Review
Copyright ©The Author(s) 2017. Published by Baishideng Publishing Group Inc. All rights reserved.
World J Crit Care Med. Feb 4, 2017; 6(1): 1-12
Published online Feb 4, 2017. doi: 10.5492/wjccm.v6.i1.1
Practical strategies for increasing efficiency and effectiveness in critical care education
Maurice F Joyce, Sheri Berg, Edward A Bittner
Maurice F Joyce, Sheri Berg, Edward A Bittner, Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, MA 02114, United States
Author contributions: All authors contributed to this paper with conception and design of the study, literature review and analysis, drafting and critical revision and editing, and final approval of the final version.
Conflict-of-interest statement: No potential conflicts of interest. No financial support.
Open-Access: This article is an open-access article which was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/
Correspondence to: Edward A Bittner, MD, PhD, MSEd, Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Harvard Medical School, 55 Fruit Street, WHT 437, Boston, MA 02114, United States. ebittner@partners.org
Telephone: +1-617-6435044
Received: September 1, 2016
Peer-review started: September 5, 2016
First decision: September 29, 2016
Revised: October 30, 2016
Accepted: December 13, 2016
Article in press: December 14, 2016
Published online: February 4, 2017
Processing time: 143 Days and 15.9 Hours
Core Tip

Core tip: Evidence-based approaches for improving the efficiency and efficacy of critical care education have been developed and should be integrated into training programs. While a variety of such approaches are described in this paper and elsewhere in the medical education literature they share common characteristics. These include utilizing methods to rapidly identify learner needs, teaching directly to those needs, and providing specific feedback on performance. In addition these approaches emphasize active learning activities and integrate educational experiences from the classroom and clinical settings.