All healthcare professionals encounter and must be prepared to manage agitated patients. Agitation poses a safety risk for patients and professionals; healthcare workers experience 50% of all occupational assaults in the USA, with younger clinicians and those in emergency, psychiatric, and geriatric care settings placed at higher risk [1–3]. Repeated exposure to violence is a risk factor for burnout [3]. Moreover, agitation is a clinical presentation with a broad differential diagnosis including myriad life-threatening medical conditions [4]. Agitation is a nonspecific and extreme form of arousal accompanied by increased verbal and motor activity [5]. The presence of agitation may also complicate the diagnosis and treatment of concurrent conditions. Thus, trainees must learn to manage agitated patients in order to feel safe at work, maintain the safety of their patients and colleagues, and appropriately treat severe medical and psychiatric illnesses. Training contributes to a greater sense of safety and resilience in the workplace [6, 7]. The first-line treatment for all forms of agitation is verbal deescalation [4, 8]. Verbal de-escalation is a process by which the clinician collaborates with an agitated patient to decrease the intensity and discomfort of agitation. However, verbal deescalation is challenging to teach. Episodes for trainees to practice occur unpredictably, and it is difficult to maintain an agitated patient’s safety while also allowing the trainee space to make mistakes and receive feedback. Episodes of agitation are quite heterogeneous, so it is difficult to learn core skills and immediately re-apply them. Anecdotally, many faculties have not received training in contemporary de-escalation techniques. Effective curricula for teaching de-escalation skills are not widely available. Trainings commonly used by healthcare facilities are proprietary and emphasize physical safety skills for frontline staff rather than the assessment and team leadership skills expected of physicians [9, 10]. Simulation curricula appear effective in enhancing postgraduate residents’ sense of safety and performance in verbal de-escalation but are resource-intensive and may be difficult to conduct in institutions without experienced faculty [11–13]. A video-based curriculum is a promising tool for teaching skills to safely manage agitation. In this paper, we describe our production and evaluation of a video curriculum designed to teach medical students core principles in the management of agitation through verbal de-escalation.

中文翻译：

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免费的在线视频系列，可为躁动不安的患者讲解言语降级问题

所有医疗保健专业人员都会遇到，必须做好应对躁动患者的准备。搅动对患者和专业人员构成安全风险；在美国，医护人员经历了所有职业袭击的50％，其中年轻的临床医生以及处于急诊，精神病和老年病治疗中的医生面临更高的风险[1-3]。反复暴露于暴力是倦怠的危险因素[3]。此外，躁动是一种临床表现，具有广泛的鉴别诊断，包括无数危及生命的医疗状况[4]。躁动是一种非特定的极端刺激方式，伴随着言语和运动活动的增加[5]。躁动的存在也可能使并发疾病的诊断和治疗复杂化。因此，受训者必须学会管理情绪激动的患者，以确保工作安全，维护患者和同事的安全，并适当治疗严重的医学和精神疾病。培训有助于提高工作场所的安全感和应变能力[6，7]。所有形式的躁动的一线治疗是言语降级[4，8]。言语降级是临床医生与躁动不安的患者协作以降低躁动强度和不适感的过程。但是，言语降级教学具有挑战性。学员练习的情节难以预测地发生，并且难以维持激动的患者的安全性，同时也让学员空间犯错并获得反馈。烦躁的情节非常不同，因此很难学习核心技能并立即重新应用它们。有趣的是 许多学院尚未接受有关现代降级技术的培训。用于教授降级技能的有效课程尚未广泛提供。医疗机构通常使用的培训是专有的，强调一线员工的身体安全技能，而不是医生期望的评估和团队领导技能[9，10]。模拟课程似乎可以有效地增强研究生在言语降级过程中的安全感和表现，但是资源密集型并且在没有经验丰富的教师的机构中可能很难进行[11-13]。基于视频的课程是一种有前途的工具，用于教授安全管理搅拌的技能。在本文中，