Libro blanco de las ACES Pediátricas 2024

Libro Blanco de las ACES Pediátricas 2024 64 ❚ Page 44 of 64 Paediatric Cardiology curriculum Improvement Wales (HEIW) and the Northern Ireland Medical and Dental Training Agency (NIMDTA) – referred to from this point as ‘deaneries’. A training programme director (TPD) will be responsible for coordinating the specialty training programme. In England, the local organisation and delivery of training is overseen by a school of medicine. Progression through the programme will be determined by the Annual Review of Competency Progression (ARCP) process and the training requirements for each indicative year of training are summarised in the ARCP decision aid (available on the JRCPTB website ). The sequence of training should ensure appropriate progression in experience and responsibility. The training to be provided at each training site is defined to ensure that, during the programme, the curriculum requirements are met and also that unnecessary duplication and educationally unrewarding experiences are avoided. The following provides a guide on how training programmes should be focused in each training year in order for trainees to gain the experience and develop the capabilities to the level required. Trainees will have an appropriate clinical supervisor and a named educational supervisor. The clinical supervisor and educational supervisor may be the same person. 4.2 Teaching and learning methods The curriculum will be delivered through a variety of learning experiences and will achieve the capabilities described in the syllabus through a variety of learning methods. There will be a balance of different modes of learning from formal teaching programmes to experiential learning ‘on the job’. The proportion of time allocated to different learning methods may vary depending on the nature of the attachment within a rotation. This section identifies the types of situations in which a trainee will learn. Work-based experiential learning - The content of work-based experiential learning is decided by the local faculty for education but includes active participation in: Congenital and Paediatric Cardiology Clinics including ‘specialist’ clinics The educational objectives of attending clinics are: • To understand the management of suspected, newly detected and long term congenital heart disease • To be able to confidently differentiate significant and non-significant cardiac presentations and reassure patients and parents accordingly • Be able to assess a patient in a defined time-frame • To interpret and act on the referral letter to clinic • To propose an investigation and management plan in a setting different from the acute medical situation