J. Rickard1,2, E. Tuyishime2,3, F. Ntirenganya2,3, P. Banguti2,3 1University Of Minnesota,Minneapolis, MN, USA 2University Teaching Hospital Of Kigali,Kigaii, , Rwanda 3University Of Rwanda,Kigali, , Rwanda
Introduction:
Critical care resources are limited in low- and middle-income countries. However, many patients present to referral hospitals with advanced critical illness necessitating intensive care unit (ICU) admission. Most ICU teaching in Rwanda is performed at the bedside. To improve the critical care training at a tertiary referral hospital in Rwanda, we instituted a critical care teaching module.
Methods:
We describe the development of a critical care teaching module administered in the ICU of a tertiary referral hospital in Rwanda, with lectures tailored to locally available critical care resources. We present an outline and model for teaching critical care in a low-resource setting.
Results:
We developed a series of core critical care presentations to be administered on a bi-monthly basis. These talks supplement routine ICU bedside teaching. Presentations are tailored to relevant resources and availability, but with forward-looking approach, anticipating the growth of local resources over the ensuing years. Topics are aimed at medical students and residents in multiple specialties including anesthesia, surgery and emergency medicine. Lectures are repeated over a two-month cycle, allowing for each rotation of residents and students exposure to these topics. Material is shared with all participants to encourage knowledge dissemination. A pre- and post-rotation assessment is being developed to measure trainees’ knowledge of critical care material at the beginning and end of their rotation.
In future iterations, we will expand the curriculum to cover a broader range and more specialized topics for senior residents. Challenges to the teaching program include identification of a local champion and methods of assessment and knowledge retention. Future directions include expanding the critical care teaching program to a multidisciplinary program including ICU nursing education.
Conclusion:
While ICU resources are limited, teaching critical care topics can have important impacts on patient management. The knowledge gained through these topics applies to patients both in and outside the intensive care unit. Providing a resource bank of lecture material with a defined schedule of topics can be a model of sustainable teaching in a low resource setting.