Comment on the supplement article: training requirements and recommendation for the specialty of dermatology and venereology European Standards of Postgraduate Medical Specialist Training : the necessity for adequate training of European dermatology residents in skin of colour

2020 ◽  
Vol 34 (10) ◽  
Author(s):  
K.‐M. Plachouri ◽  
S. Georgiou
Keyword(s):  
Specialist Training ◽  
Medical Specialist ◽  
Training Requirements ◽  
European Standards

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

2007 ◽  
Vol 30 (4) ◽  
pp. 65
Author(s):  
H. R. Rajani ◽  
C. Good
Keyword(s):  
Core Competency ◽  
Core Knowledge ◽  
Specialist Training ◽  
Medical Expert ◽  
Learning Session ◽  
Training Requirements ◽  
The Core ◽  
Case Based Learning ◽  
Contact Hours ◽  
Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

Palliative medicine trainees be should learn about frailty: meta-synthesis and Delphi study to establish curriculum content

2021 ◽  
pp. bmjspcare-2021-003013
Author(s):  
Felicity Dewhurst ◽  
Barbara Hanratty ◽  
Katherine Frew ◽  
Paul Paes ◽  
Richard Walker ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Delphi Study ◽  
Palliative Medicine ◽  
Care Home ◽  
Geriatric Medicine ◽  
Future Research ◽  
Delphi Panel ◽  
Specialist Training ◽  
Training Requirements ◽  
National Training

ObjectivesFrailty is common and highly associated with morbidity and mortality, a fact that has been highlighted by COVID-19. Understanding how to provide palliative care for frail individuals is an international priority, despite receiving limited mention in Palliative Medicine curricula or examinations worldwide. This study aimed to synthesise evidence and establish expert consensus on what should be included in a Palliative-Medicine Specialist Training Curriculum for frailty.MethodsLiterature Meta-synthesis conducted by palliative medicine, frailty and education experts produced a draft curriculum with Bologna based Learning-Outcomes. A Delphi study asked experts to rate the importance of Learning-Outcomes for specialist-training completion and propose additional Learning-Outcomes. This process was repeated until 70% consensus was achieved for over 90% of Learning-Outcomes. Experts divided Learning-Outcomes into specific (for inclusion in a frailty subsection) or generic (applicable to other palliative conditions). The Delphi panel was Subject Matter Experts: Palliative-Medicine Consultants (n=14) and Trainees (n=10), representing hospital, community, hospice and care home services and including committee members of key national training organisations. A final reviewing panel of Geriatric Medicine Specialists including experts in research methodology, national training requirements and frailty were selected.ResultsThe meta-synthesis produced 114 Learning-Outcomes. The Delphi Study and Review by Geriatric Medicine experts resulted in 46 essential and 33 desirable Learning-Outcomes.ConclusionsThis frailty curriculum is applicable internationally and highlights the complex and unique palliative needs of frail patients. Future research is required to inform implementation, educational delivery and service provision.

scholarly journals Stroke doctors: Who are we? A World Stroke Organization survey

2017 ◽  
Vol 12 (8) ◽  
pp. 858-868 ◽  
Author(s):  
Atte Meretoja ◽  
Monica Acciarresi ◽  
Rufus O Akinyemi ◽  
Bruce Campbell ◽  
Dar Dowlatshahi ◽  
...  
Keyword(s):  
Prior Information ◽  
Continuous Medical Education ◽  
Scientific Society ◽  
Specialist Training ◽  
Stroke Patients ◽  
Training Requirements ◽  
The Past ◽  
Scientific Organizations ◽  
The World ◽  
Skilled Workforce

