Browsing by Author "Gálvez, Víctor"

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    Analyzing medical emergency processes with process mining: the stroke case
    (2019) Fernandez-Llatas, Carlos; Ibanez-Sanchez, Gema; Celda, Angeles; Mandingorra, Jesus; Aparici-Tortajada, Lucia; Martinez-Millana, Antonio; Munoz-Gama, Jorge; Sepúlveda, Marcos; Rojas, Eric; Gálvez, Víctor; Capurro, Daniel; Traver, Vicente
    Medical emergencies are one of the most critical processes that occurs in a hospital. The creation of adequate and timely triage protocols, can make the difference between the life and death of the patient. One of the most critical emergency care protocols is the stroke case. This disease demands an accurate and quick diagnosis for ensuring an immediate treatment in order to limit or even, avoid, the undesired cognitive decline. The aim of this paper is perform an analysis of how Process Mining techniques can support health professionals in the interactive analysis of emergency processes considering critical timing of Stroke, using a Question Driven methodology. To demonstrate the possibilities of Process Mining in the characterization of the emergency process, we have used a real log with 9046 emergency episodes from 2145 stroke patients that occurred from January of 2010 to June of 2017. Our results demonstrate how Process Mining technology can highlight the differences of the stroke patient flow in emergency, supporting professionals in the better understanding and improvement of quality of care.
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    Process-oriented instrument and taxonomy for teaching surgical procedures in medical training: The ultrasound-guided insertion of central venous catheter
    Gálvez, Víctor; De La Fuente Sanhueza, René Francisco; Meneses, César; Leiva, Luis; Fagalde, Gonzalo; Herskovic, Valeria; Fuentes, Ricardo; Muñoz Gama, Jorge; Sepúlveda, Marcos
    Procedural training is relevant for physicians who perform surgical procedures. In the medical education field, instructors who teach surgical procedures need to understand how their students are learning to give them feedback and assess them objectively. The sequence of steps of surgical procedures is an aspect rarely considered in medical education, and state-of-the-art tools for giving feedback and assessing students do not focus on this perspective. Process Mining can help to include this perspective in this field since it has recently been used successfully in some applications. However, these previous developments are more centred on students than on instructors. This paper presents the use of Process Mining to fill this gap, generating a taxonomy of activities and a process-oriented instrument. We evaluated both tools with instructors who teach central venous catheter insertion. The results show that the instructors found both tools useful to provide objective feedback and objective assessment. We concluded that the instructors understood the information provided by the instrument since it provides helpful information to understand students' performance regarding the sequence of steps followed.