Evaluating a Tool for Critical Care Curriculum Content Selection
Author Information
Author(s): Peets Adam D, McLaughlin Kevin, Lockyer Jocelyn, Donnon Tyrone
Primary Institution: University of Calgary
Hypothesis
Can an objective method improve the content validity of a critical care curriculum?
Conclusion
The method described can effectively select relevant content for an ICU curriculum, though its applicability may vary across different ICUs.
Supporting Evidence
- The tool allows for the selection of the most relevant topics for critical care training.
- Excellent agreement was found between residents and attending physicians in ranking clinical presentations.
- The process can be adapted for various educational settings and learner levels.
Takeaway
This study created a tool to help choose the most important topics to teach in critical care, making sure that what is taught is really needed.
Methodology
Residents and intensivists ranked clinical presentations based on life-threatening nature, frequency, and reversibility, and scores were used to create a composite ranking.
Potential Biases
Results depend on the appropriate identification and representation of key stakeholders.
Limitations
The scoring method may not suit all topics, and the sample size was small, limiting generalizability.
Participant Demographics
20 residents (9 women, 11 men) from various training programs and 20 attending physicians.
Statistical Information
P-Value
0.94
Confidence Interval
95%
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website