RCPI OBE BST Paediatrics Curriculum Final Pilot
RCPI OBE BST Paediatrics Curriculum Final Pilot
RCPI OBE BST Paediatrics Curriculum Final Pilot
PAEDIATRICS
0
This curriculum of training in Paediatrics w as developed in 2018 through a
systematic review of training, led by Dr Michael B oyle. This rev iewed by
Prof Alf Nichols on, Prof John Murphy and Prof Michael O’N eill National
Specialty Directors, Dr Ann O’Shaug hnessy, Head of Education, I nnovati on
& Researc h and by the Paedi atrics Training Committee.
The curriculum is approved by the Faculty of Paediatric s.
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Table of Contents
Introduction ......................................................................................................... 3
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Introduction
This curriculum outlines the Faculty of Paediatrics' and the Royal College of Physicians of
Ireland’s (RCPI) approach to accreditation and certification of Basic Specialist Training (BST)
in Paediatrics.
Completion of BST is an essential step for a career in Paediatrics and entry into Higher
Specialist Training. This curriculum is aimed at Senior House Officers (SHOs) in training and
their supervising trainers. It outlines the knowledge, skills and attitudes that should be
developed during the period of BST.
Clinical experience gained from direct patient care, supervised by senior clinicians and based
on a clinical curriculum. Professionalism and ethical practice learnt through mentorship by
senior clinicians, integrated into the curriculum requirements and supported by RCPI’s
education programmes.
The core curriculum has been updated to ensure that these key elements are completed to
the satisfaction of the Faculty of Paediatrics. Accreditation and certification will focus on
evaluation of trainees’ progress and the educational validity of the posts they occupy. This
will be done by formal registration of all trainees with RCPI and an ePortfolio to ensure that
specific goals and outcomes are achieved and that formal supervision by trainers is
undertaken during each post.
The college recognises that not all trainees will have the same exposure to specialties and
therefore their training experience will differ. As a result the topics and practical skills
obtained during BST will reflect the individual’s rotation programme.
All BST trainees in Paediatrics must pass the MRCPI in Medicine of Childhood examination in
order to successfully complete their BST programme. It should be noted that this curriculum
is not a syllabus for this examination but it will provide guidance for the knowledge required
to take the examination.
Professor Alf Nicholson, National Specialty Director (Paediatrics), Basic Specialist Training
Prof Michael O’Neill, National Specialty Director (Paediatrics), Basic Specialist Training
Prof John Murphy, National Specialty Director (Paediatrics), Basic Specialist Training
3
Overview of Curriculum
This curriculum outlines the educational content and expected achievements of the two-year
Basic Specialist Training (BST) Programme. Key training policies, training goals, standards of
professionalism and specific outcomes are detailed.
The curriculum for BST outlines the core knowledge, skills and achievements that are
required by the end of the BST Programme to achieve a BST certificate. There will be many
opportunities within the programme for trainees to acquire additional knowledge and skills
over and above the core content and trainees are encouraged to actively seek additional
opportunities to learn.
4
Basic Specialist Training: Requirements and Policies
Overview of Basic Specialist Training in Paediatrics
BST consists of two years of training in approved Senior House Officer posts. Senior House
Officer (SHO) grade is the initial training grade after Internship, and for most doctors the
minimum period spent in this grade will be two years.
BST in Paediatrics is regulated and certified by the Faculty of Paediatrics and RCPI and
completion of this period of training has been a mandatory requirement for entry into most
RCPI-accredited Higher Specialist Training Programmes (Specialist Registrar training) since
1999.
BST must be done in posts that have been approved for training by RCPI.
Important rules and procedures relating to the BST programme are listed below.
To be eligible for a BST Certificate of Completion in Paediatrics trainees are required to:
Register on the BST programme. Entry to the programme is in July on an annual basis.
Complete 24 months of training in SHO posts that have been approved for BST.
A minimum of six months must be spent in posts approved for General Paediatrics
Six months must be spent in posts approved for pure Neonatology
Experience in Community Paediatrics, Paediatric Emergency medicine or another
paediatric subspecialty (i.e. Cardiology, Gastroenterology etc.) may be included. Not
more than 6 months may be spent in any one of these specialties.
