Libro blanco de las ACES Pediátricas 2024

Libro Blanco de las ACES Pediátricas 2024 548 ❚ Paediatric HERMES: European Curriculum Recommendations for Training in Paediatric Respiratory Medicine Introduction In order to ensure the best quality of care for all children with respiratory problems and to harmonise and develop paediatric respiratory medicine (PRM), the Paediatric HERMES (Har- monised Education in Respiratory Medicine for European Specialists) initiative is working towards the development of structured pro- grammes for education and training in the subspecialty, to establish defined standards of knowledge and skills required to practice PRM on a tertiary care level. Since its launch in 2007, the Paediatric HERMES has progressed swiftly. In 2009, it pub- lished a European syllabus for Training in Pae- diatric Respiratory Medicine, which served as a basis to develop the curriculum framework pre- sented here. In parallel, initial steps have already been taken to allow for the introduction of a written European examination in PRM in 2011. Further down the line, criteria for training net- works and training centre accreditation will be developed, so as to provide a holistic approach to PRM education and training (fig. 1). The present report presents the Task Force’s work to produce a consensus-based curriculum. The curriculum rationale of the European cur- riculum recommendations for training in adult respiratory medicine published in 2008 was used as a basis to develop a curriculum rele- vant to paediatric respiratory medicine [1]. The publication of the Paediatric HERMES syllabus in March 2009 provided groundwork for the curriculum phase [2]. Throughout the process, the Task Force kept in mind that they should always aim for the highest quality of training. In addition, the principle that a curriculum is more than a syllabus and that it includes con- sideration of educational processes, mainly teaching, learning and assessment, guided the Task Force in formulating the curriculum con- tent. The applicability of the curriculum con- tent was validated by the Task Force members to ensure that the curriculum transcribes what happens in clinical practice. Each curriculum element was discussed with respect to whether it matched the reality of the specific training context. The main challenge in developing the curriculum was to bridge the gap between theory and practice and, thus, operationalise the syllabus, i.e. to provide a concise, straight- forward and user-friendly training framework to target users: healthcare and education policy makers, curriculum developers, trainees, train- ers and training centres. Whereas each syllabus module defines the knowledge and skills that a PRM trainee needs to acquire, the curriculum M. Gappa J-L. Noël T. Séverin E. Baraldi J. Busari A. Bush K-H. Carlsen J. de Jongste E. Eber B. Fauroux S. McKenzie P. Palange P. Pohunek R. Primhak K. Priftis J. Wildhaber Z. Zivkovic M. Zach J. Paton Phase 1 Syllabus Phase 2 Curriculum Phase 3 Assessment methods European examination Phase 4 Development of training networks and training centre accreditation Figure 1 Paediatric HERMES project phases. This article has been reprinted from Breathe. The correct cita- tion is Breathe 2010; 7: 72–79