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Abstract Background Critical care management heavily relies on accurate cardiac output (CO) measurement. Echocardiography has been a mainstay in non-invasive cardiac monitoring; however, its comparability to invasive methods warrants further exploration. Recent studies have suggested the potential of carotid Doppler measurements as a promising approach to estimate CO. Despite this potential, the literature presents mixed outcomes regarding its reliability and accuracy. This study aims to evaluate the correlation and concordance between carotid Doppler ultrasonography and invasive hemodynamic monitoring in estimating CO in critically ill patients. Furthermore, it assesses the concordance and correlation between echocardiography CO and the standard invasive CO measurements. Methods This concordance study involved critically ill adults requiring invasive CO measurement. Patients with arrhythmias, severe valvulopathy, pregnancy, and poor acoustic window were excluded. Statistical analyses comprised univariate analysis, Wilcoxon signed-rank test, Spearman correlation, and intraclass correlation coefficient. Ethical approval was granted by the institution’s ethics committee. Results A total of 49 critically ill patients were included, predominantly male (63.27%), with a median age of 57 years. Diagnoses included subarachnoid hemorrhage (53.06%) and heart failure (8.16%). Mean cardiac index was 3.36 ± 0.81 L/min/m2 and mean cardiac output was 5.98 ± 1.47 L/min. Spearman correlation coefficient between echocardiography and invasive CO measurements was 0.58 (p-value = p

Resumen: Introducción: este estudio se centra en los retos educativos en medicina de urgencias, que surgen de la variabilidad de casos y la naturaleza imprevisible del entorno de urgencias. Para abordar estas dificultades, se presenta un Recurso Educativo Digital (RED) centrado en la simulación virtual que busca enriquecer los métodos educativos tradicionales. Métodos: se llevó a cabo un estudio descriptivo tipo sistematización de experiencias, donde se evaluó el diseño del RED a partir de un cuestionario aplicado a un grupo de estudiantes y de la realización de grupos focales con estudiantes y profesores. Resultados: de los 59 estudiantes, el 72,8% completó la evaluación, otorgando al RED una valoración global del 87,11%. Los aspectos tecnológico y educativo-didáctico recibieron altas calificaciones (87,3 y 86,3%, respectivamente), asimismo, la accesibilidad se situó en 85,8%. En el grupo focal, los estudiantes resaltaron la integración teórica y clínica del RED, aunque identificaron áreas de mejora como el acceso permanente y la adaptación a dispositivos móviles. Conclusión: el RED demostró ser una herramienta valiosa con un nivel de satisfacción del 87%, por lo que cumple con los requisitos para ser validado según la norma UNE de la Asociación Española de Normalización. Estos hallazgos subrayan la necesidad de continuar desarrollando y adaptando el recurso para potenciar su impacto educativo en medicina de urgencias y evaluar su aplicabilidad en otros entornos educativos. Investigaciones futuras podrían explorar su impacto educativo a largo plazo y su relevancia clínica. Abstract: Introduction: This study examines the unique educational challenges encountered in emergency medicine, which arise from a wide variety of cases and the unpredictability of the emergency setting. We introduce a Digital Learning Resource (DLR) that uses virtual simulation to complement and enhance traditional educational methods. Methods: We conducted a descriptive study of systematization of experiences, where the DLR design was evaluated on the basis of a questionnaire applied to a group of students and focus groups with students and teachers. Results: Of the 59 students who participated, 72.8% completed the assessment, resulting in an overall rating for the DLR of 87.11%. The technology and educational content were highly rated (87.3% and 86.3%, respectively), and accessibility was also rated favorably at 85.8%. Feedback from the focus group indicated that students valued the integration of theory and clinical practice in the DLR, but they also suggested improvements in areas such as consistent access and better adaptation for mobile devices. Conclusion: The DLR has proven to be a valuable educational tool, with a satisfaction rate of 87%, and meets the validation requirements of the UNE standards set by the Spanish Standardization Association. The findings point to the necessity for ongoing development and adaptation of the resource to further its educational impact in emergency medicine and to determine its suitability for use in various educational contexts. Future studies should investigate the long-term educational effects and clinical applicability of the DLR.