Spend no more than six months in any one SHO post.
Achieve all outcomes as set out in this curriculum.
Paediatric BST Study Days are held each year, and trainees are required to attend ten
study days over the course of their BST
Maintain an up-to-date and correctly completed ePortfolio as evidence of satisfactory
completion of training.
Attend and satisfactorily pass annual reviews
MRCPI in Medicine of Childhood
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Provisional approval
Trainees who are in their second year of BST and who wish to apply to Higher Specialist
Training are required to submit a letter of provisional approval of BST, which confirms that
the trainee will complete BST before the start date for SpR posts. Trainees in this position
are advised to apply for provisional approval well in advance of the closing date for Higher
Specialist Training applications, due to the large volume of applications received every year.
Applicants should note that provisional approval alone does not count as an application for a
Certificate of Completion; only applications with a full set of supporting documents will be
considered for formal approval. A letter of provisional approval will only stand for a period
of six months after completion of the 24-months in approved training posts.
Entry Requirements
To be eligible for entry to BST, trainees must have:
Training Environment
Training posts require the approval of RCPI. Regular inspection of all posts by RCPI via
hospital inspections is the basis for monitoring the training content of these posts.
Additional monitoring data may derive from questionnaires sent to post-holders. All posts
will be expected to conform to statutory guidelines on hours and conditions of work for
doctors in training.
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Professionalism: Relationships with colleagues and patients are based on mutual respect,
confidentiality, honesty, responsibility and accountability.
The Irish Medical Council outlines 3 pillars of professionalism; partnership, practice and
performance. This RCPI training programme is designed to educate and guide doctors on the
path to advanced clinical expertise in the context of the pillars of professionalism. Trainees
are expected to meet appropriate standards, as outlined in the curriculum, as they continue
to gain clinical skills and expertise. It is expected that trainees learn and demonstrate the
outcomes of professionalism underlying in the performance of all clinical duties.
This includes:
Showing integrity, compassion and concern for others in day-to-day practice
Developing and maintaining a sensitive and understanding attitude with patients
Exercising good judgement and communicating sound clinical advice to patients
Searching for the best evidence to guide professional practice
A commitment to continuous improvement and excellence in the provision of health
care whether working alone or as part of a team
Additional detail on professional conduct and expectations in the workplace can be found on
the Medical Council Website.
https://issuu.com/mcirl/docs/guide_to_professional_conduct_and_e?e=12642421/35694606
Supervising Trainer
Every BST post has at least one assigned Supervising Trainer, whose duties include:
Meeting with the trainee in their first week in the post and agreeing the trainee’s
Personal Goals Plan
Appraising the trainee’s progress at regular intervals during the post
Completing the End of Post assessment in ePortfolio
Supporting the trainee, both personally and in respect of obtaining career advice,
although others may be involved in this
BST ePortfolio
Trainees are required to keep a BST ePortfolio as a record of their progress through BST and
to ensure that their training is valid and appropriate.
The BST ePortfolio is evidence of satisfactory completion of training and is therefore required
for the issue of a BST Certificate of Completion.
The ePortfolio contains all relevant forms for recording information about each aspect of BST.
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Leave
Study leave and annual leave do not affect BST completion dates.
Examples of special leave: Sick leave, maternity leave, compassionate leave, Force Majeure
Leave
As the BST programme consists of two years of intensive, supervised clinical training, any
significant period of leave (i.e. greater than 4 weeks) taken over the course of the
programme has the potential to affect the trainee’s opportunities to acquire the core skills
and knowledge required for satisfactory completion of the programme.
In cases where additional leave (including maternity leave) is agreed by the trainee’s
employer, the following conditions apply to all trainees:
≤ 4 weeks over two years: If a trainee takes special leave totalling 4 weeks or less over two
years, his/her BST completion date is not affected.
> 4 weeks over two years: Any leave of greater than 4 weeks must be made up in blocks of 6
months’ extra training.
