Libro blanco de las ACES Pediátricas 2024

Neumología Pediátrica. Anexos ❚ 551 European Curriculum Recommendations The Task Force finally met in January 2010, in Berlin (Germany), to finalise and validate the completed curriculum modules (fig. 5). Results The result of the extensive processes were an assessment toolbox (table 2) and the 24 curricu- lum modules (Appendix 2). The assessment toolbox provides recommen- dations for different assessment processes that can be used to ensure the appropriate develop- ment of the PRM trainee and also ascertain if the trainee is benefiting from their training experi- ences. The 24 curriculum modules (table 3) are designed to provide a concise, straightforward and user-friendly framework of PRM training for all users. The curriculum modules set out the integration of the defined learning outcomes and serve as a guide to the educational experience and opportunities in PRM training. Discussion Throughout the development, great care was taken to ensure transparency of the process and obtain input from all involved in the development in order to increase acceptability and applicabil- ity of the end product. Details regarding the vari- ous topics are listed below. Levels of competence The relevance of indicating levels of competence was discussed and there was a consensus that this element of the framework was necessary to address the development of professional judge- ment within PRM training. It was felt to be impor- tant to indicate the high level of competence required to qualify as a specialist in PRM for most items and to identify other items which are less central to PRM, yet important for overall com- petence. It was also considered important that, during their training, trainees are encouraged to make appropriate professional judgements in order to deal with the complexity, uncertainty and unpredictability of clinical practice. More importantly, the trainee should be educated to recognise situations that are beyond the scope of his or her practice, act upon this, and, in particu- lar, be able to refer their patients appropriately to the next point of care. Minimumclinical exposure The approach of the Task Force to define mini- mum clinical exposure was highly democratic, with a modified Delphi round and the plenary meeting discussing the options before a con- sensus was reached on values and parameters. Minimal clinical exposures are meant to address the educational value of learning in practice and the importance of clinical experience throughout the course of training in PRM. Different views reflected local practice and the Task Force partici- pants found it challenging not to be prescriptive in the process. While being very specific with the values and parameters, the participants kept in mind the principle of generalisability in order to make the curriculum acceptable and applicable. Assessment toolbox Audit Case based discussion (CbD) Direct observation of practical skills (DOPS) Feedback on letters: assessment instrument for letters Mini-Clinical Evaluation Exercise (MiniCEX) Multisource feedback Objective structured clinical examination (OSCE) Oral examination Other options for example simulation and standardised patients Table 2 Assessment toolbox Nov 2008 Geneva • Curriculum development • Building the curriculum structure May 2008 Munich • completed curriculum modules • Validation of learning outcomes July 2009 Online modified Delphi Round • General feedback • Assessment methods inventory Sept 2009 Vienna • minimum clinical • Validation of assessment methods Jan 2010 Berlin • European curriculum recommenda- tions Figure 5 Paediatric HERMES Task Force cur- riculumphase processes.