Evaluation & Objectives
Expectations, assessment approach, and CanMEDS-aligned domains for critical care learners.
Evaluation Approach
Learners complete a rotation logbook and are assessed on program-specific objectives, with final assessment via critical-care ITER and multisource feedback from faculty, senior learners, nursing, and allied health.
CanMEDS-Aligned Objectives
[DRAFT — KEVIN TO REVIEW] Drafted from standard critical care CanMEDS competencies.
[DRAFT — KEVIN TO REVIEW]
- Recognize and prioritize life-threatening organ dysfunction in undifferentiated ICU patients.
- Construct physiology-based differential diagnoses and daily management plans for common critical care syndromes.
- Apply evidence-informed approaches to ventilation, shock resuscitation, antimicrobials, sedation, analgesia, and renal support.
- Escalate appropriately when patients require procedural, subspecialty, or interprofessional support.
[DRAFT — KEVIN TO REVIEW]
- Present concise, problem-based ICU assessments during multidisciplinary rounds.
- Communicate uncertainty, clinical change, and contingency plans clearly to patients, families, and team members.
- Participate in serious illness conversations using structured, compassionate language.
- Document ICU plans, procedures, and family meetings accurately and promptly.
[DRAFT — KEVIN TO REVIEW]
- Work effectively with nursing, respiratory therapy, pharmacy, allied health, consultants, and senior learners.
- Clarify roles and closed-loop tasks during admissions, procedures, and urgent deterioration.
- Incorporate interprofessional perspectives into daily goals and discharge/readiness planning.
[DRAFT — KEVIN TO REVIEW]
- Prioritize competing clinical tasks while maintaining situational awareness across assigned ICU patients.
- Use ICU resources responsibly, including investigations, blood products, antimicrobials, and invasive monitoring.
- Participate in safe handover with explicit overnight risks and contingency plans.
[DRAFT — KEVIN TO REVIEW]
- Identify patient values, substitute decision-maker needs, and barriers to equitable ICU care.
- Advocate for timely goals-of-care discussions and appropriate limitation or escalation of life-sustaining therapies.
- Recognize social, language, disability, cultural, and system factors that affect critical illness care.
[DRAFT — KEVIN TO REVIEW]
- Identify learning questions from bedside cases and connect them to core curriculum or selective modules.
- Appraise and apply clinical evidence relevant to common ICU problems.
- Seek feedback, reflect on performance, and incorporate coaching into subsequent clinical work.
[DRAFT — KEVIN TO REVIEW]
- Demonstrate reliability, punctuality, accountability, and respect in high-acuity ICU environments.
- Recognize limits of competence and ask for help early when patient safety may be affected.
- Maintain confidentiality, ethical conduct, and compassionate behaviour with patients, families, and colleagues.
- Attend to personal wellness and fatigue risk during emotionally and cognitively demanding clinical work.