Advantages of a Data-Capture System with Video to Record Neonatal Resuscitation Interventions.

OBJECTIVE: To assess the completeness and accuracy of neonatal resuscitation documentation the electronic medical record (EMR) compared with a data-capture system including video. STUDY DESIGN: Retrospective observational study of 226 infants assessed for resuscitation at birth between April 2019 and October 2021 at Sharp Mary Birch Hospital, San Diego. Completeness was defined as the presence of documented resuscitative interventions in the EMR. We assessed the timing and frequency of interventions to determine the accuracy of the EMR documentation using video recordings as an objective record for comparison. Inaccuracy of EMR documentation was scored as missing (not documented), under-reported, or over-reported. RESULTS: Overall, the completeness of resuscitation interventions documented in the EMR was high (85%-100%), but the accuracy of documentation varied between 39% and 100% Modes of respiratory support were accurately captured in 96%-100% of the EMRs. Time to successful intubation (39%) and maximum fraction of inspired oxygen (47%) were the least accurately documented interventions in the EMR. Under-reporting of interventions with several events (eg, number of positive pressure ventilation events and intubation attempts) were also common errors in the EMR. CONCLUSIONS: The self-reported modes of respiratory support were accurately documented in the EMR, whereas the timing of interventions was inaccurate when compared with video recordings. The use of a video-capture system in the delivery room provided a more objective record of the timing of specific interventions during neonatal resuscitations.

The Lack of High-quality Educational Resources about Adhesive Capsulitis on YouTube / Ausência de recursos didáticos de alta qualidade sobre a capsulite adesiva no YouTube

Abstract Objective The advent of the Internet has provided new, easily accessible resources for patients seeking additional health information. Many doctors and healthcare organizations post informative videos on this platform, and nearly all patients are looking for videos online for a second opinion. Methods The phrases "frozen shoulder," "frozen shoulder treatment," "adhesive" capsulitis, and "adhesive capsulitis treatment" were entered into YouTube's search bar for a normal inquiry. The informativeness and overall quality of the adhesive capsulitis videos were rated using three separate scales. Results The mean and standard deviation values of the scoring systems were JAMA 1.25 ± 0.51, DISCERN 39.4 ± 13.4, GQS 2.83 ± 0.96 and ACSS 7.43 ± 4.86, respectively. Number of views, rate of views, and likes all had a positive correlation with Global Quality Score (GQS), as did DISCERN and ACSS. There was no statistically significant difference between the median JAMA, GQS score and Discern Criteria values according to the video source/uploader (p > 0.05). Conclusion YouTube videos on adhesive capsulitis, thus, need to be of higher quality, reliability, and instructive quality. There is a need for reliable videos about adhesive capsulitis, with instructional and high-quality cited.

Resumo Objetivo O advento da Internet proporcionou recursos novos e de fácil acesso para pacientes que procuram mais informações sobre saúde. Muitos médicos e organizações de saúde publicam vídeos informativos nesta plataforma e quase todos os pacientes procuram tais vídeos online para uma segunda opinião. Métodos As frases "frozen shoulder (ombro congelado)", "frozen shoulder treatment (tratamento de ombro congelado)", "adhesive capsulitis (capsulite adesiva)" e "adhesive capsulitis treatment (tratamento de capsulite adesiva)" foram inseridas na barra de pesquisa do YouTube para uma consulta normal. A informatividade e a qualidade geral dos vídeos sobre capsulite adesiva foram avaliadas usando três escalas distintas. Resultados Os valores de média e desvio padrão dos sistemas de pontuação do Journal of the American Medical Association (JAMA) foram 1,25 ± 0,51, DISCERN, 39,4 ± 13,4, Global Quality Score (GQS, Índice de Qualidade Global em português) 2,83 ± 0,96 e Adhesive Capsulitis Specific Score (ACSS, Escore Específico de Capsulite Adesiva em português), 7,43 ± 4,86, respectivamente. O número de visualizações, a taxa de visualizações e as curtidas tiveram uma correlação positiva com GQS, DISCERN e ACSS. Não houve diferença estatisticamente significativa entre os valores medianos de JAMA, GQS e DISCERN de acordo com a fonte/carregador do vídeo (p > 0,05). Conclusão Os vídeos do YouTube sobre capsulite adesiva precisam ter maior qualidade, confiabilidade e qualidade instrutiva. Há necessidade de vídeos confiáveis sobre capsulite adesiva, com citações instrutivas e de alta qualidade.

Comparative study of video recordings of non-medical devices in laparoscopic surgery: a cross-sectional study.

