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IntroductionErrors in trauma resuscitation are common and have been attributed to breakdowns in the coordination of system elements (eg, tools/technology, physical environment and layout, individual skills/knowledge, team interaction). These breakdowns are triggered by unique circumstances and may go unrecognised by trauma team members or hospital administrators; they can be described as latent safety threats (LSTs). Retrospective approaches to identifying LSTs (ie, after they occur) are likely to be incomplete and prone to bias. To date, prospective studies have not used video review as the primary mechanism to identify any and all LSTs in trauma resuscitation.Methods and analysisA series of 12 unannounced in situ simulations (ISS) will be conducted to prospectively identify LSTs at a level 1 Canadian trauma centre (over 800 dedicated trauma team activations annually). 4 scenarios have already been designed as part of this protocol based on 5 recurring themes found in the hospital's mortality and morbidity process. The actual trauma team will be activated to participate in the study. Each simulation will be audio/video recorded from 4 different camera angles and transcribed to conduct a framework analysis. Video reviewers will code the videos deductively based on a priori themes of LSTs identified from the literature, and/or inductively based on the events occurring in the simulation. LSTs will be prioritised to target interventions in future work.Ethics and disseminationInstitutional research ethics approval has been acquired (SMH REB #15-046). Results will be published in peer-reviewed journals and presented at relevant conferences. Findings will also be presented to key institutional stakeholders to inform mitigation strategies for improved patient safety.

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2003) Representaciones acerca del maltrato entre iguales, atribuciones emocionales y percepción de estrategias de cambio a partir de un instrumento narrativo: SCAN-Bullying, Infancia y Aprendizaje: Journal for the Study of Education and Development, 26:1,[63][64][65][66][67][68][69][70][71][72][73][74][75][76][77][78] To link to this article: http://dx. ResumenA partir de intereseses teóricos y metodológicos se diseñó un instrumento en forma de historieta gráfica que narra una relación de maltrato por abuso de poder en la escuela, como punto de partida para explorar las representaciones acerca del fenómeno. Dos equipos, portugués y español, entrevistaron individualmente a un total de 120 niños y niñas de 9, 11 y 13 años, equiparados en edad, género y país, acerca de distintos aspectos de las relaciones que ilustra la historia. Se presentan aquí los relativos a la naturaleza de la relación, las atribuciones emocionales y la percepción de estrategias de resolución. Si bien se identifica desde muy pronto la relación de maltrato que subyace a la historia, el patrón de atribución emocional es diferente según la edad, el género, el papel del personaje y la perspectiva que se adopta como víctima o agresor. Las estrategias propuestas muestran la relevancia de las de carácter cognitivo, así como la influencia de la edad y del objetivo -resolver el problema o aliviar el malestar emocional-, al acudir en busca de adultos o de iguales. Palabras clave: Maltrato por abuso de poder entre iguales, representaciones infantiles del maltrato, método narrativo gráfico, estrategias de solución, atribución emocional en la victimización. Representations of peer victimization, emotional attributions and coping strategies using a narrative tool: SCAN-Bullying AbstractConceptual and methodological concerns lead to the design of a new instrument in the form of a scripted-cartoon narrative depicting a school bullying relationship due to abuse of power. This served as basis to explore children's ideas on this phenomenon. Two teams, a Portuguese team and a Spanish team, interviewed individually 120 boys and girls aged 9, 11, and 13 years, equally distributed by age, gender, and country, on different socio-cognitive issues related to peer relationships represented in the story: the nature of the relationship, emotional attributions, and perception of coping strategies. While the story is easily identified by every age group as one involving maltreatment, there is a sex-, age-and role-effect in emotional attributions to the story characters, particularly when the subject perceives him/herself either as a victim or a bully. The strategies referred to suggest the relevance of cognitively-based strategies, and the influence of subjects' age and goal -changing the situation or alleviating emotional distress-when seeking adult or peer support.