesionales de salud y el fortalecimiento de ambientes de trabajo que favorezcan la expresión de los Kairós. Se trata de un camino largo y fundamental para los sistemas de salud como el Sistema Único de Salud brasileño (SUS) y qué los gestores y profesionales de salud no deberían darse el lujo de ignorar.

Acute crises of decompensation of a chronic disease are, in most cases, handled in an Emergency Room setting. In these services, emergency care professionals face several challenges, such as incomplete information on the patient's disease, scarce resources, and the pressure of having to make decisions in a short time. In this context, what can be done to provide patient-centered care that is at the same time technically appropriate and aligned with their values? Understanding the patient's situation in relation to their disease; talking to the patient about their clinical condition, comprehending their values and feelings; and understanding time as Kairos - that is, the time of the consultation as an opportunity to understand the patient's needs and build a shared therapeutic plan - are possible solutions to this challenge. Proper handling of patients with severe diseases requires that all links of health care systems are functional and coordinated from primary health care to hospital and home care, starting with the education of health care professionals and the strengthening of work settings that foster the expression of Kairos. This is a long and fundamental path for health care systems such as the Brazilian Unified National Health System (SUS) and that health managers and professionals should not afford to ignore.

Design instrucional: estratégia de aprendizagem aplicada à história da enfermagem no ensino remoto / Instructional design: a learning strategy applied to nursing history in remote teaching / Diseño instruccional: una estrategia de aprendizaje aplicada a la historia de la enfermería en la enseñanza a distancia

RESUMO Objetivo descrever a elaboração de um objeto virtual de aprendizagem para o ensino da disciplina de história da enfermagem. Método descritivo, exploratório de relato de experiência sobre a construção do objeto de aprendizagem como metodologia ativa em aulas remotas da disciplina História da Enfermagem utilizando o modelo ADDIE, Analysis, Design, Development, Implementation e Evaluation no design instrucional. A disciplina ocorreu de dezembro de 2020 a março de 2021 em Macaé-RJ - Brasil. Resultados foram 30 horas, em 10 encontros síncronos e nove atividades assíncronas, participaram 26 estudantes pela plataforma MOODLE além de outras estratégias pedagógicas. Desafios foram principalmente de cunho motivacional, a interação discente com as plataformas demonstrou comprometimento e interesse, além destas terem sido fundamentais para o processo de ensino-aprendizagem ser dinâmico e prazeroso. Conclusão a construção de Objeto Virtual de Aprendizagem foi uma estratégia que auxiliou na melhora do rendimento discente além de promover uma inovação nos métodos pedagógicos docentes.

ABSTRACT Objective to describe the elaboration of a virtual learning object to teach the Nursing History academic discipline. Method a descriptive and exploratory study of the experience report type about the elaboration of a learning object as an active methodology in remote classes of the Nursing History academic discipline using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model of instructional design. The academic discipline was taught from December 2020 to March 2021 in Macaé, RJ, Brazil. Results the discipline had an hour load of 30 hours, distributed in 10 synchronous meetings and nine asynchronous activities, with the participation of 26 students through the MOODLE platform, in addition to other pedagogical strategies. The challenges were mainly of a motivational nature and the students' interaction with the platforms showed commitment and interest; moreover, they were fundamental to turning learning-teaching into a dynamic and pleasant process. Conclusion elaboration of the Virtual Learning Object was a strategy that assisted in improving the students' performance, in addition to promoting innovation in the teachers' pedagogical methods.

RESUMEN Objetivo describir la elaboración de un objeto virtual de aprendizaje para enseñar la asignatura académica de Historia de la Enfermería. Método informe de experiencia descriptivo y exploratorio sobre la elaboración del objeto de aprendizaje como metodología activa en clases a distancia de la asignatura Historia de la Enfermería utilizando el modelo ADDIE (Análisis, Diseño, Desarrollo, Implementación y Evaluación) en el diseño instruccional. La asignatura se dictó entre diciembre de 2020 y marzo de 2021 en Macaé, RJ, Brasil. Resultados tuvo una carga horaria de 30 horas, distribuidas en 10 encuentros sincrónicos y nueve actividades asincrónicas, con la participación de 26 estudiantes a través de la plataforma MOODLE, además de otras estrategias pedagógicas. Los desafíos fueron principalmente de carácter motivacional y la interacción de los estudiantes con las plataformas demostró compromiso e interés, además de ser fundamental para que el proceso de enseñanza-aprendizaje sea dinámico y ameno. Conclusión elaborar el Objeto Virtual de Aprendizaje representó una estrategia que contribuyó a mejorar el rendimiento de los estudiantes, además de promover la innovación en los métodos pedagógicos de los profesores.