INTRODUCTION: Laparoscopic surgery is the approach of choice for multiple procedures, being laparoscopic cholecystectomy one of the most frequently performed surgeries. Likewise, video recording of these surgeries has become widespread. Currently, the market offers medical recording devices (MRD) with an approximate cost of 2000 USD, and alternative non-medical recording devices (NMRD) with a cost ranging from 120 to 200 USD. To our knowledge, no comparative studies between the available recording devices have been done. We aim to compare the perception of the quality of videos recorded by MRD and NMRD in a group of surgeons and surgical residents. METHODS: A cross-sectional study was conducted using an online survey to compare recordings from three NMRDs (Elgato 30 fps, AverMedia 60 fps, Hauppauge 30 fps) and one MRD (MediCap 20 fps) during a laparoscopic cholecystectomy. The survey assessed: definition of anatomical structures (DA), fluidity of movements (FM), similarity with the operating room screen (ORsim), and overall quality (OQ). Descriptive and nonparametric analytical statistics tests were applied. Results were analyzed using JMP-15 software. RESULTS: Forty surveys were collected (80% surgeons, 20% residents). NMRDs scored significantly higher than MRD in DA (p = 0.003), FM (p < 0.001), ORsim (p < 0.001), and OQ (p < 0.001). One NMRD was chosen as the highest quality device (70%), and MRD as the poorest (78%). No significant differences were found when analyzing by surgical experience. CONCLUSIONS: In terms of recording laparoscopic procedures, non-medical video recording devices (NMRDs) outperformed medical-grade recording device (MRD) with a higher overall score. This suggests that NMRDs could serve as a cost-effective alternative with superior video quality for recording laparoscopic surgeries.

Videoconferencias para residentes de Histología en la Universidad de Ciencias Médicas de Sancti Spíritus / Videoconferences to Histology residents at the Sancti Spíritus University of Medical Sciences

Fundamento: No se conoce cómo aceptan los residentes de Histología la inclusión de un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano en su estrategia de autoaprendizaje. Objetivo: Explorar en profundidad la experiencia de los residentes de Histología de la Universidad de Ciencias Médicas de Sancti Spíritus que utilizaron un sistema de videoconferencias para su formación profesional. Metodología: Estudio cualitativo en el que se realizó una entrevista a profundidad con los especialistas y residentes de Histología que han utilizado el sistema de videoconferencias en la Universidad de Ciencias Médicas de Sancti Spíritus. Se transcribieron las entrevistas, se codificaron y se seleccionaron los principales temas abordados. Resultados: Se entrevistaron 5 usuarios del sistema de videoconferencias; de la entrevista surgieron 5 temas: 1) Como los residentes insertan las videoconferencias en su estrategia de autoaprendizaje, 2) Preferencia de las videoconferencias sobre los libros de texto, 3) Aciertos y desaciertos de las videoconferencias, 4) ¿Qué aportan las videoconferencias a la formación del residente, ventajas y desventajas? y 5) Sugerencias para mejorar las videoconferencias. Conclusiones: Un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano puede ocupar un papel protagónico en la estrategia de aprendizaje de residentes de Histología. La preferencia que muestran los residentes por las videoconferencias sobre otros medios didácticos puede estar asociada a la capacidad de la multimedia para disminuir la carga cognitiva y facilitar el aprendizaje cuando se siguen los principios de Mayer al elaborar estos medios. La presencia de imágenes digitales en estas videoconferencias fue clave para su aceptación.

Background: It is not known how Histology residents accept the inclusion of a videoconferencing system on the microscopic structure of the human body in their self-learning strategy. Objective: To explore to depth the experience of Histology residents at the Sancti Spíritus University of Medical Sciences who used a videoconferencing system for their professional training. Methodology: Qualitative study with in-depth interview was conducted with Histology specialists and residents who have used the videoconferencing system at the Sancti Spíritus University of Medical Sciences. The interviews were transcribed, coded and the main topics addressed were selected. Results: 5 users of the videoconferencing system were interviewed; 5 themes emerged from the interview: 1) How residents insert videoconferences into their self-learning strategy, 2) Preference for videoconferences over textbooks, 3) Successes and failures of videoconferences, 4) What do videoconferences contribute to the training of the resident, advantages and disadvantages?, 5) Suggestions to improve videoconferences. Conclusions: A videoconferencing system on the microscopic structure of the human body can play a leading role in the learning strategy of Histology residents. The preference shown by residents for videoconferencing over other teaching media may be associated with the ability of multimedia to reduce cognitive load and facilitate learning when Mayer's principles are followed to developing these media. The presence of digital images in these videoconferences was essential to their acceptance.

Frontoplastia endoscópica subperiostal com fixação temporal por fios de sutura / Subperiosteal endoscopic frontoplasty with temporal suture threads fixation

Introdução: O envelhecimento do terço superior da face se caracteriza por ptose da sobrancelha, rugas glabelares e rugas transversais frontais. O tratamento pode ser realizado através da frontoplastia coronal, da frontoplastia temporal com incisões limitadas e da frontoplastia endoscópica. O objetivo deste estudo é descrever a técnica de frontoplastia endoscópica subperiostal com miotomia dos músculos da região glabelar e fixação do retalho na fáscia temporal profunda, avaliando sua aplicabilidade e eficácia. Métodos: Foram avaliadas 24 pacientes, do sexo feminino, submetidas a frontoplastia endoscópica associada a blefaroplastia superior, com idade variando entre 37 e 72 anos, em um período de 10 anos. Medidas entre a distância da linha interpupilar e a porção superior da sobrancelha foram realizadas através de análise fotográfica com uso do sistema digital de imagem Mirror 6,0, na região medial, central e lateral de cada lado, no pré-operatório, e no pós-operatório de 6 meses. Resultados: A média de idade foi de 52 anos. Houve significância estatística (p<0,05) em todas as áreas da sobrancelha avaliadas, a média de foi de 0,3 cm mais alta. As complicações foram: 1 caso de extrusão fio, 1 caso de assimetria, 2 casos de correção insuficiente da sobrancelha e 2 casos de recidiva de rugas glabelares. Conclusão: A frontoplastia endoscópica subperiostal com miotomia dos músculos da região glabelar e flxação do retalho na fáscia temporal profunda com pontos demonstrou ser efetiva no tratamento do envelhecimento do terço superior da face, com resultados estatisticamente comprovados, baixa morbidade e bons resultados estéticos.

