bluuebunny/crossref_metadata_2025_split huggingface dataset:
Herbicidas orgánicos alternativa al glifosato para el control de maleza en presiembra en el norte de Tamaulipas
Authors: Espinosa-Ramírez Martín , Cisneros-López Ma. Eugenia 
Published: November 2022

Introducción. El manejo agronómico del cultivo desde siembra hasta cosecha es mecanizado. Uno de los componentes más importantes es el control de malezas (Montes et al., 2013). El manejo químico de las malezas se basa en un grupo de herbicidas sintéticos de preemergencia y postemergencia para controlar especies de hoja ancha de importancia agronómica (Rosales et al., 2011). Objetivo. Evaluar dos herbicidas orgánicos como alterativa al uso del glifosato. Métodos. El diseño experimental fue en bloques al azar con cuatro repeticiones. Los productos utilizados fueron: glifosato (907 g i.a/ha) y dos herbicidas orgánicos (2.1 L/ha), en 230 L/ha de agua, como coadyuvante se usó Bionex. Resultados y discusión. Antes de la aplicación de los tratamientos las especies de malezas fueron: Solanum elaeagnifolim L. (13.0±9.9/ m 2 ), Amaranthus palmeri L. (13.0±7.5/ m 2 ) y Panicum. fasciculatum, Panicum. rectus (27.2±22.8/m 2 ). En menor proporción estuvieron Euphorbia serpens (2.5±1.9/m 2 ) y Partenium hysterophorus (1.7±1.4/m 2 ). En términos estadísticos, el factor que más contribuyó a explicar los resultados fue el tipo de herbicida (82%) de la varianza acumulada (P<0.001). El tratamiento glifosato fue el más efectivo, después de 21 días de la aplicación, para control de Amaranthus palmeri (90.3%) y Euphorbia serpens (72.9%). Para el control de S. elaeagnifolim (93.1 y 87.5%) y zacates (88.3 y 69.0%). Los herbicidas orgánicos a los 21 días después de la aplicación tuvieron estadísticamente la misma respuesta al testigo sin control. Conclusión. Ningún tratamiento con herbicidas orgánicos superó al testigo comercial (glifosato).
MISTIC (CHEMISTRY EDUCATION APPLICATION): INNOVATION OF PRACTICAL ANDROID BASED INSTRUCTIONAL MEDIA APPLICATION
Authors: Jordan Jamal Randy , Ali Zeeshan , Witri Khairiyyah  , Salsabillah Misel Jihan , Kahesa Mita , Dwicha Asda Viola 
Published: November 2022

Based on the Circular Letter of Kemendikbud Dikti No. 1 of 2020 regarding the prevention of the spread of COVID-19 in Indonesia, all learning activities are turned into online learning. This sudden change caused several new problems in the world of education such as students not being able to learn independently and actively participate optimally, difficulty in having internet data, unsupported signals, and for teachers the difficulty of correcting students' assignments and exercises and not carrying out practicals, while online. One way to solve this problem is to create an Android-based learning media application. This product is a technology that utilizes smartphones with the android platform. This product can be developed to meet the needs of teachers and students when learning online. This product is equipped with a virtual lab and exercises to strengthen students' concepts, students can fill out exercises directly on the product and get feedback from the answers given. Besides, this product is equipped with evaluation questions that can detect the accuracy and speed of students in answering questions. Every time you finish answering questions, the grades and rankings of students in the class are automatically displayed on the student's android screen. This makes students motivated and eager to do evaluations because of the desire to get a higher rank, and is expected to improve student learning outcomes. This product was developed on the fundamental chemical laws topic. This product was developed through Kodular and in collaboration with the Google Forms and Quizizz websites. Kodular is an application developer using block programming. The resulting product has a capacity of 35 MB and is also connected to other sites on the internet. In this product there are menus in the form of competencies, instructions for use, attendance lists, materials, evaluations, developer profiles, feedback, and references.
Enhanced simulation-based mastery learning for the attainment of procedural skills competence for acute common care stem (ACCS) trainees
Authors: Player Charlie 
Published: November 2022

