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Báo cáo y học: "Achieving the aims of education: curricular decisions in critical care"

Tuyển tập các báo cáo nghiên cứu về y học được đăng trên tạp chí y học Critical Care giúp cho các bạn có thêm kiến thức về ngành y học đề tài: Achieving the aims of education: curricular decisions in critical care. | Available online http ccforum.eom content 12 6 188 Commentary Achieving the aims of education curricular decisions in critical care Timothy G Buchman Departments of Surgery Anesthesiology and Medicine Washington University in Saint Louis Mail Stop 8109 660 South Euclid Avenue Saint Louis MI 63110 USA Corresponding author Timothy G Buchman buchman@wustl.edu Published 5 November 2008 This article is online at http ccforum.com content 12 6 188 2008 BioMed Central Ltd Critical Care 2008 12 188 doi 10.1186 cc7094 See related research by Peets et al. http ccforum.com content 12 5 R127 Abstract Curricula for residents on rotations through intensive care units are necessarily abbreviated. The selection and omission of topics can be informed by assessment of perceived needs. A curriculum cannot however be formed exclusively from the top-scoring needs. Topics that are encountered exclusively in the critical care unit such as brain death must be included. The mind is never passive it is a perpetual activity delicate receptive responsive to stimulus. You cannot postpone its life until you have sharpened it. Whatever interest attaches to your subject-matter must be evoked here and now whatever powers you are strengthening in the pupil must be exercised here and now whatever possibilities of mental life your teaching should impart must be exhibited here and now. That is the golden rule of education and a very difficult rule to follow. Alfred North Whitehead Presidential Address to the Mathematical Association January 1916 Peets and colleagues report on a strategy for selecting content for inclusion in a critical care curriculum for residents 1 . The authors constructed a three-domain classification of common clinical problems and asked resident trainees and attendings to score each problem according to the threat to life to frequency and to reversibility. The scales were organized to give greatest weight to greater life-threat higher frequency and ease of reversibility. The .