> 7 months: 12 months of training in (an) approved post(s) must be completed in order to
meet the requirements for BST certification. This applies to all trainees who take special
leave totalling more than 7 months and less than or equal to 13 months over two years.
> 13 months: 18 months of training in approved posts must be completed in order to meet
the requirements for BST certification.
The post(s) will be approved for BST in the trainee’s specialty and will be counted towards
the clinical training required for certification. However, please note the following:
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Completion of BST: Four-Year Rule
Trainees must complete BST within a four-year period. If a trainee’s expected completion
date is changed to a date greater than four years after their start date, they will be required
to reapply and undertake the full two-year programme again from the beginning.
Withdrawal from Programme
(Withdrawal after commencing BST programme)
Informing the College: If a trainee wishes to leave the programme before their expected BST
completion date, they must notify the BST office in writing at least 4 weeks before they wish
to leave their current post. Emailed notifications will be accepted. The trainee is not required
to outline his/her reasons for leaving the programme, however providing an explanation will
assist future planning and development.
Leave of absence: If a trainee wishes to take leave of absence, retain credit and return to the
BST programme, this must be agreed with the relevant hospital(s) and the BST office. The
trainee should seek prospective approval of their leave of absence at least 4 weeks in advance.
Approval will be agreed on a case by case basis and credit may not be retained in all cases.
9
Training Goals
Throughout the training programme the trainee is working towards continual progression in
training goals. Clinical and professional experience is recorded under these headings. For
each post the trainee and trainer will meet to complete an end of post assessment and
evaluate progress for each goal. The trainer will determine if the trainees progress meets
expectation for that point in training.
Experience will be gained in general paediatric and neonatal posts and on acute unselected
take. For each post a trainee is expected to develop their skills against these goals and
record outcomes appropriately. Assessments of these skills incorporate core professional
skills.
Partnership
o Communication and interpersonal skills
o Collaboration
o Health Promotion
o Caring for the patient
Practice
o Patient safety and ethical practice
o Organisational behaviour and leadership
o Wellbeing
Performance
o Continuing competence and lifelong learning
o Reflective practice and self-awareness
o Quality assurance and improvement
History and Physical Examination
o History Taking
o Physical Examination
o Clinical Assessment Tasks
Clinical Presentations: Recognition
o Recognition of clinical presentations
o Recognition of emergencies
Diagnostics and Procedures
o Identification of underlying pathology and risk factors
o Diagnostic Tasks
o Independent Performance of Procedures
o Observation of Procedures
Clinical Presentations: Treatment and management
o Treatment and management
o Emergency Management
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Outcomes
Specific outcomes are defined under each goal. By the end of BST a trainee should
demonstrate an ability to meet that outcome. Evidence of experiences, expected case mix
and details of knowledge required are outlined.
A matrix of the key information for each outcome in provided at the start of each section.
Details of assessment
A record of experience is kept for each outcome.
Outcomes recorded per post
Outcomes that require continuous progress and where experience is required in multiple
clinical settings are recorded per post. At end of post assessment, the trainer will evaluate if
progress has been made on this outcome.
Outcomes that are recorded formatively
Skills that are expected to develop over time. During an assessment a trainee is evaluated
against the expected standard for their level of experience. An observed skill may be
recorded as a formative assessment once specific feedback has been given and areas for
improvement identified. Once an outcome has been successfully attained a trainee is not
required to record formative assessments unless the trainer identifies a need to repeat the
assessment or a significant amount of time has lapsed since the trainee successfully
completed the outcome.
Record cases and a case mix
Examples of cases that are reflective of clinical experience gained are required to be
recorded in ePortfolio. For some outcomes a mix of cases may be required to demonstrate a
variety of experience.
Workplace Interactions
Many outcomes are recorded in ePortfolio as self-assessments that are then discussed with
the trainer on completion of each training post. The trainee should review the expected
knowledge and complete the self-assessment when they are confident they could answer
questions on the knowledge points covered.
Other outcomes will be assessed through informal observations, case based discussion or
formal observation by a trainer who has delivered appropriate feedback to the trainee.
