Education In Critical Care Medicine Research Articles

Application of CTTM and SECI in Critical Care Medicine Teaching Based on the Concept of Results-oriented Education

In the context of rapid social development, frequent disasters and major accidents pose challenges to the comprehensive abilities of critical care medicine professionals. As an emerging interdisciplinary discipline, critical care medicine encompasses a wide range of professional knowledge. Therefore, emphasizing a results-oriented approach in teaching is crucial. This approach prioritizes teaching outcomes, focusing on enhancing students' abilities and achieving teaching objectives. Implementing the joint approach of CTTM and SECI for critical care medicine teaching proves to be a potent method for realizing the results-oriented education concept. This paper explores the connotations of CTTM and SECI teaching models and their application in the interdisciplinary integrated teaching of critical care medicine. Additionally, it discusses their collaborative use in critical care medicine education, aligning with the principles of results-oriented education for future reference.

Thoughts and exploration on course construction of critical care medical

At present, there are still many problems in critical care medicine education and teaching, such as imperfect theoretical system, inconsistent teaching materials, uneven teaching staff, lack of practice opportunities and places. The development of intensive care medical teaching should be combined with organ-system-centered teaching reform, strengthen the construction of the theoretical system, drive the development of teaching staff, build high-quality practice bases, promote the curriculum to be more specialized, optimized and standardized, so as to promote the development of the subject. Key words: Critical care medicine; Medical education; Curriculum construction

The Top Ten Websites in Critical Care Medicine Education Today.

The number of websites for the critical care provider is rapidly growing, including websites that are part of the Free Open Access Med(ical ed)ucation (FOAM) movement. With this rapidly expanding number of websites, critical appraisal is needed to identify quality websites. The last major review of critical care websites was published in 2011, and thus a new review of the websites relevant to the critical care clinician is necessary. A new assessment tool for evaluating critical care medicine education websites, the Critical Care Medical Education Website Quality Evaluation Tool (CCMEWQET), was modified from existing tools. A PubMed and Startpage search from 2007 to 2017 was conducted to identify websites relevant to critical care medicine education. These websites were scored based on the CCMEWQET. Ninety-seven websites relevant for critical care medicine education were identified and scored, and the top ten websites were described in detail. Common types of resources available on these websites included blog posts, podcasts, videos, online journal clubs, and interactive components such as quizzes. Almost one quarter of websites (n = 22) classified themselves as FOAM websites. The top ten websites most often included an editorial process, high-quality and appropriately attributed graphics and multimedia, scored much higher for comprehensiveness and ease of access, and included opportunities for interactive learning. Many excellent online resources for critical care medicine education currently exist, and the number is likely to continue to increase. Opportunities for improvement in many websites include more active engagement of learners, upgrading navigation abilities, incorporating an editorial process, and providing appropriate attribution for graphics and media.

Critical care medicine education in Middle East, FCCS/BASIC course, common purpose, different method.

Critical care medicine education in Middle East, FCCS/BASIC course, common purpose, different method.

First-Year Residents Outperform Third-Year Residents After Simulation-Based Education in Critical Care Medicine

Previous research shows that gaps exist in internal medicine residents' critical care knowledge and skills. The purpose of this study was to compare the bedside critical care competency of first-year residents who received a simulation-based educational intervention plus clinical training with third-year residents who received clinical training alone. During their first 3 months of residency, a group of first-year residents completed a simulation-based educational intervention. A group of traditionally trained third-year residents who did not receive simulation-based training served as a comparison group. Both groups were evaluated using a 20-item clinical skills assessment at the bedside of a patient receiving mechanical ventilation at the end of their medical intensive care unit rotation. Scores on the skills assessment were compared between groups. Simulator-trained first-year residents (n = 40) scored significantly higher compared with traditionally trained third-year residents (n = 27) on the bedside assessment (91.3% [95% confidence interval, 88.2%-94.3%] vs. 80.9% [95% confidence interval, 76.8%-85.0%]; P < 0.001). First-year residents who completed a simulation-based educational intervention demonstrated higher clinical competency compared with third-year residents who did not undergo simulation training. Critical care competency cannot be assumed after clinical intensive care unit rotations; simulation-based curricula can help ensure residents are proficient to care for critically ill patients.

Critical Care Education During Internal Medicine Residency: A National Survey

Current training practices and teaching methods for critical care medicine education during internal medicine residency have not been well described. This study explored critical care medicine education practices and environments for internal medicine residents in the United States. A web-based survey recruited Pulmonary and Critical Care Medicine fellowship program directors involved with internal medicine residency programs at academic institutions in the United States. Of 127 accredited Pulmonary and Critical Care Medicine programs in 2007, 63 (50%) responded. Demographics of the intensive care units varied widely in size (7-52 beds), monthly admissions (25-300 patients), and presence of a "night float" (22%) or an admissions "cap" (34%). All programs used bedside teaching, and the majority used informal sessions (91%) or didactic lectures (75%). More time was spent on resident teaching in larger (≥20 bed) medical intensive care units, on weekdays, in programs with a night-float system, and in programs that suspended residents' primary care clinic duties during their intensive care unit rotation. Although similar teaching methods were used within a wide range of training environments, there is no standardized approach to critical care medicine education for internal medicine residents. Some survey responses indicated a correlation with additional teaching time.