Introduction: The aging of the upper third of the face is characterized by ptosis of the eyebrow, glabellar wrinkles and frontal transverse wrinkles. Treatment can be performed through coronal frontoplasty, temporal frontoplasty with limited incisions and endoscopic frontoplasty. The aim of this study is to describe the technique of subperiosteal endoscopic frontoplasty with myotomy of the muscles of the glabellar region and fixation of the flap in the deep temporal fascia, evaluating its applicability and effectiveness. Methods: Twenty-four female patients who underwent endoscopic frontoplasty associated with upper blepharoplasty, aged between 37 and 72 years old, over a 10-year period were evaluated. Measurements between the distance from the inter-pupillary line and the upper portion of the eyebrow were performed through photographic analysis using the Mirror 6.0 digital image system, in the medial, central and lateral regions on each side, in the preoperative period, and in the 6 month postoperative period. Results: The average age was 52 years. There was statistical significance (p<0.05) in all evaluated eyebrow areas, the mean was 0.3 cm higher. Complications were: 1 case of wire extrusion, 1 case of asymmetry, 2 cases of insufficient correction of the eyebrow and 2 cases of recurrence of glabellar wrinkles. Conclusion: Subperiosteal endoscopic frontoplasty with myotomy of the muscles of the glabellar region and fixation of the flap in the deep temporal fascia with stitches, proved to be effective in the treatment of aging of the upper third of the face, with statistically proven results, low morbidity and good aesthetic results.

Reliability of a computational model for evaluating thoracoabdominal mobility in newborns: a cross-sectional study.

The present study aimed to verify the inter and intra-examiner reliability of an interactive custom-made MATLAB® App for bio-photogrammetric analysis of thoracoabdominal mobility in newborns and compare the respiratory rate (RR) results between the automatic MATLAB® App and its manual counterpart. This is a cross-sectional study conducted in 27 healthy newborns of both sexes (gestational age between 37 and 41 weeks and up to 72 h of life) who did not cry during data acquisition. Chest and abdominal areas of the subjects in the supine position were analyzed through 60 s videos, totaling 30,714 photograms. All photograms were analyzed by three examiners on three different occasions. Analysis of variance (ANOVA) and intraclass correlation coefficient (ICC) were applied, adopting a 95% confidence interval and significance level of α = 0.05. Reliability was excellent for intra (ICC 0.81-0.96) and inter-examiner correlations (ICC 0.84-0.99) between the chest and abdominal areas, in both inspiration and expiration, with no differences between them. Evaluation of newborns' thoracoabdominal mobility using the custom-made MATLAB® App for bio-photogrammetric analysis exhibited good to excellent intra- and inter-examiner reliability and an excellent correlation between manual and automatic models for measuring RR. Thus, it proved to be an objective and practical tool for bedside thoracoabdominal mobility assessment in different clinical situations involving neonatal care.

Effects of open board lecture videos on anatomy / Efectos de los videos de conferencias de tablero abierto sobre anatomía

SUMMARY: COVID-19 has forced anatomists to perform non-face-to-face education using lecture videos. A Korean anatomist has given (white and black) board lectures and distributed lecture videos to the public for many years. This study was to verify the effects of open board lecture videos in the anatomy field. A questionnaire survey was carried out with the help of medical students who were exposed to the board lecture videos. The video provider uploaded the lecture videos on YouTube, where the viewing numbers were counted. At a medical school where the video provider belonged, the students mainly watched the lecture videos before the anatomy class. The watching hours of the lecture videos were related to the written examination scores. Students gave positive and negative comments on the board lectures. At the other two medical schools, students partly watched the lecture videos regardless of the teacher who delivered the lectures. The results suggested that students understood the board lectures themselves. On YouTube, the lecture videos were viewed by approximately 1,000 students. This paper introduces the desirable aspects of open board lecture videos on anatomy. The videos could enhance the quality of both students and teacher.

