Peginterferon λ for the treatment of patients admitted to hospital with COVID-19: a phase 2, placebo-controlled randomized trial.

Objectives: SARS-CoV-2 continues to circulate widely, and there is a need to find effective treatments for individuals admitted to hospital. Peginterferon λ has been shown to be effective for outpatients with COVID-19; the purpose of this randomized trial was to evaluate the efficacy among inpatients.

Methods: Individuals admitted to hospital with COVID-19 who were within 10 days of symptom onset and receiving <6 L/min of supplemental oxygen were recruited from seven sites in Canada and Brazil from November 23, 2020 until December 6, 2022.

Establishing Trust in Pharmaceutical Data with an Independent Verification and Validation Methodology.

Our aim is to demonstrate a general-purpose data and knowledge validation approach that enables reproducible metrics for data and knowledge quality and safety. We researched widely accepted statistical process control methods from high-quality, high-safety industries and applied them to pharmacy prescription data being migrated between EHRs. Natural language medication instructions from prescriptions were independently categorized by two terminologists as a first step toward encoding those medication instructions using standardized terminology.

Peer Learning and Mentorship for Neonatal Management Skills: A Cluster-Randomized Trial.

Background: Clinical knowledge and skills acquired during training programs like Helping Babies Breathe (HBB) and Essential Care for Every Baby (ECEB) decay within weeks or months. We assessed the effect of a peer learning intervention paired with mentorship on retention of HBB and ECEB skills, knowledge, and teamwork in 5 districts of Uganda.

Methods: We randomized participants from 36 Ugandan health centers to control and intervention arms.

Feasibility of an Interprofessional, Simulation-Based Curriculum to Improve Teamwork Skills, Clinical Skills, and Knowledge of Undergraduate Medical and Nursing Students in Uganda: A Cohort Study.

Introduction: Many deaths in Sub-Saharan Africa are preventable with provision of skilled healthcare. Unfortunately, skills decay after training. We determined the feasibility of implementing an interprofessional (IP) simulation-based educational curriculum in Uganda and evaluated the possible impact of this curriculum on teamwork, clinical skills (CSs), and knowledge among undergraduate medical and nursing students.

Sim for Life: Foundations-A Simulation Educator Training Course to Improve Debriefing Quality in a Low Resource Setting: A Pilot Study.

Introduction: Despite the importance of debriefing, little is known about the effectiveness of training programs designed to teach debriefing skills. In this study, we evaluated the effectiveness of a faculty development program for new simulation educators at Mbarara University of Science and Technology in Uganda, Africa.

Methods: Healthcare professionals were recruited to attend a 2-day simulation educator faculty development course (Sim for Life: Foundations), covering principles of scenario design, scenario execution, prebriefing, and debriefing.

Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs.

Formal faculty development programs for simulation educators are costly and time-consuming. Peer coaching integrated into the teaching flow can enhance an educator's debriefing skills. We provide a practical guide for the who, what, when, where, why, and how of peer coaching for debriefing in simulation-based education.

Faculty Development for Simulation Programs: Five Issues for the Future of Debriefing Training.

Debriefing is widely recognized as a critically important element of simulation-based education. Simulation educators obtain and/or seek debriefing training from various sources, including workshops at conferences, simulation educator courses, formal fellowships in debriefings, or through advanced degrees. Although there are many options available for debriefing training, little is known about how faculty development opportunities should be structured to maintain and enhance the quality of debriefing within simulation programs.

Co-debriefing for simulation-based education: a primer for facilitators.

As part of simulation-based education, postevent debriefing provides an opportunity for learners to critically reflect on the simulated experience, with the goal of identifying areas in need of reinforcement and correcting areas in need of improvement. The art of debriefing is made more challenging when 2 or more educators must facilitate a debriefing together (ie, co-debriefing) in an organized and coordinated fashion that ultimately enhances learning. As the momentum for incorporating simulation-based health care education continues to grow, the need for faculty development in the area of co-debriefing has become essential.

A simulation-based intervention teaching seizure management to caregivers: A randomized controlled pilot study.

Objectives: To examine the effect of simulation-based seizure management teaching on improving caregiver competence and reported confidence with managing seizures. The authors hypothesized that simulation-based education would lead to a higher level of demonstrated competence and reported confidence in family members and caregivers. Simulation has not been previously studied in this context.

Postresuscitation debriefing in the pediatric emergency department: a national needs assessment.

Objectives: The objectives of this study were to assess current postresuscitation debriefing (PRD) practices in Canadian pediatric emergency departments (EDs) and identify areas for improvement.

Methods: A national needs assessment survey was conducted to collect information on current PRD practices and perspectives on debriefing practice in pediatric EDs. A questionnaire was distributed to ED nurses, fellows, and attending physicians at 10 pediatric tertiary care hospitals across Canada.

Helping without harming: the instructor's feedback dilemma in debriefing--a case study.

Introduction: Simulation instructors often feel caught in a task-versus-relationship dilemma. They must offer clear feedback on learners' task performance without damaging their relationship with those learners, especially in formative simulation settings. Mastering the skills to resolve this dilemma is crucial for simulation faculty development.

Development of a team performance scale to assess undergraduate health professionals.

Purpose: Interprofessional simulation-based team training is strongly endorsed as a potential solution for improving teamwork in health care delivery. Unfortunately, there are few teamwork evaluation instruments. The present study developed and tested the psychometric characteristics of the newly developed KidSIM Team Performance Scale checklist.