So much to teach, so little time a prospective cohort study evaluating a tool to select content for a critical care curriculum 英文参考文献.docVIP

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So much to teach, so little time a prospective cohort study evaluating a tool to select content for a critical care curriculum 英文参考文献.doc

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So much to teach, so little time a prospective cohort study evaluating a tool to select content for a critical care curriculum 英文参考文献

Available online /content/12/5/R127 Research Open Access Vol 12 No 5 So much to teach, so little time: a prospective cohort study evaluating a tool to select content for a critical care curriculum Adam D Peets1, Kevin McLaughlin2, Jocelyn Lockyer3 and Tyrone Donnon3 1Department of Critical Care Medicine, University of Calgary, 29th St NW, Calgary T2N 2T9 Canada 2Department of Medicine, University of Calgary, Hospital Drive NW, Calgary T2N 4N1, Canada 3Department of Community Health Sciences, University of Calgary, Hospital Drive NW, Calgary T2N 4N1, Canada Corresponding author: Adam D Peets, adpeets@ucalgary.ca Received: 24 Jul 2008 Revisions requested: 8 Sep 2008 Revisions received: 8 Oct 2008 Accepted: 15 Oct 2008 Published: 15 Oct 2008 Critical Care 2008, 12:R127 (doi:10.1186/cc7087) This article is online at: /content/12/5/R127 ? 2008 Peets et al.; licensee BioMed Central Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License (/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Abstract Introduction Curricular content is often based on the personal opinions of a small number of individuals. Although convenient, such curricula may not meet the needs of the target learner, the program or the institution. Using an objective method to ensure content validity of a curriculum can alleviate this issue. the two groups scores for the presentations was calculated to assess reliability of the process. Results There was excellent agreement between the two groups for rating each presentation (correlation coefficient r = 0.94). The 10 clinical presentations with the highest composite scores formed the basis of our new curriculum. Methods A form was created that listed clinical presentations relevant to residents completing intensive care unit (ICU) rotations. Twenty residents and 20 intensi