Screen-based simulation (SBS) using digital technology has been demonstrated to improve the cognitive and psychomotor skills of anesthesia trainees. As a method of education and evaluation, this form of simulation offers multiple advantages related to cost, availability, simplicity, repeatability, and scorability. Online use of SBS with software employing standard cloud-based peer-to-peer platforms allows for instruction at a distance of important anesthesia-related critical thinking skills including crisis management. Despite the fact that there are no studies concerning the application of SBS in anesthesia distance education, this form of instruction has increased as a result of quarantine measures associated with the coronavirus-2 pandemic that have disrupted traditional in-person mannequin-based simulation, and its usage likely will continue through the post-pandemic era for multiple reasons. Several options exist for asynchronous and synchronous teaching of anesthesia skills at a distance with SBS, and there are useful techniques that can assist in achieving these educational goals with this process.

A 54-year-old man developed a painful right third nerve palsy with signs of involvement of the first two divisions of the trigeminal nerve and, later, ipsilateral peripheral facial nerve weakness. A cavernous sinus venogram demonstrated narrowing of the third portion of the right ophthalmic vein and poor filling of the adjacent cavernous sinus. Resolution occurred with steroid therapy. The Tolosa-Hunt syndrome may be a variant of a larger syndrome of recurrent multiple cranial polyneuropathies without identifiable cause.

No abstract

A case of myocardial infarction as a result of coronary vasospasm during percutaneous trigeminal rhizotomy is presented. Pott~ntial consequences of the profound sympathetic response during lhis procedure m e discussed. Invasive haemodynamic monitoring as well as prophylaxis with nitrates and calcium antagonists may be useful in patients prone to coronury vasospasm who undergo this procedure.

No abstract

No abstract

No abstract

Background: Despite its widespread use in anesthesia residency training, mock oral board examinations (MOBEs) are not included in the pedagogy of most nurse anesthesia programs (NAPs). A small-scale study was conducted to assess the use of MOBEs in this setting. Method: The investigational cohort consisted of 10 second-year students in a master's program in nurse anesthesia. MOBEs were scored according to a common rubric, and final scores were reconciled by raters. Responses from pretest and posttest questionnaires, as well as scoring data, were analyzed. Results: MOBEs were administered in a problem-free manner to nurse anesthesia students and was perceived by these students as a valuable addition to their curriculum. There was pass–fail agreement among the raters related to clinical analysis, fund of knowledge, and communication skills, and the scoring was characterized by elements of internal consistency. Conclusion: MOBEs are feasible in an NAP, and well accepted by students. MOBEs have significant evaluative potential in this setting. [ J Nurs Educ . 2021;60(4):229–234.]