Based at the University Hospitals of Leicester, we serve the educational needs of healthcare practitioners in Acute & Emergency Medicine across the East Midlands, UK
Here you will find the online component to our tertiary sub-specialty training program. Our aim, in combination with clinical exposure, shop-floor teaching and protected face to face teaching, is to:
Provide signposted guidance on the areas that need to be covered for the Paediatric Emergency Medicine component of your training, in line with the joint RCEM/RCPCH curriculum.
Facilitate achievement of competencies in those areas through integrated online and face-to-face learning.
Provide a central reference point/repository for self-directed learning as well as interactive learning with peers.
In addition to the general competences required by the time of CCT, the joint RCEM/RCPCH curriculum defines sub-specialty specific competences in Paediatric Emergency Medicine, which can be loosely divided into about 20 domains. Each domain contains a number of PEM topics, procedures and clinical presentations in which the PEM trainee needs to develop knowledge and skill.
The online component of this course is therefore subdivided into about 20 broadly specialty –specific domains, within each domain you will find a number of important topics to work through. Each topic will contain a range of learning tools (Video, Podcast, Links to relevant material) to help you in your coverage of the topic.
The face-to-face PEM teaching program runs in parallel to the online course and shares the same topic domains. The aim is to provide learning opportunities online for you to comple prior to the face-to-face teaching, so that trainees can utilise the face-to-face teaching to achieve a higher level of understanding on a given topic.
Essential to the work of the Paediatric Emergency Medicine Physician (PEMP) is the principle that all decisions should be made in the best interests of the child or young person in their care.
The PEMP is able to:
Look after patients with a wide range of pathologies, from the life threatening to the self-limiting, within all paediatric age groups in the Emergency Department setting.
Safely and effectively identify those children needing admission and those that can be discharged.
Conduct a primary assessment and take appropriate steps to stabilise and treat critically ill and injured children.
Work in the difficult and challenging environment of the Emergency Department and is able to re-prioritise and respond to new and urgent situations.
Interact with, co-ordinate, educate and supervise all members of the Emergency Department team.
Understand the unique interaction of the Emergency Department with every part of the hospital and its significant role in interacting with the external community
Act as co-ordinator in the Emergency Department during a major incident.
The PEMP is skilled at:
Practical procedures especially those needed for resuscitation.
The PEMP is an expert at:
Directing and co-ordinating medical, surgical and trauma resuscitations involving children.
Learning will take place in a variety of settings with a range of approaches:
Audit and research
External training courses
Trainees are encouraged to utilise the opportunities that arise at anytime within the workplace, as well as managing their study leave to work toward the achievement of their personal development plan.
Trainees will be allocated an educational supervisor and informed of local processes for learning support.
The trainee has a responsibility as an adult learner to set their own individual learning objectives for each aspect of the training program with the support of their educational supervisor.
The objectives should then be reviewed at regular intervals utilising the e-portfolio and by demonstrating improvement through the use of workplace-based assessments.
Over 12 months in PED, there are on average 48 weekly teaching sessions, the topics of which map loosely to the PEM subspecialty domains, with associated learning content available in the VLE.
Each trainee will be allocated sessions to facilitate through their time in PED, with one trainee allocated to oversee this process in collaboration with the Consultant lead for Education.
The idea is that trainees complete the relevant online learning activities prior to attending teaching, so as to maximise learning in the session:
Timetable of activities for the year
Teaching session expectations document
Providing feedback at the end of each session:
Assists continued improvement of the course and associated materials
Provides useful insight for the trainee leading the session, allowing development of skills and informing their educational supervisor at ARCP.