Validating objectives and training in Canadian paediatrics residency training programmes

Amin, Harish; Singhal, Nalini; Cole, Gary

doi:10.3109/0142159x.2011.542525

Cited by 17 publications

(13 citation statements)

References 29 publications

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“…Similar concerns have been raised regarding Canadian pediatric residency programs [ 9 – 12 ]. The Canadian residency system and procedural training requirements in Canada are described in Box 1 .…”

Section: Introductionmentioning

confidence: 73%

Program directors’ perceptions of importance of pediatric procedural skills and resident preparedness

2015

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BackgroundThe Royal College of Physicians and Surgeons of Canada (RCPSC) objectives for training in pediatrics include 26 procedural skills, 11 of which are included in the final in-training evaluation report (FITER). The importance of each procedure for practice and the preparedness of pediatric residency graduates to perform these procedures are not known.MethodsA questionnaire was distributed to all pediatric residency program directors and members of the RCPSC Specialty Committee in Pediatrics (N = 21) in October 2010, requesting them to rate the perceived importance and preparedness of graduating pediatric residents in all procedural skills on a 5 point Likert scale, as well as the presence of a curriculum and documentation for each procedure. Mean importance and preparedness were calculated for each procedure.ResultsResponse rate was 16/21 (76 %). Perceived preparedness was significantly lower than importance for the majority of procedures (p < 0.05). Ten procedures had a high mean importance rating (>3) but a low mean preparedness rating (<3). Presence of a curriculum and documentation for procedures varied across centers, and their presence was correlated with both perceived importance and preparedness (p < 0.0001).ConclusionsMany procedures in which pediatric residents are required to be competent by the RCPSC are felt to be important. Residents are not felt to be adequately prepared in several of the required procedures by the time of graduation. Procedures with high ratings of importance but low preparedness ratings should be targeted for curricular interventions.Electronic supplementary materialThe online version of this article (doi:10.1186/s13104-015-1499-8) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 73%

Program directors’ perceptions of importance of pediatric procedural skills and resident preparedness

2015

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“…16 It has been used by other groups and disciplines to develop curricula, competencies, and objectives. [17][18][19] A limitation of our approach to defining patient care EPAs is that we began with internal testing within a single residency program. Therefore, despite drawing on previously published lists, our list was influenced by the setting, clinical practice, faculty, and philosophy of our program.…”

Section: Discussionmentioning

confidence: 99%

Entrustable Professional Activities in Family Medicine

Shaughnessy¹,

Sparks²,

Cohen-Osher³

et al. 2013

Journal of Graduate Medical Education

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“…8 This also applies to postgraduate training, with perceptions of unpreparedness experienced by both trainees 16 and specialists. 5,17 Studies of newly qualified specialists suggest that some are more deficient in generic non-technical skills (NTS), for example management 5 or leadership, [18][19][20][21] compared with their technical abilities. 3,4,19,20,22,23 As with newly qualified junior doctors, 24 recently graduated specialists who are less well equipped for their work roles have reported varying but higher degrees of anxiety, stress and burnout compared with their older or more experienced colleagues.…”

Section: Fitness For Purpose In Medicinementioning

confidence: 99%

Fitness for purpose in anaesthesiology: a review

Kalafatis

Sommerville

Gopalan

2018

Southern African Journal of Anaesthesia and Analgesia

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The purpose of this review is to explore how fitness for purpose can be defined for anaesthesiology graduates and to delineate the parameters of this concept for anaesthesiology. Newly qualified anaesthesiology graduates experience difficulties with the transition from trainee to specialist, with perceptions of unpreparedness especially in non-technical skills. This may be deleterious to the individual, the patient, colleagues and the workplace. It is possible that graduates may be deemed competent yet are unable to fulfil all their specialist roles. Fitness for purpose and its relationship with competence, expertise and excellence in anaesthesiology have been poorly defined in the literature. These concepts are not synonymous but provide a hierarchical framework for the development of a specialist from a beginner to an expert. The uncertainties surrounding competence are numerous, with generic competency frameworks not addressing all aspects unique to anaesthesiology. The applicability of such frameworks in areas outside which they were originally designed and, in particular, in anaesthesiology, is questionable and requires further investigation. Defining fitness for purpose in anaesthesiology will assist training departments, curriculum designers, assessors and regulators to produce specialists that are experts in their chosen field without any deficiencies and thus able to perform all their required roles.

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Validating objectives and training in Canadian paediatrics residency training programmes

Cited by 17 publications

References 29 publications

Program directors’ perceptions of importance of pediatric procedural skills and resident preparedness

Program directors’ perceptions of importance of pediatric procedural skills and resident preparedness

Entrustable Professional Activities in Family Medicine

Fitness for purpose in anaesthesiology: a review

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