Libro blanco de las ACES Pediátricas 2024

Libro Blanco de las ACES Pediátricas 2024 82 ❚ Page 62 of 64 Paediatric Cardiology curriculum JRCPTB uses data from six quality datasets across its specialties and subspecialties to provide meaningful quality management. The datasets include the GMC national Training Survey (NTS) data, ARCP outcomes, examination outcomes, new consultant survey, penultimate year assessments (PYA)/external advisor reports and the monitoring visit reports. Quality criteria have been developed to drive up the quality of training environments and ultimately improve patient safety and experience. These are monitored and reviewed by JRCPTB to improve the provision of training and ensure enhanced educational experiences. 8 Intended use of curriculum by trainers and trainees This curriculum and ARCP decision aid are available from the Joint Royal Colleges of Physicians Training Board (JRCPTB) via the website www.jrcptb.org.uk . Clinical and educational supervisors should use the curriculum and decision aid as the basis of their discussion with trainees, particularly during the appraisal process. Both trainers and trainees are expected to have a good knowledge of the curriculum and should use it as a guide for their training programme. Each trainee will engage with the curriculum by maintaining an ePortfolio. The trainee will use the curriculum to develop learning objectives and reflect on learning experiences. Recording progress in the ePortfolio On enrolling with JRCPTB trainees will be given access to the ePortfolio. This allows evidence to be built up to inform decisions on a trainee’s progress and provides tools to support trainees’ education and development. The trainee’s main responsibilities are to ensure it is kept up to date, arrange assessments and ensure they are recorded, prepare drafts of appraisal forms, maintain their personal development plan, record their reflections on learning and record their progress through the curriculum. The supervisor’s main responsibilities are to use evidence such as outcomes of assessments, reflections and personal development plans to inform appraisal meetings. They are also expected to update the trainee’s record of progress through the curriculum, write end-of- attachment appraisals and supervisor’s reports. Deaneries, training programme directors, college tutors and ARCP panels may use it to monitor the progress of trainees for whom they are responsible. JRCPTB will use summarised, anonymous data to support its work in quality assurance. All appraisal meetings, personal development plans and workplace based assessments (including MSF) should be recorded. Trainees are encouraged to reflect on their learning experiences and to record these.. Reflections can be kept private or shared with supervisors.