Libro blanco de las ACES Pediátricas 2024

Neumología Pediátrica. Anexos ❚ 549 European Curriculum Recommendations seeks to describe learning outcomes, minimum exposure, assessment tools and sample clinical situations within the PRM training. Roles of Task Force participants Specific roles were assigned in the curriculum development. The Task Force members formu- lated the 24 curriculum modules. Task Force members, along with national respondents selected through the Forum of European Respira- tory Societies, constituted the expert panel who contributed to this document. Throughout the process of curriculum development, the expert panel validated actual practices in their respective countries. J. Busari, who is a medical educational- ist and also qualified as a general paediatrician, advised the Task Force and provided guidance throughout the process. The project was coordi- nated by ERS staff, who providedmethodological, administrative, clerical and logistical support for all the participants (fig. 2). Processes in curriculum development The curriculum phase began with a workshop on curriculum development facilitated by J. Busari in November 2008, in Geneva (Switzerland). A common structure for development of the curricu- lum was agreed upon. As a result, the following elements were included into the curriculum that would also serve as a guide for the participants and thus facilitate the process: • Knowledge . Knowledge items are cogni- tions, ideas or concepts that are expected to be learnt. • Skills . Skill items are composed of cognitive skills and psychomotor–perceptual skills. Cognitive skill is the ability to utilise the learned ideas or concepts when faced with a problem in practice. Meanwhile, psycho- motor–perceptual skills are the physical or perceptual competencies the trainees are expected to possess after the training. • Attitudes and behaviour . Attitudes and behaviour demonstrate affective skill which is the ability to exhibit the behaviours that reflect certain desired behaviours [3]. • Desired levels of competence . The levels of competence agreed upon in the syllabus phase were adopted into the curriculum framework (fig. 4). • Minimum clinical exposure . Minimum clini- cal exposure can relate to different aspects of time, duration of the programme or rotation, number of cases seen, number of procedures performed and certain specific actions of the trainee. These exposures are minimum condi- tions to ensure that the standards for train- ing are met. • Assessment methods . Assessment methods are emphasised to be either knowledge- based multiple-choice questions (MCQ) or both MCQ in addition to other assessment methods available. A separate assessment toolbox was provided discussing common assessment methods and how they are being used in the context of PRM training • Sample clinical situation . A clinical scenario that gives a practical example of how the different elements of the curriculum can be applied in daily clinical settings. Sample ● ● ● ● ● ● ● ● ● ● ● ● ● ● UK Norway France Switzerland Germany Austria Italy Czech Republic Greece Serbia Netherlands ● Figure 2 Geographical distribution of Task Force members. Figure 3 Definitions of levels of competence.