To define the body of knowledge and practical skills required by a physician trained as a specialist in critical care medicine.
Consensus opinion of adult and pediatric critical care physicians with multidisciplinary experience and expertise in the critical care teaching environment.
Consensus was reached in an attempt to define a common area of knowledge and skills that could be expected of critical care physicians, regardless of primary specialty, to enable them to properly practice in a multidisciplinary environment.
A curriculum was developed that defines the core cognitive and procedural skills that practitioners of critical care should possess on completion of advanced training in this field. Additional cognitive skills required for advanced trainees in pediatric critical care were delineated. (Crit Care Med 1997; 25:1601-1607)
American College of Critical Care Medicine of the Society of Critical Care Medicine*.
*Task force members who participated in the review and revision of this document include: Antoinette Spevetz, MD, Task Force Chair; Bekele Afessa, MD; Carolyn E. Bekes, MD, FCCM; Collin E. M. Brathwaite, MD, FCCM; Richard J. Brilli, MD, FCCM; Dennis M. Greenbaum, MD, FCCM; Marilyn T. Haupt, MD, FCCM; H. Mathilda Horst, MD, FCCM; and David J. Powner, MD, FCCM.
These guidelines have been developed by the American College of Critical Care Medicine and thereafter reviewed and approved by the Council of the Society of Critical Care Medicine. The opinions expressed herein reflect the official opinion of the Society of Critical Care Medicine, and should not be construed to reflect the views of certifying bodies, regulatory agencies, or other medical review organizations.
Editor's Note: As with previous guidelines published in this journal, these guidelines have not undergone traditional peer review. See Crit Care Med 1991; 19:137 and 1992; 20:447.
Address requests for reprints to: Society of Critical Care Medicine, 8101 East Kaiser Boulevard, Suite 300, Anaheim, CA 92808-2259.
The terms used to describe physician trainees of various levels are currently in evolution. A number of primary boards are currently using the term, resident, to refer to physicians in subspecialty as well as primary specialty training programs. However, since the American College of Critical Care Medicine and the Society of Critical Care Medicine have developed separate curricula for primary specialty and subspecialty residents, we will use the term, advanced trainee, to refer to the latter in the current document. This term will replace the term, fellow, for consistency with the trend of the primary boards.