Guidelines for critical care medicine training and continuing medical education

Todd Dorman, Peter B. Angood, Derek C. Angus, Terry P. Clemmer, Neal H. Cohen, Charles G. Durbin, Jay L. Falk, Mark A. Helfaer, Marilyn T. Haupt, H. Mathilda Horst, Michael E. Ivy, Frederick P. Ognibene, Robert N. Sladen, Ake N A Grenvik, Lena M. Napolitano

Research output: Contribution to journalArticle

Abstract

Objective: Critical care medicine trainees and faculty must acquire and maintain the skills necessary to provide state-of-the art clinical care to critically ill patients, to improve patient outcomes, optimize intensive care unit utilization, and continue to advance the theory and practice of critical care medicine. This should be accomplished in an environment dedicated to compassionate and ethical care. Participants: A multidisciplinary panel of professionals with expertise in critical care education and the practice of critical care medicine under the direction of the American College of Critical Care Medicine. Scope: Physician education in critical care medicine in the United States should encompass all disciplines that provide care in the Intensive care unit and all levels of training: from medical students through all levels of postgraduate training and continuing medical education for all providers of clinical critical care. The scope of this guideline includes physician education in the United States from residency through ongoing practice after subspecialization. Data Sources and Synthesis: Relevant literature was accessed via a systematic Medline search as well as by requesting references from all panel members. Subsequently, the bibliographies of obtained literature were reviewed for additional references. In addition, a search of organization-based published material was conducted via the Internet. This included but was not limited to material published by the American College of Critical Care Medicine, Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, and other primary and specialty organizations. Collaboratively and Iteratively, the task force met, by conference call and in person, to construct the tenets and ultimately the substance of this guideline. Conclusions: Guidelines for the continuum of education in critical care medicine from residency through specialty training and ongoing throughout practice will facilitate standardization of physician education in critical care medicine.

Original languageEnglish (US)
Pages (from-to)263-272
Number of pages10
JournalCritical Care Medicine
Volume32
Issue number1
StatePublished - Jan 2004

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Continuing Medical Education
Critical Care
Medicine
Guidelines
Education
Accreditation
Internship and Residency
Physicians
Intensive Care Units
Organizations
Graduate Medical Education
Information Storage and Retrieval
Bibliography
Advisory Committees
Medical Students
Critical Illness
Internet

Keywords

  • Continuing medical education
  • Critical care medicine
  • Ethics
  • Intensive care unit utilization
  • Patient outcomes

ASJC Scopus subject areas

  • Critical Care and Intensive Care Medicine

Cite this

Dorman, T., Angood, P. B., Angus, D. C., Clemmer, T. P., Cohen, N. H., Durbin, C. G., ... Napolitano, L. M. (2004). Guidelines for critical care medicine training and continuing medical education. Critical Care Medicine, 32(1), 263-272.

Guidelines for critical care medicine training and continuing medical education. / Dorman, Todd; Angood, Peter B.; Angus, Derek C.; Clemmer, Terry P.; Cohen, Neal H.; Durbin, Charles G.; Falk, Jay L.; Helfaer, Mark A.; Haupt, Marilyn T.; Mathilda Horst, H.; Ivy, Michael E.; Ognibene, Frederick P.; Sladen, Robert N.; Grenvik, Ake N A; Napolitano, Lena M.

In: Critical Care Medicine, Vol. 32, No. 1, 01.2004, p. 263-272.

Research output: Contribution to journalArticle

Dorman, T, Angood, PB, Angus, DC, Clemmer, TP, Cohen, NH, Durbin, CG, Falk, JL, Helfaer, MA, Haupt, MT, Mathilda Horst, H, Ivy, ME, Ognibene, FP, Sladen, RN, Grenvik, ANA & Napolitano, LM 2004, 'Guidelines for critical care medicine training and continuing medical education', Critical Care Medicine, vol. 32, no. 1, pp. 263-272.
Dorman T, Angood PB, Angus DC, Clemmer TP, Cohen NH, Durbin CG et al. Guidelines for critical care medicine training and continuing medical education. Critical Care Medicine. 2004 Jan;32(1):263-272.
Dorman, Todd ; Angood, Peter B. ; Angus, Derek C. ; Clemmer, Terry P. ; Cohen, Neal H. ; Durbin, Charles G. ; Falk, Jay L. ; Helfaer, Mark A. ; Haupt, Marilyn T. ; Mathilda Horst, H. ; Ivy, Michael E. ; Ognibene, Frederick P. ; Sladen, Robert N. ; Grenvik, Ake N A ; Napolitano, Lena M. / Guidelines for critical care medicine training and continuing medical education. In: Critical Care Medicine. 2004 ; Vol. 32, No. 1. pp. 263-272.
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abstract = "Objective: Critical care medicine trainees and faculty must acquire and maintain the skills necessary to provide state-of-the art clinical care to critically ill patients, to improve patient outcomes, optimize intensive care unit utilization, and continue to advance the theory and practice of critical care medicine. This should be accomplished in an environment dedicated to compassionate and ethical care. Participants: A multidisciplinary panel of professionals with expertise in critical care education and the practice of critical care medicine under the direction of the American College of Critical Care Medicine. Scope: Physician education in critical care medicine in the United States should encompass all disciplines that provide care in the Intensive care unit and all levels of training: from medical students through all levels of postgraduate training and continuing medical education for all providers of clinical critical care. The scope of this guideline includes physician education in the United States from residency through ongoing practice after subspecialization. Data Sources and Synthesis: Relevant literature was accessed via a systematic Medline search as well as by requesting references from all panel members. Subsequently, the bibliographies of obtained literature were reviewed for additional references. In addition, a search of organization-based published material was conducted via the Internet. This included but was not limited to material published by the American College of Critical Care Medicine, Accreditation Council for Graduate Medical Education, Accreditation Council for Continuing Medical Education, and other primary and specialty organizations. Collaboratively and Iteratively, the task force met, by conference call and in person, to construct the tenets and ultimately the substance of this guideline. Conclusions: Guidelines for the continuum of education in critical care medicine from residency through specialty training and ongoing throughout practice will facilitate standardization of physician education in critical care medicine.",
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