Libro blanco de las ACES Pediátricas 2024

Libro Blanco de las ACES Pediátricas 2024 552 ❚ European Curriculum Recommendations Therefore, the aim of this curriculum is to recommend, rather than to prescribe. There are no steadfast rules in implementing the curricu- lum. The Task Force is also conscious of the basic European Union principle of subsidiarity, which does not give any legal standing to the curricu- lum. However, the curriculum recommendations may serve as a framework on which to base each nation’s individual curriculum development. It is hoped that national groups will find these recom- mendations useful in the design and develop- ment of a programme that meets the needs and special requirements of their circumstances. The Assessment methods Discussions among the Task Force participants made it clear that ideas about in-training assess- ment were largely international but there are marked differences with regard to specific appli- cation in the different countries. Some countries would be more advanced and well-developed in terms of standardised and structured assess- ment methods. However, the point was raised that standardised and structured assessments represent the future of training in medicine in general, and in PRM specifically. Therefore, some time was spent on developing an assessment toolbox reflecting best practice, and supporting the development of structured and harmonised assessment alongside the curriculum. Equally, assessments were tackled by the Task Force participants with the awareness that it is a composite process. The Paediatric HERMES initia- tive has already begun its assessment phase in developing a European examination. This will be a knowledge-based MCQ examination in English, where each MCQ undergoes a rigorous process of formulation and validation to ensure that it will illustrate state-of-the-art practices as well as authentic professional situations. For each curriculum module, a column enti- tled Assessment Tools serves to emphasise rec- ommended methods. All items can be assessed using knowledge-based MCQ in addition to other available assessment methods. A separate assessment toolbox, which is the result of the Task Force participants’ exercise, is provided. It discusses common assessment methods and how they are being used in the context of PRM train- ing (Appendix 1). The Accreditation Council for Graduate Medical Education of the American Board of Medical Specialties produced descrip- tions of assessment methods, which were used as a reference [8]. Curriculum recommendations in Europe Within Europe, countries are in different stages of the development of medical training. In some countries, PRM as a subspecialty is not yet for- mally recognised [9]. The availability and size of training centres, technologies and other resources varies from country to country [10]. The heteroge- neity between countries poses an ongoing chal- lenge towards the uptake of these European curriculum recommendations. This means that the level of acceptance will differ from country to country. CurriculumModules Mandatory Optional A) Evaluation of respiratory symptoms and signs Yes B) Pulmonary function testing Yes C) Airway endoscopy Yes D) Imaging Yes E) Acute and chronic lung infection Yes F) Tuberculosis Yes G) Bronchial asthma and other wheezing disorders Yes H) Allergic disorders Yes I) Cystic fibrosis Yes J) Congenital malformations Yes K) Bronchopulmonary dysplasia and chronic lung disease of infancy Yes L) Rare diseases Yes M) Sleepmedicine Yes N) Rehabilitation in chronic respiratory disorders Yes O) Inhalation therapy Yes P) Technology-dependent children Yes Q) Epidemiology and environmental health Yes R) Management and leadership Yes S) Teaching Yes T) Research Yes U) Communication Yes V) Rigid and interventional airway endoscopy Yes W) Post lung transplant management Yes X) Additional diagnostic tests (one or more of the following) Yes Table 3 The 24 curriculummodules