Oxford Handbook of Ophthalmology

2018 ◽  
Keyword(s):  
Life Support ◽  
Clinical Skills ◽  
Advanced Life Support ◽  
Eye Disease ◽  
Fourth Edition ◽  
Standard Format ◽  
Clinical Presentations ◽  
Medical Emergencies ◽  
Clinical Conditions ◽  
Ophthalmic Disease

This fourth edition of the highly successful Oxford Handbook of Ophthalmology will be useful to all health professionals in the eye-care sector whatever their role - ophthalmologist, optometrist, orthoptist, ophthalmic nurse or technician. Building on the strengths of previous editions, it is now broader in scope and will be equally useful in the consulting room, casualty, theatre, or on the wards. It retains its consistent style and clear layout, providing rapid access to the critical information needed to manage patients with eye disease. The core of the book comprises a systematic synopsis of ophthalmic disease directed towards diagnosis, interim assessment, and on-going management. Assessment boxes for common clinical conditions, and algorithms for important clinical presentations illustrate this practical approach. The information is easily accessed, being presented in a standard format with areas of importance being highlighted. Key sections for the trainee include: clinical skills, aids to diagnosis, and investigations and their interpretation. Basic perioperative care, medical emergencies and advanced life support protocols are included. It also continues to be an unparalleled revision aid for those preparing for postgraduate examinations.

Outcomes of Basic Versus Advanced Life Support for Out-of-Hospital Medical Emergencies

2016 ◽  
Vol 165 (1) ◽  
pp. 69
Author(s):  
Yusuke Tsutsumi ◽  
Yasushi Tsujimoto ◽  
Yuki Kataoka ◽  
Tatsuyoshi Ikenoue
Keyword(s):  
Life Support ◽  
Advanced Life Support ◽  
Hospital Medical ◽  
Medical Emergencies

Abstract 19658: Physicians on Cardiac Arrest Teams are Most Often Non-specialists With Limited Clinical Experience

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Kasper G Lauridsen ◽  
Anders S Schmidt ◽  
Philip Caap ◽  
Rasmus S Aagaard ◽  
Bo Løfgren
Keyword(s):  
Cardiac Arrest ◽  
Clinical Experience ◽  
Life Support ◽  
Clinical Skills ◽  
Advanced Life Support ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Telephone Interviews ◽  
Cpr Training ◽  
Erc Guidelines

Introduction: The quality of in-hospital resuscitation is poor and may be affected by clinical experience and cardiopulmonary resuscitation (CPR) training. This study aimed to investigate the clinical experience, self-perceived skills, CPR training, and knowledge of guidelines on when to abandon resuscitation among physicians on cardiac arrest teams. Methods: This is a nationwide cross-sectional study in Denmark. Telephone interviews were performed with physicians on cardiac arrest teams in public somatic hospitals. Telephone interviews were performed using a structured questionnaire. Results: In total, 93 physicians (53% male) from 45 hospitals participated. Median age was 34 interquartile range (30-39) years. Participants were medical students working as locum physicians (5%), residents and fellows (79%), chief physicians (16%), and median postgraduate clinical experience was 48 (19-87) months. Most physicians (92%) felt confident in treating a cardiac arrest, while less felt confident in performing intubation (41%) and focused cardiac ultrasound (39%) during cardiac arrest. Median time since last CPR training was 4 months (2-10) and 48% had attended a European Resuscitation Council (ERC) Advanced Life Support (ALS) course. The majority (84%) felt confident in terminating resuscitation however only 9% were able to state ERC guidelines on when to abandon resuscitation. Conclusions: Physicians on Danish cardiac arrest teams are most often non-specialists with four or less years of clinical experience. Several physicians are not able to perform important clinical skills during resuscitation. Less than half of physicians have attended an ERC ALS course. Only very few physicians know the ERC guidelines on when to abandon resuscitation.

scholarly journals How Prepared Are Pediatric Residents for Pediatric Emergencies: Is Pediatric Advanced Life Support Certification Every 2 Years Adequate?