Sign off
When an outcome is successfully signed off it is eligible to count towards progress against
training goals. The assigned trainer will determine if the submitted records of experience are
acceptable. The trainer may wish to discuss the records in more detail with the trainee and
the trainee should be prepared to discuss any self-assessments submitted or observations.
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Core Professional Skills
Goals, Outcomes and Assessment Details
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Partnership
Communication and interpersonal skills
Take a focused and accurate history
Effectively communicate information to clinical staff
Effectively communicate information to patients and families
Engage in open disclosure
Provide an appropriate patient handover in line with local and national
handover policy
Collaboration
Work as part of a team
Cooperatively solve problems with colleagues and patients
Maintain clear clinical records
Perform procedures within the WHO safe surgery guidelines
Health Promotion
Caring for patients
Discuss the pathophysiological basis of the investigation
Choose appropriate investigations
Take an informed consent
Write problem-orientated discharge notes, letters, more detailed case
reports, concise out-patient reports and focused reviews
Deal with end of life issues and symptom control
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Practice
Patient safety and ethical practice
Practice aseptic techniques and hand hygiene
Encourage others to observe infection control principles
Actively participate in and understand incident reporting
Organisational behaviour and leadership
Plan schedule and arrive on time
Respond to colleagues in a timely manner
Manage time appropriately in the clinical setting
Set appropriate personal goals
Communicate leave and off duty appropriately with all members of team
Wellbeing
Recognise potential stressors
Effectively deploy stress reduction strategies and wellness improvement
Effectively manage your physical and mental health e.g . have own GP
Direct patients and colleagues to appropriate mental health support
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Performance
Continuing competence and lifelong learning
Teach junior healthcare professionals
Engage in peer to peer teaching
Deliver a presentation
Seek opportunities to learn
Engage in self-directed learning
Maintain a record of professional achievements
Reflective practice and self-awareness
Identify gaps in own knowledge
Work within their own ability and call for help when appropriate
Quality assurance and improvement
Engage with audit and quality improvement projects
Critically evaluate a research paper
Contribute research evidence to a group discussion
Understand the core concepts of data protection
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Partnership
“Good care depends on doctors working together with patients and colleagues towards
shared aims and with mutual respect. Partnership relies on trust . . . , patient-centred care . .
., working together . . ., good communication . . . and advocacy . . . .”
Chapter 2, P10
https://issuu.com/mcirl/docs/guide_to_professional_conduct_and_e?e=12642421/35694606
Outcomes
Collaboration
Collaborate with patients, their families and your colleagues to work in the best interest of
the patient, for improved services and to create a positive working environment.
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Outcomes
Health Promotion
Communicate and facilitate discussion around the effect of lifestyle factors on health and
promote the ethical practice of evidence based medicine.
Seek up to date evidence on lifestyle factors that:
o negatively impact health outcomes
o increase risk of illness
o positively impact health and decrease risk factors
Actively promote good health practices with patients individually and collectively
Take into consideration patient’s individuality, personal preferences, goals and the need to
provide compassionate and dignified care.
Be familiar with
o Ethical guidelines
o Local and national clinical care guidelines
Act in the patients best interest
Engage in shared decision making and discuss consent
Outcomes
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Practice
“…behaviour and values that support good care. [Practice] relies on putting the interests and
well-being of patients first. The main elements of good practice are: caring when treating
patients . . . , confidentiality . . ., promoting patient safety . . ., integrity . . ., self-care . . .,
practice management . . ., use of resources . . ., and conflicts of interest . . . .”
Chapter 2, P11
https://issuu.com/mcirl/docs/guide_to_professional_conduct_and_e?e=12642421/35694606
Outcomes
The activities, personnel and resources that impact the functioning of the team, hospital and
health care system.
Understand and work within management systems
Know the impacts of resources and necessary management
Demonstrate proficient self-management
Outcomes
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Wellbeing
Be responsible for own well-being and health and its potential impact on the provision of
clinical care and patient outcomes.
Be aware of signs of poor health and well-being
Be cognisant of the risk to patient safety related to poor health and well-being of
self and colleagues
Manage and sustain your own physical and mental well-being
Outcomes
Performance
“…describes the behaviours and processes that provide the foundation for good care.
