Libro blanco de las ACES Pediátricas 2024

Nefrología Pediátrica. Anexos ❚ 459 6 expertise. Both educational supervisors and trainers must have practised Paediatric Nephrology for a minimum of 2 years . Trainers should work out a training programme for the trainee in accordance with the trainee's own qualities and the available facilities of the institution. Regular review will be required to allow for flexibility and for early identification of problems/deficiencies. The trainer should work with the Trainee to create a Personal Development Plan (PDP). Trainers are expected to provide appraisal and assessment of progress. Appraisal consists of determining what is needed and what evidence is required to show that this has been achieved. Assessment evaluates progress against objectives. Trainee assessment should be provided in terms of:  Training and career ambitions  Training experience related to syllabus  Achievements related to current plan In order to provide a close personal monitoring of the trainee during his/her training, the number of trainees should not exceed the number of teachers in the centre. Trainers will meet the trainee at the beginning of the programme to define the educational contract for that trainee. Reviews of progress should take place at 3 monthly intervals during the first year of training to appraise the individual. An annual assessment should be undertaken, ideally at a National level, to review competencies achieved and to allow progress within the teaching programme. Assessments should be detailed and contain statements of theoretical and practical experience accumulated by the trainee. It is expected that the trainee will also provide an account of the training received and problems encountered (portfolio). Reports will be submitted to the TPD or national body. 7. Requirements of Trainees In order to gain the necessary depth of experience each trainee should be actively involved in the management care of a range of patients during the whole period of his/her speciality training. This should include the care of outpatients, inpatients (including emergency and intensive care admissions) and community care where appropriate. Many countries have recently reformed their postgraduate medical education. New pedagogic initiatives and blueprints have been introduced to improve quality and effectiveness of the education in line with outcome-based education, for example using the CanMEDS framework. Competency based assessment, as an adjunct to knowledge assessment and portfolio completion, is an important aspect of evaluation. CanMEDS consists of the following competencies:  Medical expert: integration of all CanMED roles applying medical knowledge, clinical skills and professional attitudes.  Communicator: effectively facilitates doctor-patient relationship and dynamic exchanges before, during and after medical encounter.  Collaborator: effectively work within healthcare system to achieve optimal patient care.  Manager/integral participant in health care organisations, allocating resources and contributing to health care system.  Health advocate: responsibly use expertise and influence to advance the health of individual patients, communities or populations.