Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Evaluación formativa y compartida en educación superior : propuestas, técnicas, instrumentos y experiencias

Se analiza la evaluación formativa y compartida como recurso para conseguir mejores resultados de aprendizaje en el alumnado universitario, así como para favorecer el desarrollo de competencias de aprendizaje permanente y autorregulación de los aprendizajes; ayuda a perfeccionar la tarea docente y mejora los procesos de enseñanza-aprendizaje en la universidad. Primeramente, se fundamentan diferentes aspectos de la evaluación formativa y compartida en docencia universitaria, para a continuación presentar experiencias sobre el desarrollo de este tipo de sistemas de evaluación y sus resultados. La tercera parte ofrece un repertorio de cuestiones clave para llevar a cabo este tipo de sistemas de evaluación. A través de ellos se revisan los problemas e inconvenientes que pueden surgir en su desarrollo y se indican soluciones para cada uno de ellos.MadridBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]