Clinical competence in developmental‐behavioural paediatrics: Raising the bar

Abstract

For our specialist paediatric workforce to be suitably equipped to deal with current childhood morbidity, a high level of competence in developmental-behavioural paediatrics (DBP) is necessary. New models of training and assessment are required to meet this challenge. An evolution of training in DBP, built around the centrepiece of competency-based medical education, is proposed. Summative assessment based upon entrustable professional activities, and a menu of formative workplace-based assessments specific to the DBP context are key components. A pilot project to develop and implement these changes is recommended.

A systematic review of 7 years of research on entrustable professional activities in graduate medical education, 2011–2018

“…A total of 2894 records were screened, with 49 articles deemed eligible for inclusion (for PRISMA diagram, see Fig. ).…”

“…Methods used to develop EPAs included Delphi groups, literature reviews and focus groups. [47][48][49][50][51][52][54][55][56][57][58][60][61][62][63] Although no apparent 'best' method could be determined, this systematic review is nonetheless an important overview of the various processes that can contribute to EPA development in the future. The use of standardised guidelines may also be a means of improving the development process.…”

The promise, perils, problems and progress of competency-based medical education

“…EPAs have rapidly become popular within both postgraduate and undergraduate medical programmes, but extensive reports on implementation and outcome are still rare.…”

Long‐term outcomes for children with neurodevelopmental disorders: Are they core business for paediatricians?

“…An important step forward is already underway with the recently updated Community Child Health Advanced Training Curriculum, which includes consideration of long‐term outcomes. This introduces a competency‐based framework for trainee assessment using Entrustable Professional Activities as an alternative to time‐based training. We would like to see these EPA competencies formally embrace the question of long‐term management.…”