RESUMEN: COVID-19 ha obligado a los anatomistas a realizar una enseñanza no presencial mediante videos de conferencias. Un anatomista coreano ha impartido conferencias (en blanco y negro) y ha distribuido videos de conferencias al público durante muchos años. El objetivo de este estudio fue verificar los efectos de los videos de conferencias de pizarra abierta en el campo de la anatomía. Se llevó a cabo una encuesta con la ayuda de estudiantes de medicina que habían sido expuestos a los videos de conferencias de la pizarra. El proveedor de videos subió los videos de las conferencias a YouTube, donde se contabilizó el número de visualizaciones. En una facultad de medicina a la que pertenecía el proveedor de videos, los estudiantes vieron principalmente los videos de conferencias antes de la clase de anatomía. Las horas de revisión de los vídeos de las conferencias se relacionaron con las puntuaciones de los exámenes escritos. Los estudiantes dieron comentarios positivos y negativos sobre las conferencias de la pizarra. En las otras dos facultades de medicina, los estudiantes vieron parcialmente los videos de las clases, independientemente del profesor que las impartiera. Los resultados sugerían que los estudiantes entendieron las conferencias de la pizarra por sí mismos. En YouTube, los videos de las conferencias fueron vistos por aproximadamente 1000 estudiantes. Este artículo presenta los aspectos deseables de los videos de conferencias abiertas sobre anatomía. Los videos podrían mejorar la calidad tanto de los estudiantes como del profesor.

Videogravação e videofeedback no ensino-aprendizagem de habilidades de exame físico / Video recording and videofeedback in teaching-learning of physical examination skills

Resumo: Introdução: O ensino de habilidades de exame físico, parte integrante e obrigatória dos currículos de escolas médicas, ocorre, tradicionalmente, com uma abordagem baseada na "demonstração e prática", e, embora existam outros modelos, não há, até o momento, nenhuma evidência de que um seja superior ao outro. Inovações nessa área são apontadas como caminho para suprir as deficiências de ensino-aprendizagem. Objetivo: Este estudo teve como objetivos descrever a incorporação da videogravação e do videofeedback no ensino-aprendizagem de habilidades de exame físico e avaliar a eficácia desses recursos. Método: Foi realizado um estudo historicamente controlado antes e depois da intervenção com alunos do primeiro ano de um curso de Medicina. O grupo de intervenção, em que se aplicaram a videogravação e o videofeedback, foi constituído de 91 alunos do semestre 2019.2, e o grupo controle contou com 72 alunos do semestre 2018.1. Ambas as turmas realizaram duas avaliações teóricas somativas (T1 e T2) e duas práticas, no formato de um exame clínico objetivo estruturado (OSCE). Na análise estatística comparativa das notas de ambas as turmas, utilizaram-se os testes não paramétricos da soma de postos de Wilcoxon-Mann-Whitney. Resultado: A mediana das notas das avaliações práticas (primeiro e segundo OSCEs) de 2019 foram maiores do que as de 2018. Constatou-se ainda que a turma de 2019 teve uma evolução positiva das suas notas práticas passando de uma mediana de 11,6 no primeiro OSCE para 13,85 no segundo OSCE, o que também ocorreu com as provas teóricas (p < 0,05). Já na turma de 2018, houve queda da mediana das notas da T1 para T2 e do primeiro OSCE para o segundo OSCE, mas sem significância estatística. Conclusão: A incorporação da videogravação e videofeedback no ensino-aprendizagem de habilidades de exame físico entre graduandos do primeiro ano do curso de Medicina, em ambientes simulados, mostrou-se efetiva na melhora do desempenho dos discentes em avaliações teóricas e práticas. Essa abordagem se mostra ainda como meio de desenvolvimento e aplicação de uma aprendizagem motora observacional, reflexiva, experiencial e da metacognição no ensino-aprendizagem de habilidades de exame físico entre estudantes de Medicina.

Abstract: Introduction: Physical examination skills, an integral and mandatory part of medical school curricula, are traditionally taught through an approach based on "demonstration and practice", and although other models exist, there is, to date, no evidence that one is superior to the other. Innovations in this area are pointed out as a way to supply deficiencies in teaching and learning. Objectives: To describe the incorporation of video recording and video feedback in the teaching-learning of physical examination skills and to evaluate the effectiveness of such approach. Method: A historically controlled study was carried out before and after the intervention with students in the first year of a medical course. The intervention group, in which video recording and video feedback was applied, consisted of 91 students from semester 2019.2 and the control group had 72 students from semester 2018.1. Both classes underwent two summative theoretical (T1 and T2) and two practical assessments, in the format of an objective structured clinical examination (OSCE). In the comparative statistical analysis of the grades of both classes, the non-parametric Wilcoxon and Mann Whitney rank test was used. Results: The median of the marks of the practical evaluations (1st and 2nd OSCE) of the 2019 class were higher than those of 2018. It was also found that the class of 2019 showed a positive evolution in its practical marks, with the median score increasing from 11.6 in the 1st OSCE to 13.85 in the 2nd OSCE, which also happened with the theoretical tests (p <0.05). In the class of 2018, there was a drop in the median mark from T1 to T2 and from the 1st OSCE to the 2nd OSCE, but without statistical significance. Conclusion: The incorporation of video recording and video feedback in teaching-learning physical examination skills among first-year medical students, in simulated environments, proved to be effective in improving student performance in both theoretical and practical assessments. This approach is also shown as a means of developing and applying observational, reflective, experiential and metacognition motor learning in the teaching-learning of physical examination skills among medical students.

Analysis of Honeybee Drone Activity during the Mating Season in Northwestern Argentina.

