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Introduction: For out-of-hospital cardiac arrests (OHCAs) unwitnessed by emergency responders, contact with the 911 system provides the earliest point for consistent data collection. Building upon previous tools, we developed a 911 call data abstraction instrument and tested it to see if it reliably tracked key metrics from 911 calls for dispatch assisted CPR in order to guide quality initiatives for OHCA. Methods: Data abstractors applied this tool to a random sample of 23 emergency medical services (EMS)-confirmed, second-party, non-traumatic, non-overdose adult OHCAs occurring prior to first responder arrival from November 2017 to November 2019 in Washtenaw County, Michigan. For each call, data elements were collected by 2 independent reviewers. We focused on key variables: 1) whether the arrest was recognized by dispatch in eligible cases (n=23), 2) whether instructed compressions were provided in eligible cases (n=23), and 3) the 911-time-to-first-instructed-compression (n=11). To evaluate interrater reliability, we calculated kappa statistics for categorical variables and intraclass correlation coefficients (ICC) for continuous variables. Results: We included 23 calls with an average patient age of 64.2 (SD: 10.9) lasting an average of ~5 mins. Overall, 16 patients were men and 7 were women. Thirteen calls originated from private residences, 9 from a public place, and 1 could not be identified. We found that OHCA was recognized by dispatch in 18 of the 23 calls (78%). Reviewers reported instructed compressions occurred in 14 of 23 calls (61%). The median 911-time-to-first-instructed-compression of calls where consistent measurement was possible (n=11) was 197.5 seconds (IQR: 2:30.0-4:44.0). Among calls, kappa statistics for recognition of cardiac arrest and provision of instruction compressions was 1.00 (n=23) and 0.91 (n=23), respectively, while the ICC for time-to-first instructed compression was >0.99 (n=11). Conclusions: Reviewing 911 calls with this tool was capable of collecting reliable information from independent reviewers on key events including critically important times. Collection of these data is a critical first step for evaluating system performance to improve survival from OHCA.

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Background The experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents of children with developmental disabilities (DDs) in health and early learning systems are largely understudied. Inclusive, affirming services are critical to timely identification and intervention for DDs. This literature review aimed to establish whether LGBTQ parents experience structural bias and discrimination when accessing care for their children in health and early learning systems. Methods PubMed, ERIC, and Scopus were searched for empirical research from 1990 to 2020 on: LGBTQ; parents, children, families; bias, disparities, discrimination; and health and early learning services. Themes were analyzed by conceptual model bias levels, participant type, and setting. Results The search yielded 1,872 unduplicated records (three through hand search). Twenty-nine articles representing 26 studies in health and early learning in eight countries met the inclusion criteria. Biases common across sectors included challenges surrounding LGBTQ status disclosures; lack of acknowledgment of non-biological parents; and heterosexist forms. Knowledge gaps and negative attitudes about LGBTQ families were found among some professionals and students. Conclusion Some LGBTQ parents experienced bias and discrimination while accessing care for their children in health and early learning systems. Policies and programs to implement and monitor LGBTQ-inclusive health education and evaluate practice changes are recommended to improve professionals’ knowledge, attitudes, and behavior. Multilevel workforce development (e.g., accreditation standards, organizational audits, and training) is needed to create and sustain LGBTQ-affirming health and education environments. Honoring LGBTQ family diversity and reducing health and early learning inequities are critical for improving children’s health and education outcomes.