Evaluating an inquiry-based learning program.

Inquiry-based learning (IBL) is a promising educational framework that is understudied in graduate medical education. To determine participant satisfaction and engagement with phases of an IBL postgraduate education program, a mixed-methods study collected data via survey statements and open-ended responses. The authors included participants attending an intensive care medicine (ICM) IBL program from May to November 2020. Quantitative outcomes included participants' satisfaction with the IBL format and impact of engagement with IBL on the learning experience. Qualitative outcomes explored determinants of engagement with IBL phases and the impact on the learning experience. Of 378 attendees, 167 submitted survey responses (44.2%). There was strong agreement relating to overall satisfaction (93.4%). Responses indicated engagement with "orientation" (94.6%), "conceptualization" (97.3%), "discussion" (91.1%), and "conclusion" (91.0%) but limited engagement with the "investigation" phase (48.1%). Greater engagement with IBL phases had positive impacts, with repeat attenders having clearer learning objectives (79.1% vs. 56.6%, P < 0.05) and enhanced learning through collaborative discussion (65.9% vs. 48.7%, P < 0.05). Qualitative analysis showed that ICM learners value active learning principles, clear objectives, and a safe environment to expand their "knowledge base." Sessions facilitated "clinically relevant learning," with application of theoretical knowledge. Learners transformed and "reframed their understanding," using the input of others' experiences. ICM learners were highly satisfied with the IBL format and reported valuable learning. Participants engaged strongly with all IBL phases except the investigation phase during the sessions. IBL facilitated learners' active construction of meaning, facilitating a constructivist approach to learning.NEW & NOTEWORTHY An inquiry-based learning (IBL) program was launched as part of a novel binational intensive care medicine education program. Postgraduate intensive care medicine practitioners participated in this education intervention, where facilitated group discussions explored core intensive care medicine concepts. Survey responses indicated overall satisfaction, engagement with the IBL format, and a constructivist approach to learning. This study provided new insights into the benefits and challenges of an IBL program in the context of practicing clinicians.

The Australian and New Zealand Clinician Educator Network (ANZCEN) Unconference: What's an unconference and how can it develop communities of practice?

The Australian and New Zealand Clinician Educator Network (ANZCEN) is a collaborative interprofessional group developed to promote the development of education in critical care healthcare practice. In November 2018, 45 critical care practitioners met at the first ANZCEN Unconference. In an unconference, the participants drive the agenda, and learning occurs from the active process of engaging in a community of practice. The aim of this unconference was to develop an innovative approach to learning through a collaborative framework with interprofessional representation across critical care specialties. Four key themes were identified in the unconference as drivers of interprofessional critical care educational priorities: interprofessional learning, workplace learning, faculty development, research, and scholarship. In this discussion paper, we describe our experiences organizing, participating in, and evaluating an unconference, and we examine its usefulness as a medium for promoting the interprofessional learning agenda in critical care. We hope that the processes outlined in this discussion paper will provide a useful resource for other clinicians who are considering developing an unconference. Finally, we argue that the unconference offers a unique and important model for future education of critical care practitioners where the emphasis on collaboration and communication through interprofessional learning and practice will be required to improve health outcomes and promote a patient-centered model of care.

Pediatric basic course goes virtual: transition from face to face to hybrid learning in pediatric critical care.

BACKGROUND: To explore the impact of the transition from a traditional face-to-face course delivering essential contents in pediatric critical care to a hybrid format consisting of an online pre-course self-directed learning, an online facilitated discussion, and a face-to-face edition. METHODS: Attendees and faculty were surveyed after the face-to-face course and the hybrid version to evaluate the effectiveness and satisfaction of participants with the course. RESULTS: Fifty-seven students attended multiple formats of the Pediatric Basic Course between January 2020 and October 2021 in Udine, Italy. We compared course evaluation data from the 29 attendees of the face-to-face course with the 28 of the hybrid edition. Data collected included participant demographics, participant self-assessed pre and post-course ''confidence'' with a range of pediatric intensive care-related activities, and their satisfaction with elements of the course. There were no statistical differences in participant demographics or pre and post-course confidence scores. Overall satisfaction with the face-to-face course was marginally higher, 4.59 vs. 4.25/5, but did not reach significance. Pre-recorded lectures which could be viewed several times, were highlighted as a positive for the hybrid course. Residents found no significant differences comparing the two courses in rating the lectures and the technical skills stations. Hybrid course facilities (online platform and uploaded material) were reported to be clear, accessible, and valuable by 87% of attendees. After six months, they still find the course relevant to their clinical practice (75%). Candidates considered the respiratory failure and mechanical ventilation modules the most relevant modules. CONCLUSIONS: The Pediatric Basic Course helps residents strengthen their learning and identify areas to improve their knowledge. Both face-to-face and hybrid model versions of the course improved attendees' knowledge and perceived confidence in managing the critically ill child.

Blue-ringed octopus (Hapalochlaena sp.) envenomation of a 4-year-old boy: a case report.

INTRODUCTION: The blue-ringed octopus (Hapalochlaena sp.) is a small animal, which can inject a toxin that produces a respiratory arrest within minutes. This envenomation is a rare occurrence with very few reported outcomes in children. CASE REPORT: A 4-year-old boy was bitten by a blue-ringed octopus (Hapalochlaena sp.) whilst playing at a popular beach in Queensland, Australia. Within ten minutes of the bite, he had vomited three times, lost the ability to stand and complained of blurred vision. An ambulance was called by the time he presented to the local emergency department (20 minutes after the bite) he had acute and progressive skeletal muscle weakness. He was intubated, ventilated, and transferred to a pediatric intensive care unit for specialized supportive care. He was ventilated for a total of 17 hours with spontaneous muscular activity returning at around 15 hours from envenomation. DISCUSSION: If not treated appropriately the bite of this small and innocuous looking animal could have lead to death within minutes. CONCLUSION: This case report serves as a reminder of how appropriate treatment can ensure discharge from hospital with no long-term consequences. It also highlights the importance of education for beach goers and in particular parents to prevent exposure of tetrodotoxin to children.

Population pharmacokinetics of phenytoin in critically ill children.

The objective was to study the population pharmacokinetics of bound and unbound phenytoin in critically ill children, including influences on the protein binding profile. A population pharmacokinetic approach was used to analyze paired protein-unbound and total phenytoin plasma concentrations (n = 146 each) from 32 critically ill children (0.08-17 years of age) who were admitted to a pediatric hospital, primarily intensive care unit. The pharmacokinetics of unbound and bound phenytoin and the influence of possible influential covariates were modeled and evaluated using visual predictive checks and bootstrapping. The pharmacokinetics of protein-unbound phenytoin was described satisfactorily by a 1-compartment model with first-order absorption in conjunction with a linear partition coefficient parameter to describe the binding of phenytoin to albumin. The partitioning coefficient describing protein binding and distribution to bound phenytoin was estimated to be 8.22. Nonlinear elimination of unbound phenytoin was not supported in this patient group. Weight, allometrically scaled for clearance and volume of distribution for the unbound and bound compartments, and albumin concentration significantly influenced the partition coefficient for protein binding of phenytoin. The population model can be applied to estimate the fraction of unbound phenytoin in critically ill children given an individual's albumin concentration.