A new curriculum for Acute Common Care Stem (ACCS) trainees was introduced in 2021 and included a mandatory requirement to have specific practical assessments performed, known as Direct Observation of Procedural Skills (DOPS). These aimed to provide evidence of competence and enable progression through training. The curriculum change prompted the creation of a novel one-day skills-based course in order to ensure that all the ACCS trainees met the required level of competence. An enhanced simulation-based mastery learning method was used to ensure that trainees have the clinical knowledge to identify when future practical emergency skills are indicated and have the psychomotor skills necessary to perform these procedures safely and efficiently. This study was aimed at exploring the impact of a simulation-based mastery learning (SBML) [1] in a one-day procedural skills course.
New curriculum content was reviewed in order to establish the different practical skills required for the second year of ACCS training. Regional trainees were then sent an online survey to ask which specific procedures they would like included on a skills course. There were five procedures requested: chest drain insertion (Seldinger and open), aspiration of air, DC cardioversion, and external cardiac pacing. Meetings with the local training programme director and simulation lead assisted in the formation of the skills day. Faculty were formed by registrars and consultants in Emergency Medicine. Trainees aimed to reach a competence level that would mean they still need in hospital supervision for any future procedures. Eight ACCS trainees attended a one-day skills-based course in May 2022. The course was preceded by multiple online e-learning resources and videos. The SBML day consisted of a demonstration with deliberate practice followed by DOPS assessments using simulation and trainee-focused feedback. Anonymised pre- and post-course questionnaires were completed by all trainees containing questions surrounding their experience and confidence in performing these procedural skills.
All trainees achieved the required level of competence needed at their stage in training. Each trainee stated that their confidence levels improved in performing all five procedures after attending the course (
Mean confidence levels in procedures pre- and post-course using Likert scale (1–5)
An enhanced SBML method in a one-day course enabled efficient, standardised procedural skills practice and assessment for a group of ACCS trainees. Training, practice, and assessment in necessary curricular competences were achieved together while improving the level of confidence in trainees performing these procedures.
1. Scahill E, Oliver N, Tallentire V, Edgar S, Tiernan J. An enhanced approach to simulation-based mastery learning: optimising the educational impact of a novel, National Postgraduate Medical Boot Camp. Advances in Simulation. 2021;6(1).
Gamification in ophthalmic surgery simulation
Authors: Malik M. Bilal , Momin Sehrish Nizar Ali 
Published: November 2022

Recent advances in simulation have yielded great outcomes in training ophthalmology residents worldwide [1]. However, repetitive tasks may lead to burnout and loss of interest. The safe learning environments provided by surgical simulation create space for exploring creative practices and the introduction of gamification [2]. We held one such tournament for ophthalmology residents to compare and compete on their cataract surgery skills [3]. The aim was to generate interest and sportsmanship amongst the residents, and engage senior surgeons on the utility of simulation.
We designed a knockout tournament with 3 rounds, for 8 participants (
Illustration of the knockout tournament in three rounds.
Round 1 scores for the 8 participants ranged from 0 to 94 out of 100, and the top 4 scorers who qualified for the next round scored 94, 94, 94, and 90 in their highest scoring attempt. The mean time taken per task in round 1 was 2 min 24 sec. Round 2 highest scores were 89, 86, 79, and 74, and the mean time taken was 2 min 18 sec. Final round 3 scores were 69 and 65, and a champion was declared. The whole event took 3 hours and successfully generated sportsmanship spirit and significant interest in surgical simulation. Furthermore, the simulator noted a total injured corneal area of 18.78 mm2 and capsular damage of 4.7 mm.
The design of the tournament not only ensured excitement amongst all participants but also encouraged participants to excel in the tasks in the provided course by bringing sportsman spirit, boosting the confidence of performing live surgery in front of an audience, and by collecting and analyzing their cumulative data. Gamification of surgical simulation allows residents to compete in a safe learning environment. We recommend this exercise to all centers equipped with surgical simulators. In the future, different surgical themes and future international tournaments may be explored.
1. Ahmed TM, Hussain B, Siddiqui MAR. Can simulators be applied to improve cataract surgery training: a systematic review. BMJ Open Ophthalmology. 2020;5(1):e000488.
2. van Gaalen AEJ, Brouwer J, Schönrock-Adema J, Bouwkamp-Timmer T, Jaarsma ADC, Georgiadis JR. Gamification of health professions education: a systematic review. Advances in Health Sciences Education. 2021;26(2):683–711.
3. Aga Khan University. EyeSurg Tournament.
Testing the system: infant ‘abduction’
Authors: Groucutt Jessica , Allen Sarah , Nash Matthew 
Published: November 2022

