Practical strategies for increasing efficiency and effectiveness in critical care education

Abstract

Technological advances and evolving demands in medical care have led to challenges in ensuring adequate training for providers of critical care. Reliance on the traditional experience-based training model alone is insufficient for ensuring quality and safety in patient care. This article provides a brief overview of the existing educational practice within the critical care environment. Challenges to education within common daily activities of critical care practice are reviewed. Some practical evidence-based educational approaches are then described which can be incorporated into the daily practice of critical care without disrupting workflow or compromising the quality of patient care. It is hoped that such approaches for improving the efficiency and efficacy of critical care education will be integrated into training programs.

Strategies for improving clinical teaching in the emergency department: Applicable to clinical teachers and especially emergency medicine

“…The skill sets that make up the model are (1) asking for commitment, (2) probing for underlying reasoning, (3) teaching involving general rules, (4) supporting which was done or offering positive feedback, and (5) correcting mistakes. The model can be utilized as a set framework with the most clinical teaching encounters (6,16,17).…”

“…Before the particular patient encounter, the teacher and learner should acknowledge which element of the particular interaction will be focused on for the brief observation, such as establishing a patient relationship, history taking, physical examination, or discussion with health professionals, consultant, or family member. As with other learner-centered models, the instructor needs to set clear expectations and observe the learner directly in addition to providing specific feedback and even teaching (6,17).…”

“…Following the demonstration, the teacher activates the learner simply by asking him or her to describe the thing that was discovered. A brief discussion occurs regarding relevant learning points after that in which the explanation for the actions will be examined, and further analysis may be assigned (6,16,17).…”

“…"Teaching scripts" are usually concise preprepared highyield lessons by the teacher that target a specific concept or topic. To become most beneficial, the script needs to be adapted to consider the trainees' levels, the patient's clinical conditions, and the disease process under consideration (6,17).…”

Clinical Ability, Learning-Attitudes, and Self-Confidence among Nursing Students in Their First High-Fidelity Simulation Training

“…As the complexity and severity of patients increases, new and various interventions based on knowledge and technology are being tried, and nurses with proper judgment and clinical coping skills are needed more [15,16]. Therefore, the present nursing education should teach students the skills, attitudes, and knowledge required of nurses, as well as the requirements for the roles and tasks of clinical practice after graduation.…”