[Performance] requires . . . competence . . ., reflective practice . . ., acting as a role model . .
., teaching and training medical students and doctors new to practice . . . .”
Chapter 2, P12
https://issuu.com/mcirl/docs/guide_to_professional_conduct_and_e?e=12642421/35694606
Continually seek to learn, to improve clinical skills and to understand established and
emerging theories in the practice of medicine.
Meet career requirements including those of the medical council, your employer
and your training body
Be able to identify and optimise teaching opportunities in the workplace and other
professional environments
Develop and deliver teaching using appropriate methods for the environment and
target audience
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Outcomes
Pay critical attention to the practical values and theories which inform every day
practice
Be aware of your own level of practice and learning needs
Evaluate and appraise your decisions and actions with consideration as to what you
would change in the future
Seek to role model good professional practice within the health service
Outcomes
Seek opportunities to promote excellence and improvements in clinical care through the
audit of practice, active engagement in and the application of clinical research and the
dissemination of knowledge at all levels and across teams.
Gain knowledge of quality improvement methodology
Follow best practice in patient safety
Conduct ethical and reproducible research
Outcomes
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General Paediatrics Skills
Goals, Outcomes and Assessment Details
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History and Physical Examination
History Taking
Take a comprehensive, targeted and adaptable history
Take an allergy-focused history
Take a history and assess common acute neonatal presentations
Physical Examination
Perform a detailed physical examination
Perform an appropriate and thorough newborn examination
Perform a 6 week examination
Clinical Assessment Tasks
Assess pubertal status
Assess nutritional status
Assess blood pressure
Assess developmental status
Assess hepatic synthetic dysfunction or failure
Perform the assessment of the child with reduced consciousness or coma
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Clinical Presentations: Recognition
Recognition of clinical presentations
Assess common paediatric conditions
Recognise acute gastroenteritis
Recognise dehydration
Recognise constipation
Recognise and assess the level of severity of asthma
Recognise prematurity and low birth weight sequelae
Recognise infections in the neonate
Recognise common diseases and neonatal issues
Recognition of emergencies
Recognise the deteriorating child or infant
Recognise and take the initial steps in the management of potential child protection issues
Recognise organ failure
Recognise serious life threatening illnesses in the newborn
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Diagnostics and Procedures
Identification of underlying pathology and risk factors
Discuss the safe, effective and necessary role immunisations play in child health
Discuss the use of Vitamin K with parents including the indications for use
Screen for common congenital heart disease
Interpret blood gas analysis and oximetry
Investigate common neonatal disorders
Diagnostic Tasks
Record and interpret electrocardiograms
Interpret biochemical tests
Interpret commonly encountered X-rays
Demonstrate knowledge of the indications for common neuro-imaging abnormalities by CT, MRI or
ultrasound
Perform peak flow rates
Perform a Mantoux test
Independent Performance of Procedures
Arterial puncture for blood gas analysis
Blood cultures with aseptic technique
Blood sampling
Height measurement using a stadiometer
Intravenous cannulation
Lumbar puncture
Observation of Procedures
Intraosseous needle insertion
Umbilical artery or vein catheterisation
Tracheal intubation
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Clinical Presentations: Treatment and management
Treatment and management
Manage common paediatric presentations
Explain the management of eczema (primary)
Clinically manage an asthma admission
Manage dehydration
Plan fluid therapy
Manage acute gastroenteritis
Manage constipation
Provide all relevant information when making a surgical or orthopaedic referral
Manage the neonate with an infection
Take the initial steps in the management of the sick neonate, including phototherapy
Emergency Management
Identify and take the initial steps to manage the deteriorating child or infant
Manage acute seizures and status epilepticus
Manage common metabolic crisis
Stabilise the neonate
Perform neonatal resuscitation
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History and Physical Examination
History Taking
Physical Examination
Clinical Assessment Tasks
History Taking
General Paediatrics
Take a comprehensive, targeted and adaptable history
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Take an allergy focused history
Neonatal Medicine
Take a history and assess common acute neonatal presentations
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Physical Examination
General Paediatrics
Perform a detailed physical examination
Focus of Feedback – Skill in physical examination, management of the child and follow up
The trainee evaluates their ability to:
Perform an accurate, organised and appropriate physical examination
Manage the environment
Minimise disturbance to the child
Document findings
Appropriately plan for next steps
Neonatal Medicine
Perform an appropriate and thorough newborn examination
Focus of Feedback – Skill in physical examination, management of the child and follow up
The trainer evaluates if the trainee:
demonstrated an understanding of the expected behaviour of a new born
performed a smooth and minimally invasive examination
discussed routine and complex follow up
25
Perform a 6 week examination
Focus of Feedback – Skill in physical examination, management of the child and follow up
The trainer evaluates if the trainee:
performed the examination
managed the neonate
communicated with the primary care givers
General Paediatrics
Assess pubertal status
Assess nutritional status
Assess blood pressure
Assess developmental status
Assess hepatic synthetic dysfunction or failure
Record of experience: Each task should be assigned to at least one case during training.
