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Vocational Training
Paediatric
Emergency Medicine
Supervising Committee
Joint Training Committee in Paediatric Emergency Medicine.
A PDF of the draft curriculum for Paediatric Emergency Medicine has been placed
on
the
RACP Members website*.
*You will need to be a member of the RACP to access
this section of the website, if you don't have a password to access the Members
site you can register for
access.
Overview and Purpose of the Training Program
The Advanced Training Program provides an opportunity for trainees to extend
and further develop the range of knowledge, clinical/practical skills, attitudes
and behaviours acquired during Basic/Provisional Training. At the end of advanced
training they will have the knowledge and skills required to competently provide
an effective, unsupervised and comprehensive program of patient diagnosis, care
and management as a specialist in paediatric emergency medicine.
The advanced
training program is a partnership between the Australasian College of Emergency
Medicine (ACEM) and the Royal Australasian College of Physicians (RACP), the
Joint Training Committee (JTC), the Trainee and their Supervisor(s), each of
whom has various roles and responsibilities. The requirements for satisfactory
completion of the advanced training program are specified by the Colleges and
the JTC.
As adult learners, trainees will be required to proactively take responsibility
for planning and managing their own training under the guidance and supervision
of a more experienced clinician. Trainees will be expected to identify and utilise
the full range of theoretical and practical learning opportunities available
to them.
Upon satisfactory completion of the advanced training program, trainees
are eligible to apply for admission as a Fellow of the relevant College, ACEM
or RACP. Trainees seeking dual ACEM/RACP Fellowship are required to undertake
further training. Following satisfactory completion of the additional requirements
of the dual Fellowship training program, trainees are eligible to apply for admission
as a Fellow of the relevant College.
Fellows will maintain their competence as
practicing Physicians through a lifelong process of continuing professional development
(CPD), which will enable them to maintain and further enhance their current knowledge
and skills and to progressively develop new skills and levels of expertise.
 Essentials
of JTC
JTC Site Accreditation Criteria for Tertiary PEM
Hospitals Accredited for Advanced Training in Emergency Medicine
This
document is available on the Australasian College for Emergency Medicine website
in PDF format at:
http://www.acem.org.au/media/training/accredhosp.pdf
Components of Training
Project Reports
- The purpose of preparing and submitting a project report in Paediatric Emergency
Medicine is to learn and demonstrate the ability to:
- pose a question and develop a proposal to answer the question,
- search
for, critically evaluate and synthesize information,
- collect, manipulate
and present quantitative or qualitative data,
- write clearly and succinctly,
and
- evaluate the project.
- Advanced trainees in Paediatric Emergency Medicine are required to prepare
one project report.
- The project reports must be in the form as outlined in the
generic paediatric guidelines (see Advanced
Training Projects in the General Information section). They must
be original work and preferably be focused on paediatric emergency medicine.
- Each project will be undertaken under supervision, either
by the clinical supervisor or a separate project supervisor. The completed
project report must
be discussed
with and evaluated by the supervisor before submission to the College.
- The project may take the form of:
- clinical or laboratory research presented in a form suitable or already
submitted for publication to a peer-reviewed journal,
- quality assurance project including literature review, diagnostic, intervention,
implementation and sustainability components and involving data management.
- A project may be part of a study conducted by a larger research team. To
fulfil the requirements the trainee must have made a major contribution to
study design, data collection, collation and presentation of results, statistical
analysis, report writing and literature appraisal.
- Successful completion of ACEM regulation 4.10.70 (publication/presentation
of a paper) will substitute for the project report.
- Retrospective case series,
literature reviews and research proposals will not be considered appropriate.
- The
project must have been commenced by the end of the second year of advanced
training, or entry to the third year of training will not be accepted.
- Trainees
who have been training under the supervision of other SACs and wish to train
under the SAC in PEM will need to complete the project requirement
for PEM as outlined above. A previous project may be submitted to the
SAC for
assessment against the criteria outlined above.
- Project supervisors may
contact a member of the SAC regarding suitability of a proposed project.
- Other
Project options outlined in the General Information section Advanced
Training Projects,
such as research proposals, retrospective case reviews and literature reviews
do not fulfil all the learning objectives
and
are therefore not endorsed by SAC PEM as suitable projects. These
types of endeavours will, however, still be encouraged during training as the
SAC
PEM
considers them valuable educational tools.
Format of Project:- A project report should be of a format and
standard suitable for presentation at a meeting of a national or international
society or for publication in a peer reviewed journal.
- The written
project should be at least 2,000 words but not exceed 5,000 words.
- Pages should be numbered and lines double-spaced.
- The Title Page
should contain the full title of the paper, names of other authors, institute
where the work was conducted, name of the project supervisor, date of submission
and whether project is part of a higher degree.
- The Abstract should be structured and no more than 250 words, subdivided
into the following sequential sections: objective; methodology; results;
conclusions. Studies that do not easily conform to this subdivision may
still be structured but the headings amended as appropriate. For case reports
and review articles, unstructured, descriptive abstracts may be appropriate.
The overall presentation should be similar to that for a journal article
with introduction, patients and methods, results and discussion sections.
The aim/objective/goal must be clearly stated.
- The Introduction
should be relatively brief and should outline the background of the study
including the aims and hypotheses. Detailed literature reviews and discussion
should be reserved for the discussion section.
- Patients and Methods and all terms must be defined. Statistical methods
should be presented entirely within the methods section.
- The Results section should contain all the results. Results should
not be included in the methods or discussion sections nor should discussion
be included in the results section. Tables, figures and illustrations
must be referred to in the text and have appropriate legends. Tables
and figures should be readable and intelligible as 'stand-alone' items.
Any figures and photographs should be labelled on the back. Photographs,
results and any other patient material must be carefully screened to
remove personal identification items.
- The Discussion should be precise, logical and relevant to the particular
study. Authors should compare their results with other studies and state
what contribution the project makes to the existing literature and what
the implications are for clinical practice. The discussion should include
recommendations for future studies or directions. Limitations of the
study (if any) should be mentioned.
- There should be a concise conclusion paragraph.
- The References must follow the Vancouver convention. http://www.icmje.org/.
- Acknowledgments, either as a footnote to the text or on the front page,
are to recognise contributions that fall short of authorship.
 Project
Assessment Form
[ Table of Contents ]
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