Knowledge and Practice

Knowledge and Practice

Gap Analysis Survey

Survey Introduction

The Society of Critical Care Medicine (SCCM) seeks to understand educational and training needs across differently resourced healthcare settings. This survey specifically aims to identify gaps in knowledge, practice, and resources among multiprofessional critical care teams in low-resource settings (LRSs) within low- and middle-income countries (LMICs).

Definition of low-, lower middle- and upper middle-income countries: This survey focuses on healthcare facilities in LMICs, which are classified by the World Bank based on gross income per capita.

Estimated completion time: 5 to 10 minutes

Data use: Your responses will remain anonymous and will be used to inform the development of targeted critical care education programs for LRSs. No individually identifiable information will be collected.

Target participants: Clinical practitioners and previous participants from SCCM educational offerings in LMICs.

By proceeding, you confirm that you have read the above information and agree to participate in this survey.

Section 1: Demographics

1. What is your professional role?

Physician Specialty

Highest Education Level (Nurse)

2. Please indicate your total years of experience after initial professional training:

3. What is the primary level of your healthcare facility?

4. Identify all areas where you provide patient care:

5. Country or region of your practice:

6. During your academic training, approximately how many total hours of formal education were specifically dedicated to the management of critically ill patients?

7. How many courses during your academic training specifically addressed the management of critically ill patients?

8. Which courses have you used to strengthen your knowledge in caring for critically ill patients, and which are currently available to you?

For each modality, indicate: (a) whether you have used it in the past, and (b) whether it is currently available to you.

Training Modalities Used in the Past

Rows	Yes	No
Internet-based or online learning modules
Simulation and skills lab
Fundamental of Critical Care Support (FCCS)
World Health Organization Basic Emergency Care or Critical Care
Basic Assessment and Support in Intensive Care (BASIC)
Regional / National critical care courses
Bedside coaching / mentorship
Local institutional training programs
Essential Emergency and Critical Care (EECC)
ICU Better
Other

Training Modalities Currently Available

Rows	Yes	No
Internet-based or online learning modules
Simulation and skills lab
Fundamental of Critical Care Support (FCCS)
World Health Organization Basic Emergency Care or Critical Care
Basic Assessment and Support in Intensive Care (BASIC)
Regional / National critical care courses
Bedside coaching / mentorship
Local institutional training programs
Essential Emergency and Critical Care (EECC)
ICU Better
Other

Section 2: Knowledge and Clinical Proficiency

(next 2 questions ask separately about knowledge proficiency and then skills and management)

9. Rate your level of knowledge proficiency across the following clinical domains:

Knowledge Proficiency Scale:

No knowledge: No formal academic training and unable to apply this knowledge in patient care

Basic knowledge: Foundational academic training and able to apply this knowledge infrequently in practice

Intermediate: Adequate academic training and able to independently apply knowledge to manage noncomplex patients

Advanced: Substantial academic training and able to apply knowledge to manage complex patients

Expert: Advanced academic training and able to manage critically ill, complex patients and teach or mentor others

Rate your level of knowledge proficiency

Rows	No Knowledge	Basic	Intermediate	Advanced	Expert
Physical examination and signs and symptoms of critical illness
Interpreting vital signs trends and pulse oximetry
Interpreting arterial blood gas (ABG)
Recognizing and managing common arrhythmia; electrocardiographic (ECG) interpretation
Interpreting chest radiography
Oxygen delivery systems and monitoring (nasal cannula, high-flow nasal cannula [HFNC], masks)
Respiratory physiology (including acute respiratory failure)
Airway management
Cardiovascular physiology (shock, cardiac insufficiency and failure)
Multiorgan assessment (acute kidney injury, neurologic and obstetric emergencies)
Diagnostic interpretation (labs, imaging, bedside assessment)
Basic nutrition support and malnutrition management
Post-ICU care
Sepsis

10. Rate your level of skills and management proficiency across the following clinical domains:

Clinical Proficiency Scale:

No Clinical Exposure: No hands-on involvement in this domain of clinical practice