Workplace interactions: Informally observed in the workplace and the trainee should seek
feedback where appropriate. These tasks may be discussed with the trainer at end of post
assessment.
Sign off: On the trainers approval of submitted case examples.
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Clinical Presentations: Recognition
General Paediatrics
Assess common paediatric conditions
Record of experience: A case based discussion. Case examples may also be recorded.
Workplace interactions: The trainee is expected to initiate and record a case based
discussion on the recognition and management of acute gastroenteritis. Core professional
skills are evaluated as part of this discussion and case notes should be available for the
trainer to review.
Sign off: On successful completion of case based discussion.
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Focus of Feedback – Knowledge of gastroenteritis, record keeping and follow up
During discussion the trainee should be able to:
identify signs and symptoms of dehydration
discuss the adjustment of management plan based on the childs age
plan fluid therapy
explain the embryology of the gastrointestinal tract and its relationship to
disease, e.g. malrotation
explain the physiology of the GI tract, including the liver and pancreas
describe the principles of absorption and malabsorption
Recognise dehydration
Recognise constipation
Recognise and assess the level of severity of asthma
Neonatal Medicine
Recognise prematurity and low birth weight sequelae
Record of experience: A case based discussion (CBD). Case examples may also be recorded.
Workplace interactions: The trainee is expected to initiate and record a CBD
Sign off: On successful completion of CBD
Recognise infections
Recognise common diseases and neonatal issues
Recognise serious life threatening illnesses in the newborn
Record of experience: Each presentation should be assigned to at least one case during the
neonatal rotation. These can also be recorded in other posts where appropriate.
Workplace interactions: Informally observed in the workplace and the trainee should seek
appropriate feedback. These outcomes will be discussed at the neonatal end of post
assessment.
Sign off: On approval of submitted case examples.
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Recognition of Emergency
General Paediatrics
Recognise the deteriorating child or infant
Record of experience: Self-assessed by the trainee for a case mix including all ages. Examples
of experience to include:
Acute life threatening illness
Acute asthma
Acute croup
Acid-base and electrolyte homeostasis
Bronchiolitis
Cardiopulmonary arrest
Cardiac and respiratory emergencies
Coma and convulsions
Shock
Meningococcal septicaemia
Severe trauma
Suspected sepsis
Poisonings
Workplace interactions: The trainee should seek feedback in the workplace on the ability to
recognise paediatric emergencies. Progress will be discussed with trainer during end of post
assessment.
Sign off: Evaluated per post with an emphasis on progression of skills with experience
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Recognise and take the initial steps in the management of potential child protection issues
Record of experience: A case based discussion. Case examples may also be recorded.
Workplace interactions: The trainee is expected to initiate and record a case based
discussion with their trainer.
