Abstract
Developing, disseminating, and evaluating ICU education is an essential operation in every ICU worldwide. ICU service lines are being reshaped in the face of growing volume, increasing acuity, and evolving provider identities. Teaching in the ICU is challenging due to the complexity of the patients and the seemingly ever-increasing time pressure. Modern ICUs are multidisciplinary with staff physicians, residents, advanced practice professionals, nurses, medical students, and tiered levels of other health-care disciplines, both at the staff and training levels. Teaching and learning transcend professional barriers. In-line with this concept, we have used the term “learner” as a generic fit for principles that are equally applicable across the disciplines. ICU educational modeling must also evolve in order to ensure impactful, immersive, and adaptive education that targets both the “learner” and best practices.
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Bartock, J.L., Dellinger, R.P. (2020). Critical Care Educational Modeling. In: Hidalgo, J., Pérez-Fernández, J., Rodríguez-Vega, G. (eds) Critical Care Administration. Springer, Cham. https://doi.org/10.1007/978-3-030-33808-4_13
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