TE may contribute to morbidity and mortality after LT. The objectives were to determine the incidence of early TE post-pediatric LT and compare differences between children with and without TE. A retrospective review of 88 transplanted children (January 2002-October 2007) was performed to determine the incidence of Doppler-confirmed DVT and ATE in the first month post-LT. Fourteen (16%) patients developed TE: DVT in seven (8%) and ATE in seven (8%) patients. Six of 88 (6.8%) developed symptomatic CVL-related DVT. Median (range) time post-LT to DVT and ATE were 7 (4-18) and 8 (1-31) days, respectively. There was no significant difference in age/body weight at LT between patients with or without DVT and ATE. There was no significant difference between patients with or without HAT in age and weight at LT, cold ischemic time, duration of surgery, hematocrit levels, whole-organ graft type, intraoperative FFP, high-risk CMV status, or early acute cellular rejection. In conclusion, the incidence of early TE post-pediatric LT was 16%, including DVT in 8%. Prospective studies are necessary to evaluate the role of prophylactic anticoagulation and potential modifiable risk factors post-pediatric LT.
Rwandan anesthesia providers show improvement in ANTS practice during cesarean delivery after 1 teaching session using a low-cost high psychological fidelity simulation model with debriefing.
IntroductionPatient safety depends on excellent practice of anaesthetists’ non-technical skills (ANTS). The ANTS framework has been validated in developed countries but there is no literature on the practice of ANTS in low-income countries. This study examines ANTS in this unexplored context.MethodsThis qualitative ethnographic study used observations of Rwandan anaesthesia providers and in-depth interviews with both North American and Rwandan anaesthesia providers to understand practice of ANTS in Rwanda.ResultsCommunication is central to the practice of ANTS. Cultural factors in Rwanda, such as lack of assertiveness and discomfort taking leadership, and the strains of working in a resource-limited environment hinder the unfettered and focused communication needed for excellent anaesthesia practice.ConclusionDespite the challenges, anaesthesia providers are able to coordinate activities when good communication is actively encouraged. Future teaching interventions should address leadership and communication skills through encouraging both role definition and speaking up for patient safety.
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