2019 ◽  
Vol 6 ◽  
pp. 2333794X1987680 ◽  
Author(s):  
Sule Doymaz ◽  
Munaza Rizvi ◽  
Marguerite Orsi ◽  
Clara Giambruno
Keyword(s):  
Test Scores ◽  
Life Support ◽  
Clinical Skills ◽  
Statistical Significance ◽  
Clinical Skill ◽  
Multiple Choice ◽  
Advanced Life Support ◽  
Heart Association ◽  
Choice Test ◽  
Pediatric Residents

Objectives. We assessed pediatric residents’ retention of knowledge and clinical skills according to the time since their last American Heart Association Pediatric Advanced Life Support (AHA PALS) certification. Methods. Sixty-four pediatric residents were recruited and divided into 3 groups based on the time since their last PALS certification, as follows: group 1, 0 to 8 months; group 2, 9 to 16 months, and group 3, 17 to 24 months. Residents’ knowledge was tested using 10 multiple-choice AHA PALS pretest questions and their clinical skills performance was assessed with simulation mock code scenarios using 2 different AHA PALS checklists, and mean scores were calculated for the 3 groups. Differences in the test scores and overall clinical skill performances among the 3 groups were analyzed using analyses of variance, χ2 tests, and Jonckheere-Terpstra tests. Statistical significance was set at P < .05. Results. The pediatric residents’ mean overall clinical skills performance scores declined within the first 8 months after their last AHA PALS certification date and continued to decrease over time (87%, 82.6%, and 77.4% for groups 1, 2, and 3, respectively; P = .048). Residents’ multiple-choice test scores declined in all 3 groups, but the scores were not significantly different. Conclusions. Residents’ clinical skills performance declined within the first 8 months after PALS certification and continued to decline as the time from the last certification increased. Using mock code simulations and reinforcing AHA PALS guidelines during pediatric residency deserve further evaluation.

scholarly journals Outcomes of Basic Versus Advanced Life Support for Out-of-Hospital Medical Emergencies

2015 ◽  
Vol 163 (9) ◽  
pp. 681 ◽  
Author(s):  
Prachi Sanghavi ◽  
Anupam B. Jena ◽  
Joseph P. Newhouse ◽  
Alan M. Zaslavsky
Keyword(s):  
Life Support ◽  
Advanced Life Support ◽  
Hospital Medical ◽  
Medical Emergencies

P1856KIDNEY CRISES: USING IN SITU SIMULATION TEACHING TO FACILITATE MULTIDISCIPLINARY TEAM WORKING IN RENAL EMERGENCIES

2020 ◽  
Vol 35 (Supplement_3) ◽  
Author(s):  
Ailish Nimmo ◽  
Katie Adams
Keyword(s):  
Life Support ◽  
Clinical Skills ◽  
Junior Doctors ◽  
Clinical Environment ◽  
Dialysis Unit ◽  
In Situ Simulation ◽  
Team Working ◽  
Clinical Scenarios ◽  
Medical Emergencies

Abstract Background and Aims The haemodialysis unit is a unique clinical environment. Specialist nursing staff look after patients, frequently without on-site medical cover, and need to manage medical issues until help arrives. Junior doctors often have limited experience managing renal patients and may not be aware of specialty-specific issues when dealing with medical emergencies. The different skill sets in these groups creates an opportunity for shared learning. Simulation teaching provides a safe environment for individuals to develop communication, team working and clinical skills and helps facilitate discussion and reflection on clinical scenarios. We describe a programme of renal in situ simulation sessions for nurses and junior doctors to allow them to practise their roles in an emergency and evaluate feedback on their perception of the programme. Method Seventeen hour-long simulation sessions were delivered between June 2017 and January 2020 within the renal ward in 2 hospitals and in a satellite outpatient dialysis unit. They utilised a high-fidelity SimMan® mannequin. Scenarios were based on common or rare-but-serious medical emergencies (hyperkalaemic cardiac arrest, arrhythmia on dialysis, air embolism, major haemorrhage post-renal biopsy, line sepsis, hypertensive seizure, pulmonary oedema and drug-induced anaphylaxis). Sessions comprised an orientation to the mannequin, a clinical scenario and a debrief discussion. Doctors and nurses completed post-tutorial feedback exploring their thoughts on the programme. Results 59 healthcare professionals (40 doctors and 19 nurses) participated and completed post-event feedback. All attendees felt that sessions improved their knowledge and increased their confidence in managing similar scenarios in the future. They all felt they would be able to apply their learning to their day job. 86% of participants strongly agreed that the programme helped them develop stronger relationships with colleagues. In white-space boxes, individuals described the sessions as being helpful in developing communication, teamwork, leadership and delegation skills in addition to specific learning points for the individual scenarios. Sessions also identified practical issues, such as where to source medications or monitoring equipment, and led to the creation of an updated protocol folder and distribution of Advanced Life Support algorithms throughout the ward. Conclusion Nurses and junior doctors report increased confidence in managing medical emergencies in renal patients and improved relationships with colleagues following a simulation training programme. The programme promotes a learning culture within the unit. It provides an opportunity to discuss potentially serious situations and allows reflection on similar scenarios encountered within the ward and dialysis unit. Further work is needed to determine if in situ simulation teaching has an impact on patient outcome measures.

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