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Implementation of a Formal Medical Intensive Care Unit Curriculum for Housestaff
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A6794 - Implementation of a Formal Medical Intensive Care Unit Curriculum for Housestaff
Author Block: J. Willoughby, A. Trivedi; Rush University Medical Center, Chicago, IL, United States.
Rationale: Providing critical care education to trainees allows for recognition of common disease processes and complications with the goal of improving patient care. Often the teaching that is provided is informal and dependent upon the specific supervising physician. In an effort to standardize the education that housestaff receive during their rotation in the medical intensive care unit (MICU), we developed a formal, structured curriculum that addresses fundamental topics in critical care medicine. This program includes interactive, case-based teaching sessions in addition to literature review.
Methods: Prior to initiating the curriculum, housestaff were surveyed regarding their preferences for format, duration of sessions, and topics covered. The results from the initial survey were used to develop the curriculum. The program was designed to be four weeks in length, as it coincides with the housestaff MICU rotation. The residents received 3 half hour teaching sessions each week. Sessions consisted of a case-based presentation with clinical questions, image review, and literature review. At the end of their rotation, residents completed a survey assessing their perceived benefit from the curriculum.
Results: 18 trainees have participated in the curriculum thus far and all of them agreed that a formalized curriculum was beneficial to their education. This included both first-year housestaff on their first MICU rotation as well as senior housestaff that had completed prior MICU rotations. The majority of housestaff thought the amount of sessions given was appropriate; including one participant who asked for more sessions. The majority approved of the teaching format used and felt that the teaching sessions should be continued for future housestaff. All residents felt that the teaching sessions improved their ability to care for critically ill patients.
Conclusion: Based on their feedback, housestaff benefited from formalized education during their MICU rotation, and felt that it positively impacted their ability to provide care. Being attentive to their desires regarding how information is delivered may increase their level of engagement. Future directions include obtaining an objective assessment of the impact of this curriculum by evaluating knowledge before and after the sessions. This knowledge assessment will be implemented throughout the academic year.
Funding Source: none
Author Block: J. Willoughby, A. Trivedi; Rush University Medical Center, Chicago, IL, United States.
Rationale: Providing critical care education to trainees allows for recognition of common disease processes and complications with the goal of improving patient care. Often the teaching that is provided is informal and dependent upon the specific supervising physician. In an effort to standardize the education that housestaff receive during their rotation in the medical intensive care unit (MICU), we developed a formal, structured curriculum that addresses fundamental topics in critical care medicine. This program includes interactive, case-based teaching sessions in addition to literature review.
Methods: Prior to initiating the curriculum, housestaff were surveyed regarding their preferences for format, duration of sessions, and topics covered. The results from the initial survey were used to develop the curriculum. The program was designed to be four weeks in length, as it coincides with the housestaff MICU rotation. The residents received 3 half hour teaching sessions each week. Sessions consisted of a case-based presentation with clinical questions, image review, and literature review. At the end of their rotation, residents completed a survey assessing their perceived benefit from the curriculum.
Results: 18 trainees have participated in the curriculum thus far and all of them agreed that a formalized curriculum was beneficial to their education. This included both first-year housestaff on their first MICU rotation as well as senior housestaff that had completed prior MICU rotations. The majority of housestaff thought the amount of sessions given was appropriate; including one participant who asked for more sessions. The majority approved of the teaching format used and felt that the teaching sessions should be continued for future housestaff. All residents felt that the teaching sessions improved their ability to care for critically ill patients.
Conclusion: Based on their feedback, housestaff benefited from formalized education during their MICU rotation, and felt that it positively impacted their ability to provide care. Being attentive to their desires regarding how information is delivered may increase their level of engagement. Future directions include obtaining an objective assessment of the impact of this curriculum by evaluating knowledge before and after the sessions. This knowledge assessment will be implemented throughout the academic year.
Funding Source: none
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