Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study
Abstract Background In 2018, the Royal College of Physicians of Ireland revised its paediatric training program to a competency-based medical education (CBME) training/residency curriculum. This included a requirement to achieve competence in a number of core procedural skills to progress within the...
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| Format: | Article |
| Language: | English |
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BMC
2023-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04928-4 |
| _version_ | 1827581566798266368 |
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| author | Waqas Ullah Khan John Twomey Ethel Ryan Therese Martin Myeda Kamal Pak Lok Boris Cheng Clodagh O’Gorman Dara Byrne |
| author_facet | Waqas Ullah Khan John Twomey Ethel Ryan Therese Martin Myeda Kamal Pak Lok Boris Cheng Clodagh O’Gorman Dara Byrne |
| author_sort | Waqas Ullah Khan |
| collection | DOAJ |
| description | Abstract Background In 2018, the Royal College of Physicians of Ireland revised its paediatric training program to a competency-based medical education (CBME) training/residency curriculum. This included a requirement to achieve competence in a number of core procedural skills to progress within the program. Internationally, simulation-based medical education (SBME) is gaining interest as an effective teaching pedagogy for training procedural skill competency. The objectives of this study were to (1) identify enablers and barriers for paediatric trainees to achieve their required procedural competencies, (2) gain insight on the feasibility of achieving the required procedural skills, and (3) explore what simulation-based resources are used as well as their role in achieving the required procedural skill competencies. Methods A multi-centered qualitative study using semi-structured interviews was performed. Twenty-four paediatric consultants and trainees were recruited from two academic tertiary hospitals using purposive and snowball sampling. Interviews were conducted between March and September 2021, audio recorded, transcribed, and analyzed using thematic analysis. Results Three main themes regarding enablers for achieving procedural competencies were reported and include having protected training time, routine assessments, and a standardized curriculum. Barriers to achieving procedural competencies focused mainly on limited clinical exposure. The use of SBME was recommended by all participants (n = 24, 100%) to assist in achieving procedural competencies and most (n = 15, 62.5%) reported it is feasible to attain the required procedural skills in the paediatric CBME program. Conclusion It is feasible to achieve the required procedural competencies for most paediatric trainees, but this can be improved with protected training time, routine assessments, and a standardized curriculum. Barriers to achieving these skills mainly center on limited clinical exposure, which can be remedied by SBME. Further research is warranted to determine the costs and types of SBME tools available as well as teaching pedagogies to support paediatric trainees achieve their required procedural competencies. |
| first_indexed | 2024-03-08T22:38:16Z |
| format | Article |
| id | doaj.art-47f2ccb38d45403ba923bc7d4b0a5fd0 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-08T22:38:16Z |
| publishDate | 2023-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-47f2ccb38d45403ba923bc7d4b0a5fd02023-12-17T12:20:45ZengBMCBMC Medical Education1472-69202023-12-0123111010.1186/s12909-023-04928-4Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative studyWaqas Ullah Khan0John Twomey1Ethel Ryan2Therese Martin3Myeda Kamal4Pak Lok Boris Cheng5Clodagh O’Gorman6Dara Byrne7Department of Psychiatry, School of Medicine, University of LimerickDepartment of Paediatrics, School of Medicine, University of LimerickDepartment of Paediatrics, School of Medicine, University of GalwayDepartment of Paediatrics, School of Medicine, University of LimerickDepartment of Biomedical Engineering, Trinity College DublinBallinasloe General Practice Specialist Training SchemeDepartment of Paediatrics, School of Medicine, University of LimerickSchool of Medicine, University of GalwayAbstract Background In 2018, the Royal College of Physicians of Ireland revised its paediatric training program to a competency-based medical education (CBME) training/residency curriculum. This included a requirement to achieve competence in a number of core procedural skills to progress within the program. Internationally, simulation-based medical education (SBME) is gaining interest as an effective teaching pedagogy for training procedural skill competency. The objectives of this study were to (1) identify enablers and barriers for paediatric trainees to achieve their required procedural competencies, (2) gain insight on the feasibility of achieving the required procedural skills, and (3) explore what simulation-based resources are used as well as their role in achieving the required procedural skill competencies. Methods A multi-centered qualitative study using semi-structured interviews was performed. Twenty-four paediatric consultants and trainees were recruited from two academic tertiary hospitals using purposive and snowball sampling. Interviews were conducted between March and September 2021, audio recorded, transcribed, and analyzed using thematic analysis. Results Three main themes regarding enablers for achieving procedural competencies were reported and include having protected training time, routine assessments, and a standardized curriculum. Barriers to achieving procedural competencies focused mainly on limited clinical exposure. The use of SBME was recommended by all participants (n = 24, 100%) to assist in achieving procedural competencies and most (n = 15, 62.5%) reported it is feasible to attain the required procedural skills in the paediatric CBME program. Conclusion It is feasible to achieve the required procedural competencies for most paediatric trainees, but this can be improved with protected training time, routine assessments, and a standardized curriculum. Barriers to achieving these skills mainly center on limited clinical exposure, which can be remedied by SBME. Further research is warranted to determine the costs and types of SBME tools available as well as teaching pedagogies to support paediatric trainees achieve their required procedural competencies.https://doi.org/10.1186/s12909-023-04928-4Competency-based Medical EducationSimulation-Based Medical EducationPaediatric MedicineTraining/Residency programQualitative study |
| spellingShingle | Waqas Ullah Khan John Twomey Ethel Ryan Therese Martin Myeda Kamal Pak Lok Boris Cheng Clodagh O’Gorman Dara Byrne Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study BMC Medical Education Competency-based Medical Education Simulation-Based Medical Education Paediatric Medicine Training/Residency program Qualitative study |
| title | Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study |
| title_full | Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study |
| title_fullStr | Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study |
| title_full_unstemmed | Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study |
| title_short | Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program—a multi-centered qualitative study |
| title_sort | barriers and enablers to achieving clinical procedure competency based outcomes in a national paediatric training residency program a multi centered qualitative study |
| topic | Competency-based Medical Education Simulation-Based Medical Education Paediatric Medicine Training/Residency program Qualitative study |
| url | https://doi.org/10.1186/s12909-023-04928-4 |
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