Editorial for the Inaugural Issue

<!--[if !mso]> <style> v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} </style> <![endif]--><!--[if gte mso 9]><xml> 12.00 </xml><![endif]--><!--[if gte mso 9]><xml> Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 </xml><![endif]--><!--[if gte mso 9]><xml> </xml><![endif]--> <!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--><!--[if gte mso 9]><xml> </xml><![endif]--><!--[if gte mso 9]><xml> </xml><![endif]--> <!--[if gte vml 1]> <![endif]-->It is with pleasure that we launch the inaugural issue of the Sri Lanka Journal of Critical Care. This is an official publication of the Postgraduate Institute of Medicine, University of Colombo, Sri Lanka. The journal is peer-reviewed, and is Sri Lanka's first online-only open access journal. We do not charge a subscription fee, nor do we charge authors. The open-access model is now a favoured model for publication of scientific research, and enables wider dissemination of scientific publications. Making the journal an online only publication greatly reduces the cost of publication, while making it possible to provide it through an open-access model. The journal aims to foster research and education in critical care medicine in Sri Lanka. We are indexed on Google Scholar. Critical Care Medicine is gradually being established as a subspecialty in Sri Lanka. The Specialty Board in Critical Care and Emergency Medicine was established by the Postgraduate Institute of Medicine to function under the Board of Study for Multidisciplinary Study Courses recently. As its first activity, a Postgraduate Diploma in Critical Care was commenced this year, and the first batch of trainees have commenced training. The aim of this diploma programme is to enhance the training of junior doctors working in intensive care units throughout the country. Critical care medicine is essentially a multidisciplinary specialty. In keeping with many models of critical care medicine in Europe, the United States, and other developed countries, we support the view that training in critical care medicine must allow entry from many different disciplines, such as clinical medicine, anaesthesiology, surgery, paediatrics, obstetrics and gynaecology, and many others. We sincerely hope this journal would provide a platform for the dissemination of research, scientific thought and debate in the field of critical care medicine in Sri Lanka. We particular encourage local researchers to submit their work to our journal. We are grateful for the support given towards us towards the establishment of this journal by the Director, PGIM, the staff at the Medical Education Resource Centre of the PGIM, and members of the Specialty Board in Critical Care, and the Editorial Board. We also thank the INASP (International Network for the Availability of Scientific Publications) which supports us to make our journal available online through their Sri Lanka Journals Online project (<a href="/">www.sljol.info</a>). In particular, we thank Mrs Sioux Cumming, Programme Officer, Publishing Support, INASP, for her continuing support and assistance in maintaining the journal. DOI: 10.4038/sljcc.v1i1.936

Education of trainees in the intensive care unit

The focus on improving education in critical care medicine must begin early in medical school training and further be promoted during residency if there is to be an increase in intensivists in the hospital workforce. This is "critical" to healthcare reform movements that are endorsing full-time critical care coverage in U.S. urban intensive care units. There is, therefore, a need for more novel approaches in educating trainees in critical care medicine to better prepare future physicians to manage acutely ill patients and improve patient safety. This article will review methods to improve educational designs in teaching critical care medicine to medical students, residents, and fellows, including the use of simulation technology to enhance cognition and procedural skills.

Critical care medicine education of surgeons: recommendations from the Surgical Section of the Society of Critical Care Medicine.

The role of surgeons in critical care medicine has a long and esteemed past. The presence of surgeons in intensive care units provides specific insights and perspectives to the care of surgical patients sometimes not fully appreciated by the non-surgical practitioners caring for the same patients. The training and education of surgeons is becoming more complex, fragmented, and lengthy. The knowledge base and skill set required to manage critically ill or injured surgical patients is also becoming more extensive but has the potential of becoming lost in the process of providing the overall educational program for surgical trainees. Simultaneously, nonsurgical specialties are continuing to train individuals with special skills in critical care medicine and the concept of "hospitalists" is becoming more accepted by institutions across the United States. The certification exams in critical care medicine remain under the aegis of the individual medical specialty boards, and there is still not a unified examination process in critical care. Surgeons, in particular, have tremendous pressures these days to spend more clinical time in the operating room, and the task of consistently conducting high quality research is also becoming arduous. This list of reasons could continue but are simply examples for why surgeons need to spend focused attention on how best to train and educate upcoming surgical trainees in regards to the principles of critical care medicine. The critically ill or injured patients need this focused attention and the specialty of surgical critical care medicine needs this attention. The Surgical Section of the Society of Critical Care Medicine has developed this position statement in the hopes that ongoing discussion and refinement of this particular aspect of surgery will continue on several levels.

Undergraduate education in critical care medicine

Undergraduate education in critical care medicine

Undergraduate education in critical care medicine

To review the current status and future needs of medical students with respect to education in critical care medicine. Literature review and questionnaire administered at the 1990 Educational and Scientific Symposium of the Society of Critical Care Medicine. Medical students are presently not required to master even the basic aspects of critical care medicine before licensing. The results of the questionnaire demonstrated that critical care medicine professionals believe a critical care core curriculum should be established and its completion should be made a requirement for graduation from medical school. A reference set of critical care medicine learning objectives and a strategy for their implementation are presented. There is a gap between what student physicians are required to learn and what they need to know to effectively initiate critical care interventions and to appropriately refer patients to ICUs. This gap can and should be remedied with wide implementation of a critical care core curriculum.

Organization and Physician Education in Critical Care Medicine

Organization and Physician Education in Critical Care Medicine