Libro blanco de las ACES Pediátricas 2024

Cardiología Pediátrica. Anexos ❚ 81 Page 61 of 64 Paediatric Cardiology curriculum End of Attachment Appraisal Trainees should review the PDP and curriculum progress with their educational supervisor using evidence from the e-portfolio. Specific concerns may be highlighted from this appraisal. The end of attachment appraisal form should record the areas where further work is required to overcome any shortcomings. Further evidence of competence in certain areas may be needed, such as planned workplace based assessments, and this should be recorded. If there are significant concerns following the end of attachment appraisal then the programme director shou ld be informed. Supervisors should also identify areas where a trainee has performed about the level expected and highlight successes. 7 Quality Management The organisation of training programs is the responsibility of the deaneries. The deaneries will oversee programmes for postgraduate medical training in their regions. The Schools of Medicine in England, Wales and Northern Ireland and the Medical Specialty Training Board in Scotland will undertake the following roles: • oversee recruitment and induction of trainees into the specialty • allocate trainees into particular rotations appropriate to their training needs • oversee the quality of training posts provided locally • ensure adequate provision of appropriate educational events • ensure curricula implementation across training programmes • oversee the workplace based assessment process within programmes • coordinate the ARCP process for trainees • provide adequate and appropriate career advice • provide systems to identify and assist doctors with training difficulties • provide flexible training. Educational programmes to train educational supervisors and assessors in workplace based assessment may be delivered by deaneries or by the colleges or both. Development, implementation, monitoring and review of the curriculum are the responsibility of the JRCPTB and the SAC. The committee will be formally constituted with representatives from each health region in England, from the devolved nations and with trainee and lay representation. It will be the responsibility of the JRCPTB to ensure that curriculum developments are communicated to heads of school, regional specialty training committees and TPDs. The JRCPTB has a role in quality management by monitoring and driving improvement in the standard of all medical specialties on behalf of the three Royal Colleges of Physicians in Edinburgh, Glasgow and London. The SACs are actively involved in assisting and supporting deaneries to manage and improve the quality of education within each of their approved training locations. They are tasked with activities central to assuring the quality of medical education such as writing the curriculum and assessment systems, reviewing applications for new posts and programmes, provision of external advisors to deaneries and recommending trainees eligible for CCT or Certificate of Eligibility for Specialist Registration (CESR).