Inspired supplemental oxygen reduces markers of oxidative stress during elective colon surgery.

.Anaesthesia was induced with sodium thiopental andfentanyl, and maintained with sevoflurane. After inductionof anaesthesia, patients were randomly assigned 30 or80 per cent oxygen throughout surgery and for 6 hafterwards. During surgery, lungs were ventilated involume-controlled mode (10 ml/kg), whereas during the6 h afterwards respiration was spontaneous with an oxygenmask (16 l/min)

European Resuscitation Council Guidelines 2021: Executive summary

Abstract: Informed by a series of systematic reviews, scoping reviews and evidence updates from the International Liaison Committee on Resuscitation, the 2021 European Resuscitation Council Guidelines present the most up to date evidence-based guidelines for the practice of resuscitation across Europe. The guidelines cover the epidemiology of cardiac arrest; the role that systems play in saving lives, adult basic life support, adult advanced life support, resuscitation in special circumstances, post resuscitation care, first aid, neonatal life support, paediatric life support, ethics and education.

Kids Save Lives – ERC position statement on school children education in CPR.

Sudden out-of-hospital cardiac arrest (OHCA) with unsuccessful cardiopulmonary resuscitation (CPR) is the third leading cause of death in industrialised nations.1 After OHCA, the overall survival rates are 2–10%.2–4 In Europe and in the US together, 700,000 people die of OHCA every year. The same applies to other industrialised regions of the world. Many of these lives could be saved if more lay people provided immediate CPR.2 Emergency medical services (EMS) response times can be several (6–12) minutes or even longer.

Corrigendum to “European Resuscitation Council Guidelines 2021: Executive summary” [Resuscitation (2021) 1–60]

The effective group size for teaching cardiopulmonary resuscitation skills – A randomized controlled simulation trial

Abstract Aim of the study The ideal group size for effective teaching of cardiopulmonary resuscitation is currently under debate. The upper limit is reached when instructors are unable to correct participants’ errors during skills practice. This simulation study aimed to define this limit during cardiopulmonary resuscitation teaching. Methods Medical students acting as simulated Basic Life Support course participants were instructed to make three different pre-defined Basic Life Support quality errors (e.g., chest compression too fast) in 7 min. Basic Life Support instructors were randomized to groups of 3–10 participants. Instructors were asked to observe the Basic Life Support skills and …