Introduction: In many healthcare settings, delivering consistent, high-quality critical care education is challenged by staffing constraints, variable learner schedules, and limited instructor availability. To address these barriers, I developed an innovative, self-guided educational experience designed to promote critical care knowledge in an immersive, accessible format. Methods: I designed an interactive experience titled “Museum de Critical Care”, centered on 20 foundational critical care topics. Educational content was structured as a web-based presentation, with each topic linked to a corresponding hands-on simulation station. A mannequin and training supplies were used to physically represent each clinical concept within a staged emergency department environment at a Level 3 trauma center. Each topic was assigned a unique QR code, posted both on the presentation website and at its corresponding physical station. This allowed participants to conduct a self-paced, 24/7 “tour” using their personal devices throughout the weeklong installation, accessing digital content and engaging in tactile practice at their convenience. Results: Within one week of availability, 106 participants completed the Museum de Critical Care experience. Attendees represented a broad range of clinical roles and backgrounds, nurses from 9 clinical areas, advanced practice providers, residents, attending physicians from 5 disciplines, pharmacists, respiratory therapists, and paraprofessional staff. An optional five-question survey was made available via QR code to gather feedback assessing the overall experience, digital content, physical content and experience, and potential future utilization of the model. 22 participants (21%) and overall rating of 4.6/5 stars. Participants overwhelmingly approved of the self-paced nature, 24-hour availability, and content of the experience. Conclusions: This novel, museum-themed simulation and e-learning hybrid successfully engaged over 100 multidisciplinary participants in foundational critical care concepts with no reliance on scheduled instruction. Its flexible, interactive format provides a replicable model for scalable, accessible professional development across healthcare settings.
Sarah Bush (Sun,) studied this question.