title: Innovative strategies in critical care education.
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.
authors.affiliation: University of California, San Diego, San Diego, CA. Electronic address: kittainter@gmail.com.
authors.forename: Christopher R
authors.initials: CR
authors.lastname: Tainter
authors.affiliation: Massachusetts General Hospital, Boston, MA. Electronic address: nelsonlwong@gmail.com.
authors.forename: Nelson L
authors.initials: NL
authors.lastname: Wong
authors.affiliation: Massachusetts General Hospital, Boston, MA. Electronic address: ebittner@partners.org.
authors.forename: Edward A
authors.initials: EA
authors.lastname: Bittner
mesh_terms: D022126:Access to Information; D000068:Accreditation; D003422:Critical Care; D004501:Education, Medical / Q000379:methods*; D006801:Humans; D020407:Internet; D007858:Learning; D016544:Patient Simulation
keywords: Critical care; Education; Innovation; Intensive Care; Medical education; Technology