Libro blanco de las ACES Pediátricas 2024

Endocrinología Pediátrica. Anexos ❚ 155 19 7 REQUIREMENTS FOR TRAINEES 7.1 Prerequisite for Clinical training A medical doctor who has successfully completed training of at least 3 years in general paediatrics will be eligible for access to further specialist training in Paediatric Endocrinology and Diabetes . This prerequisite is to ensure that the specialist trainee is competent to deliver safe general paediatric and neonatal care. 7.2 Additional requirements of trainees In order to gain the necessary depth of experience, each trainee should be actively involved in the care of children and adolescents with a range of paediatric endocrine and diabetes problems during the whole period of their speciality training. This should include the care of outpatients, inpatients, endocrine emergencies and community care where appropriate. 7.3 Record of Progress and Assessments 7.3.1 Portfolio and Log-book The trainee will be required to keep a personal portfolio according to National guidelines and European Union directives. The portfolio will comprise an ongoing and up-to-date evidence of their development. This includes a written or electronic log-book. The logbook should document patients they have seen in a range of settings, diagnosis and therapeutic interventions instigated and followed-up. The Logbook grading must be certified and signed individually by the applicants’ clinical tutor, Director or Head of Training Centre. The trainee should attend and provide evidence of attendance at local, regional and national meetings . Attendance at International Meetings, such as ESPE, Endocrine Society, European Endocrine Society and International Society for Pediatric and Adolescent Diabetes (ISPAD) is considered essential for Tertiary Care training . It is recommended to give at least one , and preferably 2 to 3, presentations (poster and/or oral) at these meetings. Attendance at dedicated short educational programmes, such as Summer school or Winter school, is strongly encouraged . 7.3.2 Formative competency assessments Formative assessments focus on the trainee's development and are used to identify how they are learning, their strengths and weaknesses, and tailor training/learning activities to meet the needs of the trainee. Formative assessments are therefore 'assessments for learning'. A shift in the balance from summative to formative assessments has the greatest potential to improve learning. This is especially of benefit when ongoing and dialogic feedback is embedded in day-to-day activities during the training period.