Males in Hymenopteran societies are understudied in many aspects and it is assumed that they only have a reproductive function. We studied the time budget of male honey bees, drones, using multiple methods. Changes in the activities of animals provide important information on biological clocks and their health. Yet, in nature, these changes are subtle and often unobservable without the development and use of modern technology. During the spring and summer mating season, drones emerge from the hive, perform orientation flights, and search for drone congregation areas for mating. This search may lead drones to return to their colony, drift to other colonies (vectoring diseases and parasites), or simply get lost to predation. In a low percentage of cases, the search is successful, and drones mate and die. Our objective was to describe the activity of Apis mellifera drones during the mating season in Northwestern Argentina using three methods: direct observation, video recording, and radio frequency identification (RFID). The use of RFID tagging allows the tracking of a bee for 24 h but does not reveal the detailed activity of drones. We quantified the average number of drones' departure and arrival flights and the time outside the hive. All three methods confirmed that drones were mostly active in the afternoon. We found no differences in results between those obtained by direct observation and by video recording. RFID technology enabled us to discover previously unknown drone behavior such as activity at dawn and during the morning. We also discovered that drones may stay inside the hive for many days, even after initiation of search flights (up to four days). Likewise, we observed drones to leave the hive for several days to return later (up to three days). The three methods were complementary and should be considered for the study of bee drone activity, which may be associated with the diverse factors influencing hive health.

Audiovisual Content for a Radiology Fellowship Selection Process During the COVID-19 Pandemic: Pilot Web-Based Questionnaire Study.

BACKGROUND: Traditional radiology fellowships are usually 1- or 2-year clinical training programs in a specific area after completion of a 4-year residency program. OBJECTIVE: This study aimed to investigate the experience of fellowship applicants in answering radiology questions in an audiovisual format using their own smartphones after answering radiology questions in a traditional printed text format as part of the application process during the COVID-19 pandemic. We hypothesized that fellowship applicants would find that recorded audiovisual radiology content adds value to the conventional selection process, may increase engagement by using their own smartphone device, and facilitate the understanding of imaging findings of radiology-based questions, while maintaining social distancing. METHODS: One senior staff radiologist of each subspecialty prepared 4 audiovisual radiology questions for each subspecialty. We conducted a survey using web-based questionnaires for 123 fellowship applications for musculoskeletal (n=39), internal medicine (n=61), and neuroradiology (n=23) programs to evaluate the experience of using audiovisual radiology content as a substitute for the conventional text evaluation. RESULTS: Most of the applicants (n=122, 99%) answered positively (with responses of "agree" or "strongly agree") that images in digital forms are of superior quality to those printed on paper. In total, 101 (82%) applicants agreed with the statement that the presentation of cases in audiovisual format facilitates the understanding of the findings. Furthermore, 81 (65%) candidates agreed or strongly agreed that answering digital forms is more practical than conventional paper forms. CONCLUSIONS: The use of audiovisual content as part of the selection process for radiology fellowships is a new approach to evaluate the potential to enhance the applicant's experience during this process. This technology also allows for the evaluation of candidates without the need for in-person interaction. Further studies could streamline these methods to minimize work redundancy with traditional text assessments or even evaluate the acceptance of using only audiovisual content on smartphones.

Video-assisted debriefing technique for nursing simulation: how to proceed? / Técnica de debriefing asistida por video para la simulación de enfermería: cómo hacerlo? / Técnica de debriefing videoassistida para simulação em enfermagem: como proceder?

ABSTRACT Objective: To identify elements in scientific literature that make the video-assisted debriefing technique feasible in the teaching and learning process, in nursing simulation. Method: Integrative literature review, conducted from May to July of 2019. Primary studies, with no time frame, were selected in Portuguese, English or Spanish, in the PubMed®, Scopus®, CINAHL and LILACS databases, using the Rayyan application. Qualitative analysis was adopted. Results: 205 studies were initially identified, six of which were selected and categorized into: "Elements that make up the video-assisted debriefing technique"; "Benefits of using the video-assisted debriefing technique" and "Challenges of using the video-assisted debriefing technique". Conclusions: The elements that made the video-assisted debriefing technique feasible in the teaching and learning process in nursing were concept, objectives, material resources and procedure. The main benefit was the immediate recognition of behaviors, and the challenge was the risk that the video would make debriefing tiring and humiliating.

RESUMEN Objetivo: Identificar, en la literatura científica, los elementos que permiten la técnica de video debriefing asistida en el proceso de enseñanza y aprendizaje en la simulación de enfermería. Métodos: Revisión integral de la literatura, de mayo a julio de 2019. Estudios primarios, sin corte temporal, en portugués, inglés o español, en PubMed®, Scopus®, CINAHL y LILACS, con la solicitud de selección de Rayyan. El análisis cualitativo. Resultados: Se identificaron 205 estudios, seis de los cuales fueron categorizados como: "Elementos que componen la técnica de video debriefing asistida"; "Beneficios del uso de la técnica de video debriefing asistida" y "Retos de usar la técnica de video debriefing asistida". Conclusiones: Los elementos de la técnica de video debriefing asistida fueron: concepto, objetivos, recursos materiales y procedimiento. El benefício fue el reconocimiento inmediato de los comportamientos, y el desafío fue el riesgo de que el video genere informes agotadores y humillantes.