Infant abductions from hospital are rare events but make headline news. A US study examined 247 infant abductions between 1983–2006 and found nearly half were abducted from healthcare settings [1]. Abduction risk reduction strategies are also considered during the Care Quality Commission’s inspection of each maternity unit [2]. The baby tagging system was updated in our hospital in April 2020, training undertaken and subsequently reinforced with e-learning. In our hospital, many families have safeguarding concerns. These are considered the highest potential risk for infant abduction so it is essential the system and processes provide protection. The aim of this simulation was to test the processes currently in place for a tagged baby abduction from an inpatient ward to highlight good practices and identify system failures.
An activated tag was assigned to a manikin on the transitional care unit. The manikin was removed, in a carrier bag, by a faculty member (‘the abductor’) tailgating a leaving staff member thus preventing the ward doors from automatically locking when the tag is near the sensor. The ‘abductor’ took the lift to the ground floor and walked out of the main entrance within three minutes. Faculty members were placed in transitional care (TC), the main entrance, and another tracking the tag’s location. A timeline of events was recorded and analysed. Simulation participants were debriefed, including staff directly involved, parents on TC, front of house staff, and senior managers.
It was evident from the debriefing that this caused significant distress to some staff members who felt helpless and uncertain when faced with this scenario. It highlighted how quick and easy it is to leave the hospital with a baby. Important human factors were identified including discrepancies between emergency call requests and responses, and poor knowledge about the abduction of baby policy. System problems were found: hospital ‘lockdown’ locked internal doors preventing responder actions but not all external doors; and the tagging system did not respond as expected – locking the doors to the ward and an inaccurate final tag location.
Multiple deficiencies in the system were found so an action plan has subsequently commenced. New external doors have been added to automatic lockdown and a new main entrance door system proposed. Tagging engineers are addressing the automatic locking of internal doors and tag location, switchboard calls are to be standardised, and the standard operating procedure is being reviewed and recirculated.
1. Burgess AW, Carr KE, Nahirny C, Rabun JB Jr. Nonfamily infant abductions, 1983–2006. Am J Nurs. 2008 Sep;108(9):32–8. doi: 10.1097/01.NAJ.0000334972.82359.58. PMID: 18756155.
2. Care Quality Commission NHS IH Maternity core service framework v7 (2018)
A different state of mind: developing a mental health simulation programme for foundation doctors in Scotland
Authors: Millar James , Andargache Elizabeth , Oliver Nathan 
Published: November 2022

