PedsAnesthesiaNet - Recent changes [en]

User:CharleneMcmanus

WikiSysop — Wed, 22 Apr 2026 06:16:27 GMT

WikiSysop deleted page User:CharleneMcmanus Spam: content was: "There isn't much to share about myself right now. Good to finally be a part of this platform. I wish I can be helpful here at least. | My name: Vernon Paton I'm: 21 years old Country: Iceland Town: Seltjarnarnes Postal code: 170 Address: Hvanneyrarbraut 60 | Hello! I'm Vernon Paton and I live in Seltjarnarnes,...", and the only contributor was "CharleneMcmanus" ([[User talk:CharleneMcmanus...

User:CharleneMcmanus

WikiSysop — Wed, 22 Apr 2026 06:16:02 GMT

WikiSysop blocked CharleneMcmanus with an expiration time of indefinite (account creation disabled)

User:CamilleVallejo0

CamilleVallejo0 — Wed, 22 Apr 2026 00:46:46 GMT

User account CamilleVallejo0 was created

User:CharleneMcmanus

CharleneMcmanus — Tue, 21 Apr 2026 23:04:37 GMT

User account CharleneMcmanus was created

Psychological Preparation of the Pediatric Patient & Family

WikiSysop — Mon, 20 Apr 2026 18:31:59 GMT

← Older revision		Revision as of 18:31, 20 April 2026
(One intermediate revision by the same user not shown)
Line 47:		Line 47:

	[https://associationofanaesthetists-publications.onlinelibrary.wiley.com/doi/epdf/10.1111/anae.70126 Research priorities for paediatric peri-operative medicine identified by Australian children and young people]		[https://associationofanaesthetists-publications.onlinelibrary.wiley.com/doi/epdf/10.1111/anae.70126 Research priorities for paediatric peri-operative medicine identified by Australian children and young people]

			[https://journals.lww.com/anesthesia-analgesia/fulltext/2026/04000/the_number_needed_to_treat_for_music_as_a_medicine.3.aspx The Number Needed to Treat for Music as a Medicine against Perioperative Anxiety: A Systematic Review and Meta-Analysis]
			:[https://journals.lww.com/anesthesia-analgesia/fulltext/2026/04000/music_for_perioperative_anxiety__a_low_risk,.1.aspx EDITORIAL Music for Perioperative Anxiety: A Low-Risk, High-Value Intervention]

	The family as patient.		The family as patient.

	Child Life Services.		Child Life Services.

User:VeroniqueBoucher

VeroniqueBoucher — Sun, 19 Apr 2026 21:12:23 GMT

User account VeroniqueBoucher was created

User:KristanHannon59

WikiSysop — Sun, 19 Apr 2026 17:32:49 GMT

WikiSysop deleted page User:KristanHannon59 Spam: content was: "I’m Kristan from Schwollen studying Environmental Studies. I did my schooling, secured 82% and hope to find someone with same interests in Musical instruments. my page; [https://www.youtube.com/watch?v=lIuNSuM3E5A david hoffmeister reviews]", and the only contributor was "KristanHannon59" (talk)

User:KristanHannon59

WikiSysop — Sun, 19 Apr 2026 17:32:05 GMT

WikiSysop blocked KristanHannon59 with an expiration time of indefinite (account creation disabled)

Ventilation

WikiSysop — Sun, 19 Apr 2026 17:09:27 GMT

← Older revision		Revision as of 17:09, 19 April 2026
Line 94:		Line 94:
	:[https://journals.lww.com/anesthesiology/fulltext/9900/automated_volatile_anesthetic_delivery_with.863.aspx Comment]		:[https://journals.lww.com/anesthesiology/fulltext/9900/automated_volatile_anesthetic_delivery_with.863.aspx Comment]
	:[https://journals.lww.com/anesthesiology/fulltext/9900/automated_volatile_anesthetics_delivery_with.865.aspx Reply]		:[https://journals.lww.com/anesthesiology/fulltext/9900/automated_volatile_anesthetics_delivery_with.865.aspx Reply]

			[https://journals.lww.com/anesthesiology/fulltext/2026/05000/from_energy_to_injury__mechanical_power_and_lung.5.aspx From Energy to Injury: Mechanical Power and Lung Strain]

User:KristanHannon59

KristanHannon59 — Sun, 19 Apr 2026 13:03:48 GMT

User account KristanHannon59 was created

User:CindiHefner03

CindiHefner03 — Sat, 18 Apr 2026 23:10:02 GMT

User account CindiHefner03 was created

Spinal

WikiSysop — Fri, 17 Apr 2026 15:45:14 GMT

← Older revision		Revision as of 15:45, 17 April 2026
Line 77:		Line 77:

	[https://pubmed.ncbi.nlm.nih.gov/31085139/ Combined spinal/caudal catheter anesthesia: extending the boundaries of regional anesthesia for complex pediatric urological surgery]		[https://pubmed.ncbi.nlm.nih.gov/31085139/ Combined spinal/caudal catheter anesthesia: extending the boundaries of regional anesthesia for complex pediatric urological surgery]


