Figures
- Figure 1
HERMES development strategy.
- Figure 2
European representation of respiratory critical care HERMES participants. Countries represented: Albania, Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Lithuania, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey, UK.
- Figure 3
Example of the module layout: respiratory failure module.
- Figure 4
Respiratory Critical Care HERMES curriculum processes.
Tables
- Table 1 Levels of competence
Definitions Level 1: foundation competency to be used in daily practice by everybody involved in the field. It is a requisite to function in the multidisciplinary team/setting Level 2: intermediate competency to be demonstrated or applied with consultation within the multidisciplinary team Level 3: specialised competency which has the highest level of complexity and specialisation - Table 2 Assessment toolbox
Audit Case-based discussion (CbD) Direct observation of practical skills (DOPS) Feedback on letters: assessment instrument for letters Mini-clinical evaluation exercise (MiniCEX) Multisource feedback Objective structured clinical examination (OSCE) Simulation and standardised patients - Table 3 Curriculum modules
-
Respiratory physiology and pathophysiology
-
Respiratory failure
-
Respiratory medical and surgical conditions
-
Ventilation and airway management
-
Other respiratory therapies
-
Cardiovascular disorders
-
Renal disorders
-
Central nervous system disorders
-
Metabolic and endocrine effects in critical illness
-
Infectious diseases
-
Acute haematologic and oncologic disorders
-
Acute gastrointestinal and abdominal disorders
-
Environmental hazards
-
Immunology and transplantation
-
Monitoring, quality control and biostatistics
-
Practical skills
-
Management
-
Communications and ethics
-
Basics of evidence-based medicine and research
-
Prevention
-
