A Global View of Education and Training in Critical Care Medicine
Section snippets
World Federation of Societies of Intensive and Critical Care Medicine educational committee
The WFSICCM educational committee examined differences and similarities in training and specialty status between various countries in different continents to explore the possibility of producing common structures. This was done through questionnaire surveys of the WFSICCM, data obtained from the CoBaTriCE Study performed by the European Society of Intensive and Critical Care Medicine (ESICM), and data obtained from surveys of the Pan American and Iberic Federation of Societies of Intensive Care
Structure of intensive care medicine training
It was found that of 45 countries, 37 had formal intensive care medicine (ICM) training programs. It was also found that within the European region different training programs were identified. The models of training in critical care medicine are through the following pathways: supraspecialty (39%); multiple subspecialty (30%); single subspecialty (22%); primary specialty (9%).
Content and delivery of intensive care medicine training
In this respect it was found that not all formal training programs have a national curriculum for ICM. Frequent
Summary
Training in CCM sponsored by the WFSICCM should provide a competency approach that permits diversity of training methods, while creating a common outcome: doctors with a universal set of knowledge, skills, and attitudes essential for a specialist in ICM. Harmonizing educational outcomes and strengthening processes of training and accreditation facilitates freedom of movement of specialists, and enhances the quality of care they provide worldwide.
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Cited by (15)
Resource-poor settings: Infrastructure and capacity building: Care of the critically ill and injured during pandemics and disasters: CHEST consensus statement
2014, ChestCitation Excerpt :The peer-reviewed literature on critical care in the developing world is predominantly descriptive in nature. Nevertheless, it supports the view that the current status of services is too often rudimentary, unaffordable, and complex.6–18 The presence or absence of critical care resources indirectly defines the differences between “have and have not” populations in many developing countries (Fig 1).19
Training in Intensive Care Medicine. A challenge within reach
2014, Medicina IntensivaThe future of intensive care medicine
2013, Medicina IntensivaCitation Excerpt :Unfortunately, the supply of physicians trained to provide intensive medical care has not kept pace with increasing demand, leaving many intensive care units (ICUs) understaffed with qualified personnel.13,27–29 Educational institutions and programmes need to implement measures to ensure that an adequate number of physicians are trained to provide intensive care to the population that may require these services.30–33 One potential strategy may be the exposure of medical students to intensive care departments at an early stage in the medical education curriculum, thereby increasing the chances that young physicians choose intensive care as a specialty.
Preparing for examinations in intensive care medicine
2013, Oh's Intensive Care Manual, Seventh EditionThe future of intensive medicine
2011, Medicina IntensivaIntensive medicine in Spain
2011, Medicina Intensiva