Enhancing teaching and learning in the ICU

Abstract

The intensive care unit (ICU) in a hospital is a busy and complex environment for patients, families, staff and learners. In this toolbox article, the authors consider the best ways to ensure that learning is promoted as the needs of critically ill patients are optimally met. There is a set of five practical and evidence-based strategies based on the literature and the authors' experiences of working in ICUs. The toolbox content is not all necessarily specific to the ICU but is also relevant for other clinical working and learning spaces. The strategies include: creating a positive learning environment through educator enthusiasm and a team approach; emphasising interprofessional and interspecialty learning; focusing on important topics in intensive care, including communication with staff and families or carers and involving family members in the teaching; applying evidence-based teaching, such as fostering critical thinking and the appropriate use of time and technology; and making best use of the 24-hour environment, including evening and night shifts. The authors include examples of a 1-minute preceptor activity and mini-chalk talks.

A preceptoria médica em medicina de família e comunidade: uma proposta dialógica com a andragogia

“…Ao exercer o papel de facilitador de aprendizagem, o docente preceptor precisa mostrar respeito aos saberes dos especializandos, ética e estética de uma prática educacional emancipadora, e reflexão crítica sobre essa prática. Segundo Paulo Freire, cabe a esse facilitador: promover a curiosidade e a criticidade; reconhecer que o processo educativo está inacabado; respeitar a autonomia do especializando; mostrar responsabilidade, tolerância e bom senso; aceitar o novo e construir novos conhecimentos; integrar intenção e gesto; e apostar na educação como forma de intervenção no mundo e transformação da realidade [22][23][24] . Além disso, respeitar os saberes dos alunos de especialização, assumindo uma prática educativa emancipatória e uma reflexão crítica sobre essa prática 23,25 .…”