Foundational Practice: Applies skills with guidance or in limited situations; relies on protocols or supervision

Independent Practice: Independently manages routine, noncomplex patients in this domain

Advanced Practice: Independently manages complex patients; integrates multiple data sources; anticipates complications

Expert Practice: Manages critically ill patients; synthesizes complex information; teaches, mentors, and leads others

Rate your level of practice proficiency

Rows	No Clinical Exposure	Foundational Practice	Intermediate Practice	Advanced Practice	Expert Practice
Physical examination, and signs and symptoms of critical illness
Interpreting vital signs trends and pulse oximetry
Interpreting ABG
Recognizing and managing common arrhythmia; ECG interpretation
Interpreting chest radiography
Oxygen delivery systems and monitoring (nasal cannula, HFNC, masks)
Respiratory physiology (including acute respiratory failure)
Airway management
Cardiovascular physiology (shock, cardiac insufficiency and failure)
Multiorgan assessment (acute kidney injury, neurologic and obstetric emergencies)
Diagnostic interpretation (labs, imaging, bedside assessment)
Basic nutrition support and malnutrition management
Post-ICU care
Sepsis

Section 3: Interprofessional Team Functioning

11. How confident are you in leading a brief huddle or team communication during emergencies such as acute cardiac arrest or needing massive transfusion, acute resuscitation?

12. How frequently are you trained in using standardized communication tools (eg, Situation Background Assessment Recommendation [SBAR], closed-loop communication) in your practice?

13. What are the main barriers to effective interprofessional communication in your practice?

Other

14. How confident are you in applying standardized protocols or evidence-based practices in the following clinical domains?

Rate your confidence level for each domain.

Confidence in Applying Protocols Across Clinical Domains

Rows	Not Confident	Slightly	Moderately	Confident	Very Confident
Sepsis recognition and initial management
Trauma assessment and stabilization
Difficult airway management
Post-operative critical care
Post-critical illness follow-up and screening (eg, post-intensive care syndrome)
Use of early warning scores (eg, modified early warning score or national early warning score)
Appropriate handoff of care
Interprofessional collaboration
Triage and transport of the critically ill patient
Massive transfusion protocol
Fluid resuscitation protocol
Obstetric critical care
Pediatric critical care
Sedation and ventilator management protocols

Section 4: Readiness to Manage Critical Illness

15. How confident are you in the following clinical systems and quality practices?

Rate your confidence level for each item.

Confidence in Clinical Systems and Quality Practices

Rows	Not Confident	Slightly	Moderately	Confident	Very Confident
Applying evidence-based guidelines to manage critically ill patients
Applying quality improvement cycles to identify gaps in practice
Using and developing clinical protocols, checklists, and care bundles

16. Which topics need the most training to strengthen your practice in caring for critically ill patients?

Rank order of the topics below from 1 (highest priority) to 13 (lowest priority). Click and drag to the desired position.

17. Which factors most positively influence your ability to manage critically ill patients?

Rank factors from 1 (most influential) to 9 (least influential). Click and drag to the desired position.

18. Which factors in your setting contribute most to barriers to critical care training?

Section 5: Resource Availability

Understanding available resources is essential for interpreting competency gaps versus resource gaps in critical care delivery.

19. Indicate the availability of the following bedside resources and equipment in your facility for the care of critically ill or injured patients?

Availability of resources and equipment

Rows	Not available	Rarely	Sometimes	Often	Always
Pulse oximeters
Cardiac monitors / telemetry
Mechanical ventilators
Noninvasive ventilators
HFNC devices
Point-of-care laboratory testing (eg, ABG, lactate)
Essential critical care medications (vasopressors, antibiotics)
Infusion pumps / syringe drivers
Defibrillator (manual or automated external defibrillator)
Imaging (X-ray, ultrasound)
Blood products
Renal replacement therapy

20. What is your preferred language for training materials and clinical education?

21. Do you have reliable access to digital learning platforms (internet, computer/tablet)?

Section 6: Implementation Feasibility

22. Rate the feasibility of implementing a course to enhance education on the assessment and management of critically ill and injury patients in your setting?