BBMMEE 220000//330000:: BBIIOOMMEEDDIICCAALL EENNGGIINNEEEERRIINNGG DDEESSIIGGNN UUmmbbiilliiccaall CCoorrdd MMooddeell ffoorr UUmmbbiilliiccaall VVeeiinn CCaatthheetteerriizzaattiioonn TTrraaiinniinngg −− TTHHEE UUMMBBIILLIICCAALL TTEEAAMM –– PPRROOGGRREESSSS RREEPPOORRTT 22 Friday, September 21 to Thursday, September 27, 2007 TUClients:U T UAdvisor: DDrr.. JJuulliiee KKeesssseell PPrrooffeessssoorr BBrreennddaa OOggllee Department of Pediatrics Department of Biomedical Engi neering 608‐417‐6236 (office) 2144 Engineering Centers Building 608‐265‐7000 (pager; code: 6318) 608‐265‐8267 / [email protected] [email protected] [email protected] SShhaarroonn BBlloohhoowwiiaakk Neonatal research laboratory 608‐ 417‐5780/ [email protected] UTeam Members: AAnnnn SSaaggsstteetttteerr PPaaddrraaiicc CCaasssseerrllyy Team Leader (Leadership & Progress Repo rts) Team Leade r (Finance and Time Contributions) 507‐951‐8735 / [email protected] 507‐269‐9901 / [email protected] SSoonnggyyuu NNgg ((aakkaa KKeellvviinn)) AAnnggwweeii LLaaww Communicator BSAC 608‐770‐7855 / [email protected] 310‐804‐7028 / [email protected] TTiimmootthhyy BBaallggeemmaannnn BWIG 630‐903‐9811 / [email protected] UIInniittiiaall PPrroobblleemm SSttaatteemmeenntt:: The American Academy of Pediatrics Neonatal Resuscitation Program (NRP) is required training for thousands of physicians and medical staff who attend the delivery of newborns. Placement of an intravenous catheter in the umbilical vein of the cord stump in a distressed newborn is one way to provide life saving medication and is a skill that is essential to the NRP course. Hands‐on training in the placement of an umbilical venous catheter has received increased attention and emphasis since the 2005 update of the NRP course. Currently, two models for hands‐on training are available. Some companies make newborn models for CPR that also have artificial umbilical cords (ex Laerdol). These models appear to inadequately mimic placement in a real cord and are very expensive. Alternatively, the American Academy of Pediatrics recommends using sections of an umbilical cord obtained after delivery. The cord section is placed in a glass baby bottle with part of the nipple cut off so the cord extends about 1/2 an inch from the top of the nipple. While this model has the advantage of using a real cord, the cord is secured poorly and thus does not adequately mimic placement in a newborn. My design idea is to make a support for real umbilical cords that would more closely mimic the umbilical stump of a newborn. The model could be made out of a material that might mimic the abdominal wall, such as ballistic grade gel, and might perhaps have two halves that clamp around a section of real cord. The model could mimic the curves of the umbilical vein after it enters the body, making placement more realistic. Ultimately, this model, which would best be quite inexpensive and disposable, could be marketed to the over 25,000 individuals in the US who teach NRP and would likely represent a vast improvement over the "baby bottle" model. URReevviisseedd PPrroobblleemm SSttaatteemmeenntt To construct a model optimized for use in the umbilical vein catheterization training program, a suitable method is to be devised to firmly hold a fresh umbilical cord in place. In addition, the model needs to accurately mimic the external texture and internal structure of the human infant abdomen. ULLaasstt WWeeeekk’’ss GGooaallss:: • Create a PDS • Obtain this article: Umbilical Catheters: Risk; Pediatr. Rev. 1983;4;278‐302 • Training to be completed by September 28, 2007 USSuummmmaarryy ooff AAccccoommpplliisshhmmeennttss:: • The first PDS draft was completed • The articles were obtained and reviewed • Training will be completed by Sept. 28 UTThhiiss WWeeeekk’’ss GGooaallss:: • Hands on interaction with umbilical cords to obtain a better evaluation of the problem. • Brainstorming on ideas and materials. • Revise PDS. • Team Building Activity UDDiiffffiiccuullttiieess::U There have been no difficulties to date. UAAccttiivviittiieess::U Ann Sagstetter: Team Meetings ‐ 4.5 hours Literature Research – 0.5 hours Progress Report ‐ 1.0 hour PDS‐ 1.0 hour Online Safety Training‐ 2.0 hours Total: 8.0 hours Padriac Casserly: Team Meetings ‐ 4.5 hours Literature Research – 3.5 hours Finance/Activities‐ 0.5 hours Online Safety Training‐ 2.0 hours Total: 10.5 hours Songyu Ng: Team Meetings ‐ 4.5 hours Scheduling & Communications ‐ 0.5 hours Literature Research – 1.0 hours Online Safety Training‐ 2.0 hours Total: 8.0 hours Angwei Law: Team Meetings – 4.5 hours Literature Research – 1.0 hours Online Safety Training‐ 2.0 hours Total: 7.5 hours Tim Baglemann: Team Meetings – 4.5 hours Literature Research – 2 .0 hours Online Safety Training‐ 2.0 hours Total: 8.5 hours UPPrroojjeecctteedd TTiimmee LLiinnee:: September 21: Form teams Select project Meet with client Literature Search September 28: Finish required tissue training modules Write PDS Post preliminary PDS on web site Start Brainstorming October 5: Brainstorm Work out possible designs Design Matrix October 12:
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