			[https://associationofanaesthetists-publications.onlinelibrary.wiley.com/doi/10.1111/anae.70212 Use of sterile gowns for single-shot spinal anaesthesia: consensus guidelines from the Association of Anaesthetists, Royal College of Anaesthetists, Obstetric Anaesthetists' Association, Regional Anaesthesia UK, College of Anaesthesiologists of Ireland and Australian and New Zealand College of Anaesthetists]

Managing Knowledge

WikiSysop — Fri, 17 Apr 2026 09:13:09 GMT

← Older revision		Revision as of 09:13, 17 April 2026
Line 54:		Line 54:

	[https://www.nature.com/articles/d41586-026-01100-y Scientists invented a fake disease. AI told people it was real]		[https://www.nature.com/articles/d41586-026-01100-y Scientists invented a fake disease. AI told people it was real]

			[https://pmc.ncbi.nlm.nih.gov/articles/PMC12228860/pdf/40670_2025_Article_2379.pdf The Paradox of Knowledge: Why Medical Students Know More But Understand Less]

User:Drektarai

Drektarai — Thu, 16 Apr 2026 21:10:11 GMT

User account Drektarai was created

Educational Principles

WikiSysop — Thu, 16 Apr 2026 12:09:41 GMT

← Older revision		Revision as of 12:09, 16 April 2026
(3 intermediate revisions by the same user not shown)
Line 72:		Line 72:
	[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]		[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]

	[b]ASK-TELL-ASK[/b]
	• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.		<b>ASK-TELL-ASK</b>
			:The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
	• The strengths of this model:		• The strengths of this model:
	• learner-centered		:• learner-centered
	• fosters students' self-assessment skills		:• fosters students' self-assessment skills
	• increases students' accountability for learning		:• increases students' accountability for learning
	• encourages preceptors to provide specific feedback		:• encourages preceptors to provide specific feedback
	• can be used across a variety of settings		:• can be used across a variety of settings

			<b>PENDLETON'S RULES</b>
			:• Clarify any points of information
			:• Ask the student to identify what went well
			:• The facilitator and observers to also comment on what went well
			:• Ask the student to comment on what could be improved
			:• The facilitator and observers to also comment on what could be improved
			:• Designed to make feedback balanced, learner-centered, and constructive.
			:• It's commonly used in teaching settings like ward rounds, OSCE practice, and supervision.
			:• Positive reinforcement before constructive criticism
			:• Strengths
			:• Encourages active learning and reflection
			:• Builds confidence by starting with positives
			:• Provides clear, structured feedback
			:• Promotes a supportive learning environment

			<b>AGENDA-LED OUTCOMES-BASED ANALYSIS</b>
			:• Starts by asking the learner what they would like feedback on, before their presentation/ consultation
			:• Allow the learner to comment first
			:• The whole group then contributes in a problem-solving manner
			:• Other feedback from the group
			:• Wider discussion (the facilitator may share personal experience/ research evidence etc)

User:Macarena Monsalve

Macarena Monsalve — Thu, 16 Apr 2026 11:18:44 GMT

User account Macarena Monsalve was created

Educational Principles

WikiSysop — Thu, 16 Apr 2026 11:15:38 GMT

← Older revision		Revision as of 11:15, 16 April 2026
Line 71:		Line 71:

	[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]		[https://link.springer.com/content/pdf/10.1007/978-3-030-05252-2.pdf Decision Making under Deep Uncertainty]

			[b]ASK-TELL-ASK[/b]
			• The Ask-Tell-Ask Feedback method fosters students' abilities to identify their own strengths and areas for improvement as well as provides teachers with the opportunity to share positive and constructive feedback to students.
			• The strengths of this model:
			• learner-centered
			• fosters students' self-assessment skills
			• increases students' accountability for learning
			• encourages preceptors to provide specific feedback
			• can be used across a variety of settings

Electroencephalography - EEG

WikiSysop — Wed, 15 Apr 2026 16:59:49 GMT

← Older revision		Revision as of 16:59, 15 April 2026
Line 60:		Line 60:

	[https://journals.lww.com/anesthesia-analgesia/fulltext/2026/05000/beyond_the_numbers__advocating_for_an_integrative.36.aspx Beyond the Numbers: Advocating for an Integrative Analysis of Raw and Processed Electroencephalography Metrics]		[https://journals.lww.com/anesthesia-analgesia/fulltext/2026/05000/beyond_the_numbers__advocating_for_an_integrative.36.aspx Beyond the Numbers: Advocating for an Integrative Analysis of Raw and Processed Electroencephalography Metrics]

			[https://journals.lww.com/anesthesiology/abstract/9900/electroencephalographic_monitoring_in_the_recovery.974.aspx Electroencephalographic Monitoring in the Recovery Room for Identification of Patients at Risk for Postoperative Delirium]