Libro blanco de las ACES Pediátricas 2024

Neumología Pediátrica. Anexos ❚ 555 European Curriculum Recommendations Method The sequence of the CbD could be as follows. • Exploratory discussion. • Making judgements. • Feedback. • Recommendations for development. It is recommended that it takes 20–30min per case (including feedback). Suggested reference • Chana N, Gardiner P, Rughani A, et al . Talking the Talk: Using Case-Based Discussion in Medical Assessments. London, Royal College of General Practitioners, 2007. Direct observation of practical skills (DOPS) DOPS is the observation and evaluation of a procedural skill performed by a trainee on a real patient. Procedural skills are also known as technical skills or practical skills. The procedural skills assessed using DOPS include relatively simple and common procedures. Objective • To give opportunity for pertinent feedback from more experienced doctors. Feedback is given immediately after the encounter takes place, and includes highlighting strengths and weakness, and agreeing upon an action plan to address developmental needs. PRM scenario This assessment method pertains especially to training in the performance of invasive procedures that are typical for managing paediatric patients with respiratory disorders, e.g . pleural puncture,insertion of a pleural drain, activation of a permanently implanted venous access device, etc . Procedural skills are also required for more simple invasive procedures like venopuncture, insertion of a venous access device, arterial blood sampling, etc . It is assumed that these procedural skills have already been acquired by the trainee during their basic paediatric training. Special procedural skills are also required for bronchoscopy. Method DOPS involves the performance of procedures on actual patients rather than cadavers, simulations or animal models. DOPS assessment takes the form of the trainee performing a specific practical procedure that is directly observed and scored by a consultant observer, andmay use a standard formor checklist. Suggested references • Wigton R. Measuring procedural skills. Ann Inter Med 1996; 125: 1003–1004. • Davies H, Archer J, Heard S. Assessment tools for Foundation Programmes—a practical guide. BMJ Career Focus 2005; 330: 195–196. • Sample Formfor Direct Observationof Procedural Skills (DOPS) –Anaesthesia. http://www.bartsandthelondon.nhs.uk/docs/DOPs.pdf Last accessed May 13, 2010. Feedback on letters: assessment instrument for letters Assessment of discharge or referral letters with a list of features (see below) that should be in an ideal letter that can be scored and commented on. Standard instrument Sheffield Assessment Instrument for Letters (SAIL) available as a validated tool. Objective • To assess the quality of written communication skills. PRM scenario Relevant types of letters include discharge summaries after inpatient treatment and letters after outpatient assessment; both scenarios include letters for patients with acute conditions (e.g . acute asthma exacerbation and community-acquired pneumonia) or chronic disease and follow-up assessment ( e.g . cystic fibrosis and persistent asthma).