The new Foundation Curriculum 2021 for Doctors in Training (DiT) in the United Kingdom calls for an increased focus on developing mental health-related skills [1], bringing them into parity with physical health. The importance of developing the core clinical skills needed to work with patients who have mental illness is now well-recognised within medical education [2,3].
In collaboration with NHS Education Scotland (NES), we piloted a half-day programme of immersive high-fidelity simulation in Psychiatry for foundation year one (FY1) doctors working in NHS Lothian. Scenario design was by a core group consisting of simulation faculty and Foundation programme directors who were consultant psychiatrists and acted as content experts. The intended learning outcomes (ILOs) for these sessions were constructively aligned with key presentations set out in the revised Foundation Curriculum. The scenarios considered the limitations of practice for an FY1, particularly in regard to mental health law. The three immersive scenarios developed included management of an aggressive patient with delirium, challenging communication with relatives, and management of a depressed patient. Scenarios were based in general wards to maximise fidelity with FY1 experience. 18 sessions were run for FY1 doctors at the three main acute hospital sites in NHS Lothian to ensure equitable access. Participants completed a pre-session evaluation to determine their perceived ability to perform key skills, including assessment of a patient who has self-harmed, a patient with depressive symptoms, assessment of capacity and use of mental health legislation, use of verbal de-escalation, safe sedation, and how to take a collateral history. Assessments were made on a Likert scale and were repeated immediately following the session. We plan to repeat this questionnaire three months following the session.
A total of 68 FY1 doctors attended the pilot sessions. When considering the percentage of participants who felt prepared or very prepared, substantial improvements were seen in all assessed domains following the session (
Percentage of candidates who reported feeling either prepared or very prepared to carry out they key skills included in the pilot sessions
We have demonstrated that immersive simulation-based education can be used to improve knowledge and confidence in core aspects of psychiatry. With support from NES, we aim to offer this session to all FY1s in Scotland.
1. UK Foundation Programme (2021) UK Foundation Programme.
2. Piot MA, Dechartres A, Attoe C, Jollant F, Lemogne C, Layat Burn C, Rethans JJ, Michelet D, Cross S, Billon G, Guerrier G. Simulation in psychiatry for medical doctors: a systematic review and meta‐analysis. Medical Education. 2020;54(8):696–708.
3. Piot MA, Attoe C, Billon G, Cross S, Rethans JJ, Falissard B. Simulation training in psychiatry for medical education: a review. Frontiers in Psychiatry. 2021;12:658967.
Widening access to SHINE (simulation to help in neonatal emergencies) to include neonatal qualified in specialty (QIS) course students
Authors: Groucutt Jessica , Nash Matthew , Bradford Jennifer 
Published: November 2022

Simulation is known to improve clinical skills and team communication. A full-day neonatal emergency simulation course was established in 2018 for paediatric postgraduate doctors in training. It consists of four scenarios and two workshops for eight candidates; running 4 times per year. The candidates are split into 2 groups allowing each to ‘lead’ a scenario with traditionally faculty placed as nursing plants. In contrast, simulations run on our neonatal unit involve both nursing staff and medical candidates, allowing for true multidisciplinary working. Access and funding for simulation can be more difficult for nurses but it is known that the protected environment and the sense of security enhance nursing students’ self-esteem and confidence, thus promoting learning [1]. The aim of the study was to make the SHINE course more authentic to real life with a multidisciplinary approach to the scenarios; to see if inviting neonatal unit nurses to the course affected the postgraduate doctors in training feedback (which has always been consistently positive); and to assess if the nurses felt it was beneficial for their training.
We invited four nurses to SHINE who were about to complete their Neonatal Qualified in Specialty (QIS) Course. They took the nursing role in the scenarios either caring for the baby (a manikin) in the neonatal unit or carrying the labour ward delivery nursing bleep. We evaluated the relevance, confidence levels, and the learning environment for both the doctors and nurses attending the course via a written anonymous survey.
The doctor’s feedback was very positive and comparable to previous courses ran with all of them recommending the course to their colleagues, and they felt they had enough opportunity to interact. The nurses felt sessions were very relevant to their current practice and all of them improved their level of confidence. They felt there was the correct number of scenarios and workshops; that the debriefings were well structured and educational; the learning environment was safe and supportive; and all would recommend the course to a colleague. Comments included ‘Really enjoyed the day and it has definitely helped me to feel more confident – especially as I’ve only just started holding the bleep.’
SHINE is a well-established sought-after course shown to be effective and highly valued by paediatric postgraduate doctors in training. Given the positive feedback, we will be inviting four nurses to each SHINE course and integrating it in to Qualified in Specialty training.
1. Koukourikos K, Tsaloglidou A, Kourkouta L, Papathanasiou IV, Iliadis C, Fratzana A, Panagiotou A. Simulation in Clinical Nursing Education. Acta Inform Med. 2021;29(1):15–20.
Using simulation to increase medical students’ exposure to trauma care in a district general hospital
Authors: Hickey Eamonn , Bennett Joseph , Greer Andrew 
Published: November 2022