RESUMO Objetivo: Identificar, na literatura científica, elementos que viabilizam a técnica de debriefing videoassistida no processo de ensino e aprendizagem, na simulação em enfermagem. Métodos: Revisão integrativa da literatura, realizada de maio a julho de 2019. Selecionaram-se estudos primários, sem recorte temporal, em português, inglês ou espanhol, nas bases de dados PubMed®, Scopus®, CINAHL e LILACS, por meio do aplicativo Rayyan. Adotou-se a análise qualitativa. Resultados: Identificaram-se, inicialmente, 205 estudos, sendo seis deles selecionados e categorizados em: "Elementos que compõem a técnica de debriefing videoassistida"; "Benefícios da utilização da técnica de debriefing videoassistida" e "Desafios da utilização da técnica de debriefing videoassistida". Conclusões: Os elementos que viabilizaram a técnica de debriefing videoassistida, no processo de ensino e aprendizagem em enfermagem, foram: conceito, objetivos, recursos materiais e procedimento. O principal benefício foi o reconhecimento imediato de comportamentos, e o desafio foi o risco de o vídeo tornar o debriefing cansativo e humilhante.

O oftalmologista e as uvas: Um modelo de treinamento microcirúrgico / The ophthalmologist and the grapes: A microsurgical training model

Resumo Objetivo: Desenvolver um modelo de treinamento de cirurgias corneanas utilizando uvas. Métodos: Foram empregadas uvas como estruturas que mimetizam o tamanho do globo ocular humano, recobertas com materiais de látex, simulando a pratica de cirurgias de córnea utilizando um sistema de videomagnificação. Foram realizados oito pontos simples. Foi avaliado o tempo de confecção do procedimento. Resultados: Foram realizadas 25 simulações como o modelo descrito. O tempo médio de realização da rafia foi de 34,56 ±5,79 minutos. A análise da correlação entre o tempo e a ordem das cirurgias mostrou uma redução no tempo de confecção. Conclusão: O modelo de treinamento oftalmológico utilizando uvas mostrou-se capaz de simular as etapas básicas do treinamento de suturas microcirúrgicas.

Abstract Objective: Develop a training model for corneal surgery using grapes. Methods: Grapes were used as structures that mimic the size of the human eyeball, covered with latex materials, simulating the practice of corneal surgery using a videomagnification system. Eight simple stitches were performed. The surgical time was evaluated. Results: 25 simulations were carried out as the model described. The mean time taken for the raffia was 34.56 ± 5.79 minutes. The analysis of the correlation between the time and the order of the surgeries showed a reduction in the confection time. Conclusion: The ophthalmic training model using grapes proved to be capable of simulating the basic stages of microsurgery suture training.

Saúde mental e visibilidade: efeitos de uma produção audiovisual / Mental health and visibility: effects of an audiovisual production

RESUMO O pensamento manicomial ainda está presente na sociedade atribuindo um lugar aos 'insanos' que, historicamente, propicia a exclusão e a desvalorização de seus saberes. Cabe aos profissionais da saúde mental trabalhar também com esses discursos buscando afirmar a humanidade das pessoas em sofrimento psíquico. Com isso, esta pesquisa investigou se o dispositivo de produção audiovisual contribui para a saúde e a visibilidade dos usuários de saúde mental. Os participantes são usuários do Grupo Viver do Centro de Atenção Psicossocial II Capilé (Caps II Capilé) que fazem parte do processo de elaboração e divulgação do documentário 'Retratos do cotidiano da saúde mental brasileira'. A pesquisa qualitativa utilizou o método de observação participante e entrevistas semiestruturadas, submetidas à Análise de Conteúdo, resultando nas seguintes categorias: 'encontro com o lugar da loucura', 'processo de produção do documentário', 'produção de visibilidade', 'ressignificação de si', 'ressignificação do lugar da loucura' e 'clínica e arte'. O documentário, enquanto um dispositivo clínico, contribui para a desinstitucionalização da loucura e do sofrimento ao desconstruir os lugares cristalizados, dando espaço ao agenciamento de novos modos de subjetivação e territórios compartilhados.

ABSTRACT The asylum thought is still present in society giving a place to the 'insane' which historically provides the exclusion and devaluation of their knowledge. It is up to mental health professionals to also work with those discourses to affirm the humanity of people in psychological distress. Therefore, this research sought to investigate whether the audiovisual production device contributes to the health and visibility of mental health patients. Participants are users of the Caps II Capilé (Psychosocial Care Centers) - which is a public service of mental health - and the Viver Group, who are part of the process of preparing and sharing the documentary 'Portrayal of daily Brazilian mental health'. The qualitative research used the participant observation method and semi-structured interviews, submitted to Content Analysis resulting in the following categories: 'encountering the place of madness', 'documentary production process', 'visibility production', 'resignification of the self', 'resignification of the place of madness' and 'clinic and art'. The documentary, as a clinical device, contributes to the deinstitutionalization of madness and suffering by deconstructing crystallized places for agency of new subjectivities.

Assessing Performance in Simulated Cleft Palate Repair Using a Novel Video Recording Setup.

