Seminars in cardiothoracic and vascular anesthesia
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewUsing cardiovascular and pulmonary simulation to teach undergraduate medical students: cases from two schools.
Simulation is becoming more widespread in undergraduate medical education, expanding well beyond its original application to anesthesiology. This heightened interest in simulation is being driven by advances in learning theory as well as technology developments. However, introducing simulation into a medical education curriculum presents significant challenges. ⋯ Both are state schools with similar enrollments; however, their approaches to developing and maintaining a simulation program differ. Regardless of these differences, both institutions have developed a variety of applications within the curriculum. The cases and applications that they have developed should be applicable to many medical schools.
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewSimulation in cardiology and cardiothoracic and vascular surgery.
Cardiologists and cardiac surgeons are rapidly embracing the use of realistic patient simulators and virtual reality devices to allow mastery of complex techniques, planning of complicated procedures, crisis management of infrequently seen diseases and complications, and development of medical team work. Simulation can certainly be used for these purposes in surgical education but provides only the ;;tip of the iceberg'' of the knowledge needed by the competent cardiothoracic, vascular, or general surgeon. Is simulation really the way to learn how to perform actual surgical procedures? This review will describe available surgical simulation technology, and define some of the problems to be solved for validation and general acceptance.
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Semin Cardiothorac Vasc Anesth · Dec 2005
ReviewSimulation-based education for cardiac, thoracic, and vascular anesthesiology.
Simulation has been used for medical teaching and testing for at least four decades in some form, such as that used for cardiopulmonary resuscitation training; however, new technology applied to medical and procedural training has recently led to a marked increase in the use of simulation-based instruction. Educational theory has further supported simulation for medical education and procedural training. ⋯ This review describes some of the current simulation-based education techniques related to cardiovascular and thoracic anesthesiology. Additional discussion covers some of the applicable educational theory and the expected future uses of simulation modalities in healthcare education, testing, and practice.
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One-lung ventilation is used during a variety of cardiac, thoracic, and major vascular procedures. Endobronchial tubes, bronchial blockers, and occasionally, single-lumen tubes are used to isolate the lungs. ⋯ Finally, intraoperative hypoxia and hypercarbia in patients with intrinsic lung disease frequently complicate one-lung anesthesia. The concepts and controversies in lung isolation techniques are discussed.
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Lung transplantation is the only therapeutic option for more than 3,000 individuals in the United States with end-stage lung disease. Innovations in anesthetic and surgical techniques have expanded the indications for lung transplantation. Presently, the major limiting factor in the number of lung transplantations that are performed is the availability of suitable donor organs. ⋯ Transesophageal echocardiography is commonly used to evaluate intraoperative ventricular function. Continuous cardiac output, mixed venous oxygen saturation, continuous arterial blood gas monitoring, and the bispectral index have also been used to monitor the patient during lung transplantation. Anesthetic management of lung transplantation requires a thorough understanding of end-stage lung disease and pharmacologic and technical considerations that may not be applicable in any other part of anesthetic practice.