When placed in District General Hospitals, medical students have reported limited exposure to major trauma, which is a key part of their Acute and Critical Care curriculum. Several studies have been conducted showing that simulation-based trauma education for undergraduate students can effectively prepare medical students for trauma resuscitation [1]. Targeting 4
A one-day session was designed, including a pre-course video, practical demonstrations, and an introductory presentation covering primary surveys and management of common trauma presentations. 5 scenarios covered situations across the trauma spectrum, such as tension pneumothorax, severe intracranial bleed and loss of airway, major haemorrhage, and spinal injury. Students were expected to independently assess patients and perform practical procedures if required. Self-reported confidence in trauma management was measured with a pre- and post-course questionnaire. Responses were recorded on a 7-point Likert scale with open fields for direct feedback.
In the pre-course questionnaire, students reported low levels of confidence in their assessment and management of trauma. In the post-course questionnaire, students reported feeling substantially more confident in assessing, investigating, and managing common diagnoses in trauma patients. Many reported feeling they had insufficient teaching about traumatic presentations during medical school and little prior exposure to simulation-based teaching. After the session, students reported feeling better prepared to work within a trauma team. All students who attended the day found simulation-based teaching to be a useful part of their learning experience.
Targeted trauma teaching introduced as a direct response to students’ expressed needs improved knowledge of, and confidence in, managing common and serious trauma presentations. Simulation sessions such as these can help fill gaps in experience that may be associated with placements in non-specialist centres.
1. Borggreve AS, Meijer JM, Schreuder HW, Ten Cate O. Simulation-based trauma education for medical students: a review of literature. Medical teacher. 2017;39(6):631–638.
A pilot study exploring how facilitators support healthcare learners during simulation-based scenarios to achieve the learning outcomes
Authors: Wilford Amanda 
Published: November 2022

A significant body of work has been surrounding simulation design, pre-briefing, debriefing, and evaluation within healthcare simulation that has informed several frameworks and national guidelines [1]. The 2021 INACSL Standards of Best Practice Facilitation direct the facilitator to deliver cues to redirect learners during the scenario to achieve the learning outcomes within the scenario [1]. Cue is the term used to describe additional information provided by the facilitator to the learners about the patient to achieve the learning outcomes [1]. Cueing examples include providing additional blood results or changing a vital sign [1]. The facilitator chooses cues based on their learners’ perception within the scenario [1]. There is no guidance on the types of cues used or when and how to use them. Interestingly no other strategies are suggested to support learners. This research is exploring how simulation facilitators working with undergraduate nursing students can support learning through simulation at a university in England using a descriptive case study [2]. A case study will reveal current practices from the perspectives of facilitators and learners within a scenario. The research questions (RQ) to be addressed are: How do facilitators support student nurses in simulation-based scenarios? What support do student nurses require from facilitators in simulation-based scenarios to aid their learning?
A small number of student nurses and facilitators have been interviewed via semi-structured interviews to describe the current situation. The pilot study has been granted Ethical Approval by the Institution (HREC 4853). The interviews have been recorded and transcribed using MS Teams and are being analyzed using Thematic Analysis (TA). TA is one method to analyze qualitative data using the transcripts and field notes documented during the semi-structured interviews for the pilot study. Data from the study is coded and categorized using TA. Codes will be found and identified that suggest themes to answer the two RQ. Braun and Clarke [3] suggest that TA is a method with a clear set of procedures to identify themes and patterns about specific RQs. This approach was chosen as it is not linked to a specific method.
Preliminary findings suggest there is a mismatch between what learners and facilitators need for support through the scenario phase. Facilitators appear to intervene based on their perceptions of what they see with no pre-determined approach.
1. Persico L, Belle A, DiGregorio H, Wilson-Keates B, Shelton C. Healthcare simulation standards of best practice
2. Yin R. Case Study Research and Applications, 6th Edn, London, SAGE. 2018
3. Braun V, Clarke V. Using thematic analysis in psychology. Qualitative research in psychology. 2006;3(2):77–101.