Innovative strategies in critical care education

Christopher R Tainter; Nelson L Wong; Edward A Bittner

doi:10.1016/j.jcrc.2015.02.001

Innovative strategies in critical care education

J Crit Care. 2015 Jun;30(3):550-6. doi: 10.1016/j.jcrc.2015.02.001. Epub 2015 Feb 7.

Authors

Christopher R Tainter¹, Nelson L Wong², Edward A Bittner³

Affiliations

¹ University of California, San Diego, San Diego, CA. Electronic address: kittainter@gmail.com.
² Massachusetts General Hospital, Boston, MA. Electronic address: nelsonlwong@gmail.com.
³ Massachusetts General Hospital, Boston, MA. Electronic address: ebittner@partners.org.

PMID: 25702843
DOI: 10.1016/j.jcrc.2015.02.001

Abstract

The cadre of information pertinent to critical care medicine continues to expand at a tremendous pace, and we must adapt our strategies of medical education to keep up with the expansion. Differences in learners' characteristics can contribute to a mismatch with historical teaching strategies. Simulation is increasingly popular, but still far from universal. Emerging technology has the potential to improve our knowledge translation, but there is currently sparse literature describing these resources or their benefits and limitations. Directed strategies of assessment and feedback are often suboptimal. Even strategies of accreditation are evolving. This review attempts to summarize salient concepts, suggest resources, and highlight novel strategies to enhance practice and education in the challenging critical care environment.

Keywords: Critical care; Education; Innovation; Intensive Care; Medical education; Technology.

Publication types

Review

MeSH terms

Access to Information
Accreditation*
Critical Care*
Education, Medical / methods*
Humans
Internet
Learning
Patient Simulation