Meeting the need for effective and standardized neonatology training: a pan-European Master's Curriculum.
Journal
Pediatric research
ISSN: 1530-0447
Titre abrégé: Pediatr Res
Pays: United States
ID NLM: 0100714
Informations de publication
Date de publication:
03 May 2024
03 May 2024
Historique:
received:
14
11
2023
accepted:
10
03
2024
revised:
20
02
2024
medline:
4
5
2024
pubmed:
4
5
2024
entrez:
3
5
2024
Statut:
aheadofprint
Résumé
Neonatology is a pediatric sub-discipline focused on providing care for newborn infants, including healthy newborns, those born prematurely, and those who present with illnesses or malformations requiring medical care. The European Training Requirements (ETR) in Neonatology provide a framework for standardized quality and recognition of equality of training throughout Europe. The latest ETR version was approved by the Union of European Medical Specialists (UEMS) in April 2021. Here, we present the curriculum of the European School of Neonatology Master of Advanced Studies (ESN MAS), which is based on the ETR in Neonatology and aims to provide a model for effective and standardized training and education in neonatal medicine. We review the history and theory that form the foundation of contemporary medical education and training, provide a literature review on best practices for medical training, pediatric training, and neonatology training specifically, including educational frameworks and evidence-based systems of evaluation. The ESN MAS Curriculum is then evaluated in light of these best practices to define its role in meeting the need for a standardized empirically supported neonatology training curriculum for physicians, and in the future for nurses, to improve the quality of neonatal care for all infants. IMPACT STATEMENT: A review of the neonatology training literature was conducted, which concluded that there is a need for standardized neonatology training across international contexts to keep pace with growth in the field and rapidly advancing technology. This article presents the European School of Neonatology Master of Advanced Studies in Neonatology, which is intended to provide a standardized training curriculum for pediatricians and nurses seeking sub-specialization in neonatology. The curriculum is evaluated in light of best practices in medical education, neonatology training, and adult learning theory.
Identifiants
pubmed: 38702380
doi: 10.1038/s41390-024-03182-8
pii: 10.1038/s41390-024-03182-8
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2024. The Author(s).
Références
Macy, M. L. et al. Growth and changes in the pediatric medical subspecialty workforce pipeline. Pediatr. Res. 89, 1297–1303 (2021).
doi: 10.1038/s41390-020-01311-7
pubmed: 33328583
Philip, A. G. The evolution of neonatology. Pediatr. Res. 58, 799–815 (2005).
doi: 10.1203/01.PDR.0000151693.46655.66
pubmed: 15718376
Mancini, A., Kelly, P. & Bluebond-Langner, M. Training neonatal staff for the future in neonatal palliative care. Semin. Fetal Neonatal. Med. 18, 111–115 (2013).
doi: 10.1016/j.siny.2012.10.009
pubmed: 23168299
Chen D. Y. et al. Factors that determine first intubation attempt success in high-risk neonates. Pediatr Res. https://doi.org/10.1038/s41390-023-02831-8 (2023).
Webbe, J. W. H. et al. Core outcomes in neonatology: development of a core outcome set for neonatal research. Arch. Dis. Child Fetal Neonatal Ed. 105, 425–431 (2020).
doi: 10.1136/archdischild-2019-317501
pubmed: 31732683
Hall, M. A. et al. European online postgraduate educational programme in neonatology-the way forward? Eur. J. Pediatr. 168, 449–456 (2009).
doi: 10.1007/s00431-008-0770-6
pubmed: 18600347
Hall, M. & Smith, S. Online Education and Continuing Professional Development for Neonatology. Pediatr. Res. 70, 87 (2011).
doi: 10.1038/pr.2011.312
Peters, C. et al. Noting the Need for Neonatal Online Training in Europe -Leonardo Da Vinci the Third. Pediatr. Res. 68, 590 (2010).
doi: 10.1203/00006450-201011001-01193
Wellmann, S. et al. Opinion Paper: Rationale for Supra-National Training in Neonatology. Front Pediatr. 10, https://doi.org/10.3389/fped.2022.899160 (2022).