Background Specialist training provides skilled workforce for service delivery. Stroke medicine has evolved rapidly in the past years. No prior information exists on background or training of stroke doctors globally. Aims To describe the specialties that represent stroke doctors, their training requirements, and the scientific organizations ensuring continuous medical education. Methods The World Stroke Organization conducted an expert survey between June and November 2014 using e-mailed questionnaires. All Organization for Economic Co-operation and Development countries with >1 million population and other countries with >50 million population were included ( n = 49, total 5.6 billion inhabitants, 85% of global strokes). Two stroke experts from each selected country were surveyed, discrepancies resolved, and further information on identified stroke-specific curricula sought. Results We received responses from 48 (98%) countries. Of ischemic stroke patients, 64% were reportedly treated by neurologists, ranging from 5% in Ireland to 95% in the Netherlands. Per thousand annual strokes there were average six neurologists, ranging from 0.3 in Ethiopia to 33 in Israel. Of intracerebral hemorrhage patients, 29% were reportedly treated by neurosurgeons, ranging from 5% in Sweden to 79% in Japan, with three neurosurgeons per thousand strokes, ranging from 0.1 in Ethiopia to 24 in South Korea. Most countries had a stroke society (86%) while only 10 (21%) had a degree or subspecialty for stroke medicine. Conclusions Stroke doctor numbers, background specialties, and opportunities to specialize in stroke vary across the globe. Most countries have a scientific society to pursue advancement of stroke medicine, but few have stroke curricula.

scholarly journals Selection criteria for Australian and New Zealand medical specialist training programs: another under‐recognised driver of research waste

2021 ◽  
Vol 215 (7) ◽  
pp. 336
Author(s):  
Caitlyn Withers ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Paul P Glasziou ◽  
Paulina Stehlik
Keyword(s):  
New Zealand ◽  
Selection Criteria ◽  
Training Programs ◽  
Specialist Training ◽  
Medical Specialist ◽  
Research Waste

scholarly journals Medical Specialist Training: Views from Stakeholders

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Md Tahir MA ◽  
Noor Hazilah AM ◽  
Azura O
Keyword(s):  
Private Sector ◽  
Human Resource ◽  
Medical Specialty ◽  
Specialty Training ◽  
Specialist Training ◽  
Medical Specialist ◽  
Public And Private ◽  
Medical Specialists ◽  
Medical Institutions ◽  
Public And Private Sector

Introduction: In Malaysia, medical specialisation training is mainly carried out by the public universities. Methods: A survey was carried out to explore the views of medical specialists in the country on issues such as structure of medical specialty training, availability of human resource, public/private sector competition, competency and apprenticeship, and its impact on assurance and quality of medical specialty training. Results: Altogether 238 medical specialists from 30 hospitals and medical institutions in the country participated in the survey. Conclusion: Among the findings, competition for human resource between public and private sector and lack of uniformity on medical specialty training across universities in the country are among the issues found to be of concern. There is also a need to address governance issue which necessitates to clearly delineating what constitutes medical specialty and what constitutes a subspecialty so that an agreed uniformed nomenclature is exercised across all stakeholders. The respondents also strongly agreed on the need to ensure competence in medical specialist training.

scholarly journals TYOT: Tripadvisor for psychiatry trainees?

2017 ◽  
Vol 41 (S1) ◽  
pp. 913-913
Author(s):  
L. De Picker
Keyword(s):  
Psychotherapy Training ◽  
Early Career ◽  
European Countries ◽  
Psychiatric Training ◽  
European Federation ◽  
Professional Literature ◽  
Training Requirements ◽  
Competing Interest ◽  
European Standards ◽  
European Training

BackgroundAlthough guidelines to ensure the quality of postgraduate psychiatric training in Europe are provided both by the statements of the European Federation of Psychiatric Trainees (EFPT) and the UEMS Psychiatry Section's European Training Requirements, actual training conditions in different European countries have been documented to vary widely. Furthermore, most trainees are unaware of the existence of such guidelines.ObjectiveThe test your own training (TYOT) project set out to create an easy-to-use online tool that allows trainees to assess how their own training compares in relation to the European standards, thereby empowering trainees all over Europe.MethodsAn EFPT Focus Group consisting of psychiatric trainees or early career psychiatrists from eleven European countries created a core survey of key aspects of psychiatry training, such as the duration of the training program, the availability of clinical and educational supervision, access to international professional literature, the use of a national logbook, based on the UEMS European Training Requirements and the EFPT statements. Additional subsets of questions were designed for specific domains such as theoretical training in psychiatry, psychotherapy training and the role of supervisors and training institutions. Next, the questions were transferred to a suitable online hosting platform, which allows to automatically provide feedback in an algorithmic fashion about how the trainee’s experience compares to the European standards.ResultsThe TYOT platform will be launched in January 2017 and the first results will be presented at the European Congress of Psychiatry 2017. For more information about the TYOT tool please visit http://efpt.eu/training/tyot/.Disclosure of interestThe author has not supplied his declaration of competing interest.

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