LIBRO + ANEXOS NEONATOLOGÍA

Libro Blanco de las ACES Pediátricas 2024 60 ❚ 8 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 three-monthly intervals during the first year of training to appraise the individual. A structured, written account of these meetings, with particular emphasis on the initial, mid- and end-of-training meetings, is advised. 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. 3. REQUIREMENTS FOR TRAINEES 3.1 Prerequisites of trainees The trainee should have completed core training in paediatrics: i.e. common trunk of a minimum of 3 years before commencing subspecialist training in Neonatology. 3.2 Additional 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 (as appropriate) of outpatients, inpatients (including emergency admissions) and community care. Many countries are currently reforming 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 identifies the following competencies ● Medical expert: integrates 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 works within healthcare system to achieve optimal patient care ● Manager/integral participant in health care organisations: allocates resources and contributes to health care system ● Health advocate: responsibly uses expertise and influence to advance the health of individual patients, communities or populations ● Scholar: demonstrates lifelong commitment to reflective learning and to creation, dissemination, translation of medical knowledge ● Professional: commits to the health and wellbeing of individuals and society through ethical practice, professional led regulation and high personal standards of behaviour.