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CEM - Paediatric EM
In line with the introduction of national subspecialty training in Paediatric Emergency Medicine (PEM), the College of Emergency Medicine and the Royal College of Paediatrics and Child Health have endorsed a training assessment system which has been approved by PMETB. This is designed to complement the existing competencies outlined as educational objectives relevant to training in this subspecialty. It should assist trainees in achieving their personal learning objectives and provide evidence that both the educational supervisors and Colleges will need to ensure that trainees meet their requirements for training.
The following documents are available here;
Assessment Standard Blueprints for Level 3 (ST6) training inPaediatric Emergency Medicine ( download) Portfolio assessment sheet ( download) Mini CEX – mini clinical examination ( download) Structured Training Report ( download)
Annual Review Process
In addition to the local deanery annual review (at which the trainee’s ARCP is completed) there will be a national Paediatric Emergency Medicine annual review towards the end of each training year. This formative process will feed into and thus inform the deanery review processes.
The yearly review will be carried out by the RCPCH Chair of CSAC (College Specialty Advisory committee) and CSAC Training advisors and as well as representatives from the College of Emergency Medicine. The purpose of the review is threefold:
1. To review with the trainee their educational progress in the subspecialty, identify any areas of training still to be covered and how this will be achieved and give the trainees an opportunity to discuss any aspect of their training.
2. To provide information for the Colleges annual report to PMETB through monitoring that standards have been met and that there is consistency across the national centres in training in Paediatric Emergency medicine
3. To provide an educational opportunity to develop their critical appraisal and presentation skills.
The yearly review will involve the following elements; the purpose to which these relate is identified in the parentheses:
• A review of trainee’s portfolio using a standardised proforma (portfolio assessment sheet)
• Reviewing a report from trainee’s supervisor – structured and standardised (structured training report)
• Review of workplace assessments that trainee has undertaken in the past year (For StR s only – structure training report). The numbers of workplace assessments will be those required by the parent specialty. In emergency medicine it is anticipated that at least 10 will be completed a year, 4 of which must be Mini-Cex. However it is important that all core areas of the curriculum are covered and in some cases this may require additional assessments to ensure curriculum coverage.
• Reflective summary by trainee on their subspecialty training in paediatric emergency medicine. Objective evidence will be sought in particular across the areas covered in the PMETB specialty specific questionnaire.
• Trainee presentation of topic relevant to speciality with critical appraisal of relevant literature on subject. For emergency medicine trainees this may be their CTR if it was relevant to paediatrics and if not or for paediatric trainees, a scholarly project related to paediatric emergency medicine( e-learning module, evidence based guideline, publication in peer reviewed journal)
Reviewing Educational Progress
Once the trainee has taken up their subspecialty post an initial meeting within the first few weeks should occur with the educational supervisor in order to discuss individual training requirements and plan personal learning objectives. This should then occur at least every three months throughout the period of training, culminating in the completion of an educational supervisor’s report annually prior to the national review. This is required for all trainees
Supervising consultants are asked to complete a training report which will provide a formal review of the trainee’s competencies, identify areas for improvement and help inform the assessment process. Any problems identified through these reports will be addressed at the time of interview and fed back to the local Deanery. It is ESSENTIAL that where there is concern about any aspect of a trainee’s performance specific examples of the behavior that has led to concern are provided. If an individual has not observed an aspect of a trainee’s performance then they should not attempt to rate this area.
Trainees at this stage of their training are learning to work independently within a team, developing expert clinical reasoning and developing further many of the non-clinical competences. Evidence of acquiring these skills can come from workplace assessments the use of the portfolio the training record. Whilst workplace assessment is not mandatory for those in higher specialist training it is for those in specialty training on the new curriculum. Those in higher specialist training will however be required to provide evidence of meeting the curriculum and it is likely they will find using multisource feedback and CbD particularly useful in providing this evidence.
Educational Supervisor’s Report
For trainees who have a paediatric e-portfolio the report will be completed on line within the portfolio. For others the structured training report paper template may be used.
Approved by PMETB Jan 09
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