Wayne A Foster, Merideth Miller
Development of the literacy achievement gap: a longitudinal study of kindergarten through third grade
Language, speech, and hearing services in schools
current global pandemic caused unprecedented strain critical care resources creating urgency global critical care education programs learning needs assessment core element designing effective targeted educational interventions theory multimodal methods preferred assess perceived unperceived learning needs diverse interprofessional groups robust design rarely reported little known best approach determine learning needs international critical care professionals conducted multimodal learning needs assessment pilot group critical care professionals china using combined quantitative qualitative methods assessments consisted three phases 1 twenty statements describing essential entrustable professional activities epas generated panel critical care education experts using delphi method 2 eleven chinese critical care professionals participating planned education program asked rankorder statements according perceived learning priority using q methodology byperson factor analysis used study typology opinions postranking focus group interviews employed qualitatively explore participants reasoning rankings 3 identify additional unperceived learning needs daily practice habits audited using information medical nursing records 3 months factor analysis rankordered statements revealed three learning need patterns consensual divergent opinions participants expressed significant interest education organ support disease management moderate interest quality improvement topics relatively low interest communication skills interest learning procedureresuscitation skills varied chart audit revealed suboptimal adherence several evidencebased practices underperceived practice gaps patientcentered communication daily assessment antimicrobial therapy discontinuation spontaneous breathing trial device discontinuation described effective mixedmethods assessment determine learning needs international interprofessional critical care team q survey focus group interviews prioritized categorized perceived learning needs chart audit identified additional practice gaps identified learners multimodal methods employed crosscultural scenarios customize better target medical education curricula