Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-26T11:08:03.951Z Has data issue: false hasContentIssue false
  • English
  • Français

Proposals for future training in interventional paediatric cardiology

Published online by Cambridge University Press:  21 January 2005

Christopher Duke  and
Shakeel A. Qureshi
Christopher Duke
Affiliation:
Department of Paediatric Cardiology, Guy's Hospital, London, UK Now at Glenfield Hospital, Leicester, UK
Shakeel A. Qureshi
Affiliation:
Department of Paediatric Cardiology, Guy's Hospital, London, UK
Get access Rights & Permissions [Opens in a new window]

Abstract

Training in all medical disciplines is currently undergoing a major overhaul. There is a move away from the old concept of training as an apprentice, towards more structured programmes of training. Proposals have recently been made to shorten higher specialist training to 3–4 years, thus producing “generalist” consultants to meet the growing need for service. Advanced subspeciality training can then be undertaken by those with the ability, and desire, to do so following the core training. In the near future, therefore, subspeciality training will need to meet the needs of those undertaking core training, and those wishing to develop a higher degree of expertise. It will have to be focused, to allow skills appropriate to the future practice to be undertaken as a consultant to be developed efficiently. We propose a new scheme for training in interventional paediatric cardiology as a template for subspeciality training. The scheme proposes training at three levels. The first level, basic training, is required of all trainees. Training for the intermediate level will be required for those proposing to carry out diagnostic cardiac catheterisation and basic intervention. Training at the advanced level will be needed by those who wish to carry out a wide range of interventional procedures. A curriculum is proposed for each level, detailing skills that must be attained. Attendance at procedures needs to be driven by the educational needs of the trainee, rather than the requirements of the service. Objective methods are suggested to allow assessment of competence. These should supersede log-books, which document only procedural numbers. Training may be needed for the trainers to ensure that teaching and assessment achieve agreed standards of excellence.

Keywords

Paediatricinterventional cardiologytrainingcurriculumassessmentcompetence
Type
Proposals
Information
Cardiology in the Young , Volume 14 , Issue 3 , June 2004 , pp. 347 - 356
Copyright
© 2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Kennedy I. The Report of the Public Inquiry into children’s heart surgery at the Bristol Royal Infirmary 1984–1995. 2001:342, paragraph 29.Google Scholar
Council Directive No. 93/104/EC of 23 November 1993 concerning certain aspects of the organisation of working time.
Greenwood J. Training in cardiology – the next decade. Br J Cardiol 2003; 10: 428–430.Google Scholar
Higher medical training generic curriculum, January 2003. Office of the Joint Committee for Higher Medical Training of the Royal College of Physicians. www.jchmt.org.uk.
Higher medical training curriculum for paediatric cardiology, January 2003. Office of the Joint Committee for Higher Medical Training of the Royal College of Physicians. www.jchmt.org.uk.
SHO modernisation working group (chair Sir Liam Donaldson). Unfinished business: Proposals for reform of the Senior House Officer Grade. www.doh.gov.uk/shoconsult, 23 August 2002.
Modernising Medical Careers: The response of the UK Health Ministers to the consultation on Unfinished business: proposals for reform of the senior house officer grade. www.doh.gov.uk/shoconsultresponse.pdf, 27 February 2003.
Jollis JG, Peterson ED, Nelson CL, et al. Relationship between physician and hospital coronary angioplasty volume and outcome in elderly patients. Circulation 1997; 95: 2485–2491.Google Scholar
Hannan EL, Racz M, Ryan TJ, et al. Coronary angioplasty volume–outcome relationships for hospitals and cardiologists. J Am Med Assoc 1997; 277: 892–898.Google Scholar
Hirshfeld JW Jr, Banas JS Jr, Brundage BH, et al. American College of Cardiology training statement on recommendations for the structure of an optimal adult interventional cardiology training program: a report of the American College of Cardiology task force on clinical expert consensus documents. J Am Coll Cardiol 1999; 34: 2141–2147.Google Scholar
Parmley WW. Interventional cardiology: an added qualification to the cardiovascular boards. J Am Coll Cardiol 1998; 31: 716–717.Google Scholar
Benson L, Coe Y, Houde C, Human D. Training standards for pediatric cardiac catheterization and interventional cardiology. Canadian Cardiovascular Society. Can J Cardiol 1998; 14: 907–910.Google Scholar
Curriculum for higher specialist training in cardiology, 1998. Office of the Joint Committee for Higher Medical Training of the Royal College of Physicians.
Qureshi SA, Redington AN, Wren C, et al. Recommendations of the British Paediatric Cardiac Association for therapeutic cardiac catheterisation in congenital cardiac disease. Cardiol Young 2000; 10: 649–667.Google Scholar
Allen HD, Beekman III RH, Garson A Jr, et al. Pediatric therapeutic cardiac catheterization: a statement for healthcare professionals from the Council on Cardiovascular Disease in the Young, American Heart Association. Circulation 1998; 97: 609–625.Google Scholar
Curriculum for higher specialist training in paediatric cardiology, 1998. Office of the Joint Committee for Higher Medical Training of the Royal College of Physicians.
Hunter S, Tynan M, Silove E. Guidelines for specialist training in paediatric cardiology. British Paediatric Association and the Specialist Advisory Committee in Cardiology of the Joint Committee on Higher Medical Training of the Royal College of Physicians. Heart 1996; 75: 534–536.Google Scholar
Daniels O. Guidelines for training in paediatric cardiology. Cardiol Young 2000; 10: 76–79.Google Scholar
Guidelines for specialist training in cardiology. Council of the British Cardiac Society and the Specialist Advisory Committee in Cardiovascular Medicine of the Royal College of Physicians. Br Heart J 1995; 73: 1–24.
Recommendations of the European Board for the Specialty Cardiology (EBSC) for education and training in basic cardiology in Europe. The Executive Committee of the European Board for the Specialty Cardiology. Eur Heart J 1996; 17: 996–1000.
Pepine CJ, Babb JD, Brinker JA, et al. Guidelines for training in adult cardiovascular medicine. Core Cardiology Training Symposium (COCATS). Task Force 3: training in cardiac catheterization and interventional cardiology. J Am Coll Cardiol 1995; 25: 14–16.Google Scholar
Miller RM, O'Neill B, Johnstone D, Rae JR. Standards for training in adult cardiac catheterization and angiography. Canadian Cardiovascular Society Committee. Can J Cardiol 1996; 12: 470–472.Google Scholar
Marquis JF, Henderson M, Knudtson M, Haq A. Standards for coronary angioplasty training. Canadian Cardiovascular Society Committee. Can J Cardiol 1996; 12: 472.Google Scholar
Yu E. The assessment of technical skills in a cardiology training program: is the ITER sufficient? Can J Cardiol 2000; 16: 457–462.Google Scholar
Norcini JJ, Blank LL, Arnold GK, Kimball HR. The mini-CEX (clinical evaluation exercise): a preliminary investigation. Ann Intern Med 1995; 123: 795–799.Google Scholar