Tuyển tập các báo cáo nghiên cứu về y học được đăng trên tạp chí y học Critical Care giúp cho các bạn có thêm kiến thức về ngành y học đề tài: So much to teach, so little time: a prospective cohort study evaluating a tool to select content for a critical care curriculum. | Available online http content 1 2 5 R127 Research 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 Open Access Department of Critical Care Medicine University of Calgary 29th St NW Calgary T2N 2T9 Canada department of Medicine University of Calgary Hospital Drive NW Calgary T2N 4N1 Canada department of Community Health Sciences University of Calgary Hospital Drive NW Calgary T2N 4N1 Canada Corresponding author Adam D Peets adpeets@ 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 cc7087 This article is online at http content 12 5 R1 27 2008 Peets et al. licensee BioMed Central Ltd. This is an open access article distributed under the terms of the Creative Commons Attribution License http licenses by 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. Methods A form was created that listed clinical presentations relevant to residents completing intensive care unit ICU rotations. Twenty residents and 20 intensivists in tertiary academic multisystem ICUs ranked each presentation on three separate scales how life-threatening each is how commonly each is seen in critical care and how reversible each is. Mean scores for the individual scales were calculated and these three values were subsequently multiplied together to achieve a composite score for each presentation. The .