Dahan, S. et al. Beyond a seat at the table: the added value of family stakeholders to improve care, research, and education in neonatology. J. Pediatr. 207, 123–129 (2019).
doi: 10.1016/j.jpeds.2018.11.051
pubmed: 30922490
Syomwene, A. Curriculum theory: characteristics and functions. Eur. J. Ed. Stud. 7, 326–337 (2020).
Swanwick, T. Understanding Medical Education: Evidence, Theory, and Practice (Wiley and Sons, Hoboken, New Jersey, 2018).
Custers, E. J. & Ten Cate, O. The history of medical education in Europe and the United States, with respect to time and proficiency. Acad. Med. 93, S49–S54 (2018).
doi: 10.1097/ACM.0000000000002079
pubmed: 29485488
Mohammad, K. et al. Training in neonatal neurocritical care: a proposal for a hybrid model of competence by design and time-based methods. Pediatr. Res. https://doi.org/10.1038/s41390-021-01727-9 (2021).
European Union of Medical Specialists. Training requirements for the specialty of paediatrics. Retrieved from https://www.uems.eu/__data/assets/pdf_file/0016/44440/UEMS-2015.30-European-Training-Requirements-in-Paediatrics.pdf (2021).
Roehr, C. C. et al. European Requirements for Training in Neonatology 2021: The ESPR, EAP, and UEMS accredited European syllabus for Neonatal Training. Neonatology 1–8. https://doi.org/10.1159/000536247 (2024).
Green, M. L. & Ellis, P. J. Impact of an evidence-based medicine curriculum based on adult learning theory. JGIM 12, 742–750 (1997).
doi: 10.1046/j.1525-1497.1997.07159.x
pubmed: 9436893
pmcid: 1497200
Taylor, D. C. & Hamdy, H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med. Teach. 35, e1561–e1572 (2013).
doi: 10.3109/0142159X.2013.828153
pubmed: 24004029
Kolb, D. A. Experiential learning: Experience as the source of learning and development (Prentice-Hall, 1984).
Gibbs, D. & Warren, I. M. Implementing infant and family‐centred developmental care: Exploring the impact of an innovative educational initiative. Acta Paediatr. 112, 264–272 (2023).
doi: 10.1111/apa.16603
pubmed: 36415078
Moore, S. B., & Foss, M. L. Error management: theory and application in transfusion medicine at a tertiary-care institution. Arch. Pathol. Lab. Med. 127, 1517–1522 (2003).
Gross, B. et al. Crew resource management training in healthcare: a systematic review of intervention design, training conditions and evaluation. BMJ Open 9, e025247 (2019).
doi: 10.1136/bmjopen-2018-025247
pubmed: 30826798
pmcid: 6410092
Wagner, M. et al. Visual attention during pediatric resuscitation with feedback devices: a randomized simulation study. Pediatr. Res. 91, 1762–1768 (2022).
doi: 10.1038/s41390-021-01653-w
pubmed: 34290385
Lengua Hinojosa, P. et al. Anatomic accuracy, physiologic characteristics, and fidelity of very low birth weight infant airway simulators. Pediatr. Res. 92, 783–790 (2022).
doi: 10.1038/s41390-021-01823-w
pubmed: 34750523
Parker, T. A., Guiton, G. & Jones, M. D. Choosing entrustable professional activities for neonatology: a Delphi study. J. Perinat. 37, 1335–1340 (2017).
doi: 10.1038/jp.2017.144
American Board of Pediatrics. Entrustable Professional Activities for General Pediatrics. Retrieved from https://www.abp.org/content/entrustable-professional-activities-general-pediatrics (2021).
Lockyer, J. et al. Core principles of assessment in competency-based medical education. Med. Teach. 39, 609–616 (2017).
doi: 10.1080/0142159X.2017.1315082
pubmed: 28598746
Van Melle, E. et al. A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs. Acad. Med. 94, 1002–1009 (2019).
doi: 10.1097/ACM.0000000000002743
pubmed: 30973365