OBJECTIVE: To test the feasibility of implementing a high-fidelity cleft palate simulator during a workshop in Santiago, Chile, using a novel video endoscope to assess technical performance. DESIGN: Sixteen cleft surgeons from South America participated in a 2-day cleft training workshop. All 16 participants performed a simulated repair, and 13 of them performed a second simulated repair. The repairs were recorded using a low-cost video camera and a newly designed camera mouth retractor attachment. Twenty-nine videos were assessed by 3 cleft surgeons using a previously developed cleft palate objective structured assessment of technical skill (CLOSATS with embedded overall score assessment) and global rating scale. The reliability of the ratings and technical performance in relation to minimum acceptable scores and previous experience was assessed. RESULTS: The video setup provided acceptable recording quality for the purpose of assessment. Average intraclass correlation coefficient for the CLOSATS, global, and overall performance score was 0.69, 0.75, and 0.82, respectively. None of the novice surgeons passed the CLOSATS and global score for both sessions. One participant in the intermediate group, and 2 participants in the advanced group passed the CLOSATS and global score for both sessions. There were highly experienced participants who failed to pass the CLOSATS and global score for both sessions. CONCLUSIONS: The cleft palate simulator can be practically implemented with video-recording capability to assess performance in cleft palate repair. This technology may be of assistance in assessing surgical competence in cleft palate repair.

Delivery Room Management of Infants with Very Low Birth Weight in 3 European Countries-The Video Apgar Study.

OBJECTIVE: To assess delivery room management of infants born preterm at 4 Level III perinatal centers in 3 European countries. STUDY DESIGN: This was a prospective, multicenter observational study. Management at birth was video-recorded and evaluated (Interact version 9.6.1; Mangold-International, Arnstorf, Germany). Data were analyzed and compared within and between centers. RESULTS: The infants (n = 138) differed significantly with respect to the median (25%, 75%) birth weight (grams) (Center A: 1200 [700, 1550]; Center B: 990 [719, 1240]; Center C: 1174 [835, 1435]; Center D: 1323 [971, 1515] [B vs A, C, D: P < .05]), gestational week (Center A: 28.4 [26.3, 30.0]; Center B: 27.9 [26.7, 29.6]; Center C: 29.3 [26.4, 31.0]; Center D: 30.3 [28.0, 31.9]), Apgar scores, rates of cesarean delivery, and time spent in the delivery room. Management differed significantly for frequency and drying time, rates of electrocardiographic monitoring, suctioning or stimulation, and for fundamental interventions such as time for achieving a reliable peripheral oxygen saturation signal (seconds) (Center A: 97.6 ± 79.3; Center B: 65.1 ± 116.2; Center C: 97.1 ± 67.0; Center D: 114.4 ± 140.5; B vs A, C, D: P < .001) and time for intubation (seconds) (Center A: 48.7 ± 4.2; Center B: 49.0 ± 30.7; Center C: 69.1 ±37.9; Center D: 65.1 ± 23.8; B vs D, P < .025). Mean procedural times did not meet guideline recommendations. The sequence of interventions was similar at all centers. CONCLUSIONS: The Video Apgar Study showed great variability in and between 4 neonatal centers in Europe. The study also showed it is difficult to adhere to published guidelines for recommended times for important, basic measures such as peripheral oxygen saturation measurements and intubation.

Evaluation of Audiovisual Reports to Enhance Traditional Emergency Musculoskeletal Radiology Reports.

Traditional radiology reports are narrative texts that include a description of imaging findings. Recent implementation of advanced reporting software allows for incorporation of annotated key images and hyperlinks directly into text reports, but these tools usually do not substitute in-person consultations with radiologists, especially in challenging cases. Use of on-demand audio/visual reports with screen capture software is an emerging technology, providing a more engaged imaging service. Our study evaluates a video reporting tool that utilizes PACS integrated screen capture software for musculoskeletal imaging studies in the emergency department. Our hypothesis is that referring orthopedic surgeons would find that recorded audio/video reports add value to conventional reports, may increase engagement with radiology staff, and also facilitate understanding of imaging findings from urgent musculoskeletal cases. Seven radiologists prepared a total of 47 audiovisual reports for 9 attending orthopedic surgeons from the emergency department. We applied two surveys to evaluate the experience of the referring physicians using audio/visual reports as a complementary material from the conventional text report. Positive responses were statistically significant in most questions including: if the clinical suspicion was answered in the video; willingness to use such technology in other cases; if the audiovisual report made the imaging findings more understandable than the traditional report; and if the audiovisual report is faster to understand than the traditional text report. Use of audiovisual reports in emergency musculoskeletal cases is a new approach to evaluate potentially challenging cases. These results support the potential of this technology to re-establish the radiologist's role as an essential member of patient care and also provide more engaging, precise, and personalized reports. Further studies could streamline these methods in order to minimize work redundancy with traditional text reporting or even evaluate acceptance of using only audiovisual radiology reports. Additionally, widespread adoption would require integration with the entire radiology workflow including non-urgent cases and other medical specialties.

