Aim: To determine whether dispatcher-provided cardiopulmonary resuscitation (CPR) instructions improve the outcomes of out-of-hospital cardiac arrest (OHCA).
Methods: Cases registered in the Japanese Association for Acute Medicine Out-of-Hospital Cardiac Arrest (JAAM-OHCA) Registry between June 2014 and December 2019 were included. Cases in which the dispatcher provided CPR instructions to the bystander were included in the "Instructions" group", and cases without CPR instructions were included in the "No Instructions" group. The primary outcome was the proportion of patients with a favorable neurological outcome, defined as a Glasgow-Pittsburgh cerebral performance category scale of 1 to 2 at 1 month after OHCA.
Results: Overall, 51,199 patients with OHCA were registered in the JAAM-OHCA Registry during the study period. Of these, 33,745 were eligible for the study, with 16,509 in the Instructions group and 17,236 in the No Instructions group. The proportion of patients with a favorable neurological outcome at 1 month after OHCA was inferior in the Instructions group than in the No Instructions group (2.3% versus 3.0%, < 0.001). After adjustment for patient background characteristics, no association was found between CPR instructions provided by a dispatcher and favorable neurological outcomes at 1 month after OHCA (adjusted odds ratio, 1.000; 95% confidence interval, 0.869-1.151, = 0.996).
Conclusion: The present study found no clear clinical benefit of dispatcher-provided CPR instructions on the neurological outcomes of cases with OHCA.
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http://dx.doi.org/10.1002/ams2.892 | DOI Listing |
JBI Evid Implement
January 2025
JBI, School of Public Health, University of Adelaide, Adelaide, SA, Australia.
Principles, theories, and models of education for health professionals have not evolved in parallel with advanced requirements for evidence-based practice (EBP). We propose that groups such as JBI, with a global network of clinical and academic centers, are well placed to reignite the debate and advance evidence-based curriculum development. This can be achieved by operationalizing the JBI Model for Evidence-Based Healthcare within the Sicily statement's pedagogical framework.
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February 2025
Michael G. DeGroote School of Medicine, Faculty of Health Sciences McMaster University Hamilton Ontario Canada.
Background: The concept of the metaverse is a virtual world that immerses users, allowing them to interact with the digital environment. Due to metaverse's utility in collaborative and immersive simulation, it can be advantageous for medical education in high-stakes care settings such as emergency, critical, and acute care. Consequently, there has been a growth in educational metaverse use, which has yet to be characterized alongside other simulation modalities literature.
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January 2025
Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, Razi University, Kermanshah, Iran.
This study is aimed at investigating the impact of internal and external attention focus on learning a throwing skill in children with autism, as well as the relationship between working memory and learning rate. Twenty-four children aged 6-8 years with autism were assigned to internal and external attention groups. Participants performed a throwing task while their working memory was assessed using Cornoldi's working memory test.
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December 2024
Department of Orthodontics, Kothiwal Dental College and Research Centre, Moradabad, IND.
Introduction: The temporomandibular joint (TMJ) is one of the most intricate anatomical entities within the human body and is clinically relevant in the field of dentistry. Therefore, the present study aimed to conduct a three-dimensional (3D) volumetric comparison of the TMJ space in skeletal Class I and II patients using cone-beam computed tomography (CBCT).
Materials And Methods: This cross-sectional, retrospective study was conducted on 40 CBCT records divided into skeletal Class I and skeletal Class II patients.
Cureus
December 2024
Radiology, Michigan State University, East Lansing, USA.
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