Latest posts

What does a major critical-care conference offer a medical student? A student volunteer reflects on dasSMACC 2017 in Berlin, describing international friendships, encouragement from clinicians and how FOAMed opened up learning opportunities beyond the usual placement experience.

Trainees must demonstrate their competence every year, but how do we assess those who supervise them? This discussion proposes an informal review of educational supervisors’ clinical skills, teaching, feedback and reflection, intended to support development rather than create another compulsory assessment.

How prepared is your department for an attack involving a corrosive substance? This 2017 post discusses decontamination, eye injuries, multidisciplinary care and support for victims, emphasising local planning and specialist toxicology advice rather than using a blog to direct treatment.

A tempting publication offer can leave an inexperienced author with an unexpected bill and an unusable paper. Mike Charlesworth and Lee Feddy argue that deception, inadequate supervision and poor journal selection deserve attention, rather than blaming open access itself.

The final day of dasSMACC 2017 brings education, human factors and the human cost of healthcare into focus. This report reflects on simulation, learning from failure, burnout and global solidarity, alongside powerful contributions from patients, clinicians and educators.

Day two of dasSMACC 2017 asks how professional tribes, team dynamics and complexity influence care. The report also covers equality, knowledge sharing and resuscitation debates, bringing together reflections on how emergency and critical-care teams work under pressure.