Libro blanco de las ACES Pediátricas 2024

Gastroenterología, Hepatología y Nutrición Pediátrica. Anexos ❚ 285 7 endorsed by his/her tutor or authorised deputy. The trainee should attend and provide evidence of attendance at local, regional and national meetings. Attendance at International Meetings is considered essential for Tertiary Care training. It is recommended to give at least 2 - 3 presentations at these meetings. Attendance at summer schools or other educational training schools is strongly encouraged. Competency assessment Competencies should be evaluated throughout the training period. There are a number of different tools for this, describing different aspects of training. Some of these are set out below with a recommendation for the number that should be completed during each year of training. Formal and informal reflection on these assessments is an important aspect of their success. Assessment Purpose Method MiniCeX (Mini clinical examination) Provides feedback on skills needed in clinical care Trainer observes a trainee examining a patient and explaining the management plan to the parents CbD (Case based discussion) Assesses clinical reasoning or decision making Trainee presents a more complex case to the trainer and has a discussion about the evidence or basis for diagnosis or treatment. DOPS (Directly observed procedural skills) Assesses practical skills Trainee undertakes a practical skill whilst being observed LEADER Focuses on leadership skills A trainee is observed leading a team (eg during a resuscitation) HAT (Handover assessment tool) Evaluates handover skills Handover episodes are supervised and discussed DOC (Discussion of correspondence) Assesses letter writing skills Clinic letters or discharges are reviewed and discussed MSF (Multi-source feedback) Provides wider feedback on the performance of the trainee Confidential comments from a wide range of colleagues, patients and the trainee are sought A guide to workplace-based assessment can be found here . Knowledge base