Keller Michael, Applefeld Willard, Acho Megan, Lee Burton W
Department of Critical Care Medicine, National Institutes of Health Clinical Center, Bethesda, Maryland.
Department of Cardiology, Duke University School of Medicine, Durham, North Carolina; and.
ATS Sch. 2022 Oct 12;3(4):610-624. doi: 10.34197/ats-scholar.2022-0024HT. eCollection 2022 Dec.
Teaching complex topics in mechanical ventilation can prove challenging for clinical educators, both at the bedside and in the classroom setting. Some of these topics, such as the topic of auto-positive end-expiratory pressure (auto-PEEP), consist of complicated physiological principles that can be difficult to convey in an organized and intuitive manner. In this entry of "How I Teach," we provide an approach to teaching the concept of auto-PEEP to senior residents and fellows working in the intensive care unit. We offer a framework for educators to effectively present the concepts of auto-PEEP to learners, either at the bedside or in the classroom setting, by summarizing key concepts and including concrete examples of the educational techniques we use. This framework includes specific content we emphasize, how to present this content using a variety of educational resources, assessing learner understanding, and how to modify the topic on the basis of location, time, or resource constraints.
对于临床教育工作者而言，无论是在床边还是课堂环境中，讲授机械通气的复杂主题都颇具挑战性。其中一些主题，比如内源性呼气末正压（auto-PEEP）这一主题，包含了复杂的生理学原理，难以以一种有条理且直观的方式进行传授。在这篇“我的教学方法”文章中，我们提供了一种向重症监护病房工作的高级住院医师和研究员讲授内源性呼气末正压概念的方法。我们为教育工作者提供了一个框架，通过总结关键概念并纳入我们所使用教育技术的具体示例，以便在床边或课堂环境中有效地向学习者呈现内源性呼气末正压的概念。该框架包括我们所强调的具体内容、如何利用各种教育资源呈现这些内容、评估学习者的理解情况，以及如何根据地点、时间或资源限制对主题进行调整。