Sign off: On successful completion of case based discussion
Neonatal Medicine
Recognise serious life threatening illnesses in the newborn
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Diagnostics and Procedures
General Paediatrics
Discuss the safe, effective and necessary role immunisations play in child health
Discuss the use of Vitamin K with parents including the indications for use
31
Screen for common congenital heart disease
Neonatal Medicine
Investigate common neonatal disorders
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Diagnostic Tasks
By the end of BST the trainee will demonstrate an ability to:
1. Record and interpret electrocardiograms
2. Interpret biochemical tests
3. Interpret commonly encountered X-rays
4. Demonstrate knowledge of the indications for common neuro-imaging
abnormalities by CT, MRI or ultrasound
5. Perform peak flow rates
6. Perform a Mantoux test
Record of experience: Each task should be assigned to at least one case during training
Workplace interactions: Informally observed in the workplace and the trainee should seek
feedback where appropriate. Performance of these tasks may be discussed with the trainer.
Sign off: On the trainers approval of submitted case examples
Focus of Feedback – The indications for, and risks associated with, this procedure
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Height measurement using a stadiometer
Intravenous cannulation
Focus of Feedback – The indications for, and risks associated with, this procedure
Lumbar puncture
Observation of Procedures
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Clinical Presentations: Treatment and management
The training goals for the treatment and management of clinical presentations are:
By the end of BST the trainee will demonstrate and ability to:
1. Manage common paediatric presentations
2. Clinically manage an asthma admission
3. Manage dehydration
4. Plan fluid therapy
5. Manage acute gastroenteritis
6. Manage constipation
7. Provide all relevant information when making a surgical or orthopaedic referral
8. Manage the neonate with an infection
9. Explain the management of eczema (primary)
10. Take the initial steps in the management of the sick neonate, including
phototherapy
General Paediatrics
Manage common paediatric presentations
Record of experience: A case mix reflective of experience is recorded.
Workplace interactions: Informally observed in the workplace and the trainee should seek
feedback on performance. Progress is discussed with during end of post assessment based
on workplace feedback and submitted cases.
Sign off: Evaluated per post with an emphasis on progression of skills with experience
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Explain the management of eczema (primary)
Record of experience: A case based discussion. Case examples may also be recorded.
Workplace interactions: The trainee is expected to initiate and record the discussion
Sign off: On successful completion
Neonatal Medicine
Manage a neonate with an infection
Take the initial steps in the management of the sick neonate, including phototherapy
Record of experience: A case based discussion. Case examples may also be recorded.
Workplace interactions: The trainee is expected to initiate and record a case based
discussion.
Sign off: On successful completion
36
Emergency management
General Paediatrics
Identify and take the initial steps to manage the deteriorating child or infant
Record of experience: Self-assessed by the trainee for a case mix including all ages.
Workplace interactions: The trainee should seek feedback in the workplace on the ability to
manage paediatric emergencies. Progress will be discussed with trainer during end of post
assessment.
Sign off: Evaluated per post with an emphasis on progression of skills with experience
General Paediatrics
Manage acute seizures and status epilepticus
Manage common metabolic crisis
Neonatal Medicine
Stabilise the neonate
Perform neonatal resuscitation
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Professional Development
Clinical Activity
Record attendance at hospital based learning including Grand Rounds, Journal Clubs and
Multidisciplinary team meetings
Record examination attempts in ePortfolio for each part of the MRCPI examination
APLS
BST Leadership in Clinical Practice
Child Protection
Ethics, Safe Prescribing Skills and Blood Transfusion for Paediatrics
Infection control (can be part of hospital induction day)
NRP
STABLE
Progress Evaluations
38
ency
pl es
Fre qu
E xam
sed
rd
rd
Asse s
Re co
Re co
Professional Development
Clinical Activity
Outpatient Clinics
Ward rounds
Post-call Ward rounds
On call requirements
Additional Clinical Experience
Subspecialty and special interest experience
l
spita
te
e
Onli n
Of f S i
In Ho
Academic and Professional Development activities
Attendance at hospital based learning
Study Day Attendance
Course Attendance
Examinations
Mandatory Courses
APLS
BST Leadership in Clinical Practice
Child Protection
Ethics, Safe Prescribing Skills and Blood Transfusion for Paediatrics
Infection control
NRP
STABLE
Progress Assessments
Personal Goal Plan
End of post assessment
Annual assessment
39