LIBRO + ANEXOS CARDIOLOGÍA

Cardiología Pediátrica. Anexos ❚ 49 Page 7 of 64 Paediatric Cardiology curriculum unable to obtain a post appropriate to their special interest skill. Conversely at least at present there remains a significant consultant vacancy burden on the speciality as a whole. Demonstration of core knowledge by the end of the ST4-6 Core specialist training stage is expected and there has been a speciality specific Knowledge Based Assessment (KBA) running now for more than 5 years; this is a formative assessment in which trainees are encouraged to demonstrate progression over the first 3 years of training, with an expectation that by the end of their 3 rd year they will be able to evidence sufficient core knowledge to achieve a score of >50%. Trainees will be encouraged to undertake the EACVI certification (in the echocardiography of congenital heart) to evidence their capability in this area but historically this has not been an absolute requirement due to lack of equivalent certifications in other special interest areas. More focused training in their chosen advanced module (s) will then continue alongside completion of core congenital and Paediatric Cardiology capabilities and continued exposure to emergency on call. More advanced training in highly complex interventional catheter and electrophysiological procedures and imaging modalities may require further training post CCT via additional training routes. As some other speciality areas also become mainstream, they might be incorporated into future curricula. Doctors in training will learn in a variety of settings using a range of methods, including workplace based experiential learning, formal postgraduate teaching and simulation-based education. All aspects of the curriculum can be adapted to facilitate less than full time training. 2.2 High level learning outcomes – capabilities in practice (CiPs) The Paediatric Cardiology capabilities in practice (CiPs) describe the professional tasks or work within the scope of congenital and Paediatric Cardiology. Five core Paediatric Cardiology CiPs describe the essential tasks which must be entrusted to all paediatric cardiologists. There are additional CiPs in each of the (currently) eight themed areas such that each trainee will be expected to demonstrate capability in one specialist area of Paediatric Cardiology practice as required by service need at consultant appointment. These are in addition to the six generic CiPs described within core physicianly training. Service needs often require a complex balance of skills at consultant level especially in expanding areas of practice, so some flexibility is explained within the eight specialty areas of practice. Additionally, it must be noted that appropriately appointed academic trainees could train in any of the specialist areas with individualised adjustment in their training. Each CiP has a set of descriptors associated with that activity or task. Descriptors are intended to help trainees and trainers recognise the minimum level of knowledge, skills and behaviours which should be demonstrated for an entrustment decision to be made. By the completion of training and award of a CCT, the doctor must demonstrate that they are capable of unsupervised practice in all core specialty CiPs and one theme for service CiP.