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Documento de consenso sobre educación en electroencefalografía en anestesiología: definición de resultados de
Joana Berger-Estilita1, Dana Baron Shahaf, Odmara L Barreto Chang
1From the Institute for Medical Education, University of Bern (JBE), Department of Anaesthesiology and Intensive Care, Salem-Spital, Hirslanden Hospital Group, Bern, Switzerland (JBE), RISE-Health, Centre for Health Technology and Services Research (CINTESIS), Faculty of Medicine, University of Porto, Porto, Portugal (JBE), Department of Anaesthesiology and Intensive Care, Rambam Healthcare Campus, Haifa, Israel (AR, DBS), Department of Anesthesia and Perioperative Care, University of California San Francisco, San Francisco, California, USA (OLBC), Department of Anaesthesia and Intensive Care Medicine, Liège University Hospital, Liège, Belgium (VB), Anaesthesia and Perioperative Neuroscience Laboratory, GIGA-Consciousness, GIGA-Research, Liège University, Liège, Belgium (VB), Department of Intensive Care Medicine, University Hospital of Zürich, Zürich, Switzerland (IC), Department of Anaesthesiology and Surgical Intensive Care, Hospital del Mar; Hospital del Mar Research Institute, Barcelona, Spain (JLF-C), Department of Anesthesiology, Columbia University Medical Center, New York, New York, USA (PSG), Division of Anaesthesiology, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine (MG), Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland (MG), Department of Anesthesiology, Montréal Neurological Institute and Hospital, McGill University, Montréal, Québec, Canada (BAG), Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland (FL, HAK, DH), Department for Anesthesiology and Intensive Care, School of Medicine, Technical University of Munich, Munich, Germany; and Hessing Clinic for Anesthesiology, Intensive Care and Pain Medicine, Augsburg, Germany (SK), Department of Anaesthesiology and Intensive Care, Zealand University Hospital, Nyk⊘bing F., Denmark (SK, KJ), Department of Anesthesiology, University of Minnesota Medical School, Minneapolis, MN, USA (FMR), Department of Anaesthesiology, Oslo University Hospital, Oslo, Norway (IJR), Centre for Anaesthesiology and Intensive Care, Hirslanden Klinik Aarau, Hirslanden Medical Group, Aarau, Switzerland (HAK), Charité - University Medicine Humboldt University Berlin, Department for Anesthesiology and Intensive Care Medicine, Berlin, Germany (SK), Istanbul University-Cerrahpasa, Cerrahpasa Faculty of Medicine, Department of Anesthesiology and Intensive Care, Istanbul, Turkey (OKD), Department of Anaesthesiology and Intensive Care, School of Medicine and Health, Technical University of Munich, Munich, Germany (GS, SP, MK), Department of Anesthesiology, Yale School of Medicine, New Haven, Connecticut, USA (JH), Anesthesiology and Pain Medicine Institute, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates (FAL), Balgrist University Hospital, Zurich (APM), Institute of Anaesthesiology and Intensive Care, Spital Limmattal, Schlieren, Switzerland (IM), Anaesthesiology and Intensive Care Unit Department, Ankara University Faculty of Medicine (BCM), Ankara University Brain Research Center (AÜBAUM); Department of Interdisciplinary Neuroscience, Health Sciences Institute, Ankara University, Ankara, Turkey (BCM), Department of Anesthesiology, Washington University School of Medicine, Saint Louis, Missouri, USA (BP), Department of Neuroanesthesia, Neurocritical and Postoperative Care, Spedali Civili University Hospital of Brescia, Brescia (FR), Department of Anesthesia and Critical Care, Azienda Ospedaliero-Universitaria Careggi, Florence, Italy (SR), Department of Health Science, University of Florence, Florence, Italy (SR), Department of Anaesthesia, Intensive Care and Pain Medicine, General University Hospital. Universidad Europea de Valencia, Valencia, Spain (CSR), Hospital Base San José Osorno, Universidad Austral de Chile (POS), Private practice, Johannesburg, South Africa (DS), Department of Anaesthesia and Intensive Care Medicine, Medical University Innsbruck, Innsbruck, Austria (BS), Department of Anaesthesiology and Intensive Care Medicine, University Hospital Bonn, Bonn, Germany (MS), Metropolitan University of Santos (UNIMES), Santos, Brazil (FT), Irmandade da Santa Casa da Misericórdia de Santos Hospital, Santos, Brazil (FT), Department of Anesthesiology, Mass General Brigham, Harvard Medical School, Boston, Massachusetts, USA (SV), Anaesthesiology Department, Unidade Local de Saúde de São João (SV), UNIC@RISE, Centre for Health Technology and Services Research, Faculty of Medicine, University of Porto, Porto, Portugal (SV), University Medicine Greifswald, Department of Anaesthesia, Intensive Care, Emergency Medicine and Pain Medicine, Greifswald, Germany (FvD), Department of Anaesthesiology, Helora (SS), Department of Surgery, UMons, Research Institute for Health Sciences and Technology, University of Mons, Mons, Belgium (SS), and Department of Anaesthesiology, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands (ARA).
Este estudio estableció resultados de aprendizaje centrales para la educación en electroencefalografía (EEG) en anestesiología. El marco de consenso tiene como objetivo mejorar la capacitación en EEG y el monitoreo del paciente durante la anestesia.
Área de la Ciencia:
- Neurociencia
- Educación Médica
- Anestesiología
Sus antecedentes:
- La anestesia general se dirige al cerebro, sin embargo, el monitoreo cerebral está infrautilizado.
- La electroencefalografía (EEG) es crucial para evaluar los estados cerebrales durante la anestesia, pero enfrenta desafíos de adopción debido a la capacitación inconsistente.
- La dependencia excesiva de los índices de EEG procesados obstaculiza la integración clínica.
Objetivo del estudio:
- Definir los resultados de aprendizaje centrales para la educación en EEG en anestesiología a través del consenso de expertos.
- Apoyar el desarrollo de currículos estructurados y por niveles para la capacitación básica y avanzada en EEG.
- Mejorar la competencia en EEG entre los anestesiólogos para mejorar la seguridad del paciente.
Principales métodos:
- Estudio Delphi modificado de cuatro rondas.
- Panel de expertos multinacional en línea (33 anestesiólogos) con diversos orígenes.
- Consenso definido como un acuerdo de ≥80% sobre los resultados de aprendizaje.
Principales resultados:
- Se alcanzó un consenso sobre 58 de 191 resultados de aprendizaje para la capacitación básica y avanzada en EEG.
- Los resultados se agruparon en dimensiones: Fundamentos de EEG, EEG sin procesar, Efectos de la anestesia, EEG procesado, Artefactos, Nocicepción, Variabilidad del paciente, Integración con la gestión anestésica, Inmersión clínica y Aprendizaje profesional continuo.
- Los conceptos fundamentales de EEG mostraron un mayor acuerdo que los temas avanzados como la neuroretroalimentación.
Conclusiones:
- Se estableció un marco integral de resultados de aprendizaje de EEG para la educación en anestesiología.
- Este marco apoya el desarrollo curricular estructurado y destaca la necesidad de competencia en EEG en la práctica de la anestesia.
- Se requiere investigación adicional para validar estos resultados en entornos educativos y clínicos.
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