Carencia de normas en la evaluación de videos de salud de YouTube / Lack of standards in evaluating YouTube health videos

This paper is a systematised literature review of YouTube research in health with the aim of identify the different keyword search strategies, retrieval strategies and scoring systems to assess video content. A total of 176 peer-reviewed papers about video content analysis and video evaluation were extracted from the PubMed database. Concerning keyword search strategy, 16 papers (9.09 percent) reported that search terms were obtained from tools like Google Trends or other sources. In just one paper, a librarian was included in the research team. Manual retrieval is a common technique, and just four studies (2.27 percent) reported using a different methodology. Manual retrieval also produces YouTube algorithm dependencies and consequently obtains biased results. Most other methodologies to analyse video content are based on written medical guidelines instead of video because a standard methodology is lacking. For several reasons, reliability cannot be verified. In addition, because studies cannot be repeated, the results cannot be verified and compared. This paper reports some guidelines to improve research on YouTube, including guidelines to avoid YouTube dependencies and scoring system issues(AU)

El estudio es una revisión bibliográfica sistematizada de investigaciones de YouTube sobre salud, realizado con el objetivo de identificar las diferentes estrategias de búsqueda de palabras clave, estrategias de recuperación y sistemas de puntuación utilizados en la evaluación de los contenidos de los videos. Se extrajo un total de 176 artículos arbitrados sobre análisis de contenidos de videos y evaluación de videos publicados en la base de datos PubMed. En cuanto a la estrategia de búsqueda de palabras clave, 16 artículos (9,09 por ciento) refieren que los términos de búsqueda se obtuvieron en herramientas como Google Trends y otras fuentes. Un solo artículo incluye un bibliotecario en el equipo de investigación. La recuperación manual es una técnica frecuente, y solo cuatro estudios (2,27 por ciento) refieren haber utilizado otra metodología. La recuperación manual también crea dependencias de los algoritmos de YouTube con la consecuente obtención de resultados sesgados. La mayoría de las otras metodologías de análisis de contenidos de videos se basan en guías médicas impresas y no en videos, por la carencia de una metodología estándar. Por diversas razones, la confiabilidad no se puede verificar. Además, teniendo en cuenta que los estudios no pueden repetirse, los resultados no se pueden verificar ni comparar. El presente artículo ofrece algunas directrices para mejorar las búsquedas en YouTube, entre las que se incluyen directrices para evitar la dependencia de YouTube y temas relacionados con los sistemas de puntuación(AU)

The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students.

This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.

Efeitos da escola postural e da educação breve nos hábitos de idosos / Effects of back school and brief education in habits of elderly

Introdução: No envelhecimento ocorrem modificações estruturais que podem refletir na funcionalidade. Objetivo: verificar os efeitos da Escola Postural e da Educação Breve sobre a execução de AVDs em participantes de um programa de extensão universitária para idosos saudáveis. Métodos: A amostra foi composta por 26 idosos - 14 no Grupo Escola Postural (GEP) e 12 no Grupo Educação Breve (GEB). Foram avaliadas a postura dinâmica (LADy e Instrumento de Observação das AVDs através de vídeo) e a capacidade funcional (ODI). Resultados: Na análise intragrupo, na comparação entre pré e pós, houve melhora significativa na postura ao permanecer sentado em um banco e para escrever e na pontuação total no GEP. Na análise intergrupo, não foi observada diferença significativa entre GEP e GEB no pós-teste. Conclusão: A Escola Postural parece ser mais efetiva do que a Educação Breve em promover melhora na execução de AVDs em idosos ativos e saudáveis. (AU)

Introduction: In the aging occur structural changes that may reflect in the functionality. Objective: To verify the effects of Postural School and Brief Education on the ADLs in participants of a university extension program for healthy older adults. Methods: The sample consisted of 26 elderly - 14 in Postural School Group (GEP) and 12 in Brief Education Group (GEB). Dynamic posture (Lady and ADLs observation instrument through video) and functional capacity (ODI) were evaluated. Results: In the intragroup analysis, comparing pre and post, there was significant improvement in posture to remain sitting on a bench and writing and total score in the GEP. In the intergroup analysis, no significant difference was observed between GEP and GEB at post test. Conclusion: Postural School appears to be more effective than the Brief Education to promote improvement in the execution of ADLs in active and healthy older adults. (AU)

Incisor display during speech and smile: Age and gender correlations.

OBJECTIVES: To evaluate age- and gender-related changes in the soft tissues, incisors, and gingival display during rest, speech, and posed smile. MATERIALS AND METHODS: A total of 265 participants (122 men, 143 women) ranging in age from 19 years to 60 years were recruited for this study. Participants were divided into one of the following four age groups: 19 to 24 years, 25 to 34 years, 35 to 44 years, and 45 to 60 years. Image capture was performed using standardized videographic methods. Each video produced pictures where measurements were performed: rest, speech, and smile positions. RESULTS: A statistically significant gender dimorphism was apparent in most of the variables. There was a significant increase in the upper lip length and lip commissures height with aging and more markedly in men. A greater exposure of mandibular incisor with increasing age was a feature in both genders. With increasing age there was a significant decrease in maxillary incisor display, especially for men. CONCLUSIONS: After 25 years of age there is significant difference in the aging process between men and women. Gingival and maxillary incisor display during speech and smile is a youthful and feminine characteristic.