THU0586 ESTABLISHING THE KEY COMPONENTS OF A EULAR PORTFOLIO FOR TRAINING IN RHEUMATOLOGY: A EULAR SCHOOL OF RHEUMATOLOGY INITIATIVE

Background:In clinical training, a portfolio is expected to stimulate learning and encourage critical reflection. Some, but not all, European countries use a portfolio in rheumatology training, and their scope varies widely. A EULAR portfolio for Rheumatology trainees could contribute to improve overall training, raise educational standards, foster the setting of common goals and harmonize rheumatology training across countries.Objectives:Develop key components that should be included in a EULAR portfolio of Rheumatology.Methods:A working group (WG) composed of 9 rheumatologists and 1 educationalist was established. A systematic literature review (SLR) was conducted in November 2018, according to the PIM structure: Population: trainees; Instrument of interest: portfolio; Measurement of properties of interest: content portfolio. A survey was disseminated among the WG group and WG members of the EMerging EUlar NETwork (EMEUNET), inquiring about the content and structure of existing national portfolios. Portfolio materials of selected countries were reviewed. Last, the WG elected the key components of the portfolio.Results:13/2,034 articles were included in the SLR (12 high/1 moderate risk of bias). Information on direct observation of procedural skills (DOPS) (9/13), personal reflections (8/13), learning goals (5/13) and multisource feedback (5/13) were most often included in the portfolio. Twenty-five respondents filled out the survey (response rate ≈ 50%). Reflective writing (n=7), learning goals (n=4) and feedback (n=4) were considered the most useful components of a portfolio. About half indicated that a portfolio was a bureaucratic burden; 4 respondents mentioned lack of feedback by supervisors as a barrier. Portfolio materials of 7 European countries were reviewed. Several portfolios (Germany, Italy, Greece and Spain) were logbooks, i.e. a record of clinical activities. Other portfolios (UK, Denmark, The Netherlands) also included information on workplace-based assessments, learning goals, and personal reflections. The proposed key components of the portfolio are included in Table 1.Table 1.Key components of the EULAR portfolio of Rheumatology.Key componentContentCurriculum vitaePersonal record of achievements, experiences, knowledge and skillsPersonal Development PlanLearning goals and action planClinical workInformation on managing patients (e.g. rheumatoid arthritis)Skills (e.g. joint aspiration)Assessments (summative and formative)Personal reflectionsProfessional behaviourMultisource feedbackPersonal reflectionsEducationContinuing professional development, list of formal and non-formal learning activitiesAssessments (e.g. teaching assessment, evidence based medicine assignment)Personal reflectionsResearchList of abstracts, published articlesInformation on research funding, scholarships, bursaries, academic postsConclusion:This initiative resulted in the establishment of a list of key components to be included in a EULAR portfolio of Rheumatology. Assessment forms for each key portfolio component are currently being developed. Portfolio implementation, particularly in countries that do not use it yet, may contribute significantly to promote a higher standard of patient care across Europe.Disclosure of Interests:Marloes van Onna: None declared, Sofia Ramiro Grant/research support from: MSD, Consultant of: Abbvie, Lilly, Novartis, Sanofi Genzyme, Speakers bureau: Lilly, MSD, Novartis, Catherine Haines: None declared, M. Holland-Fischer: None declared, José Antonio P. da Silva Grant/research support from: Pfizer, Abbvie, Consultant of: Pfizer, AbbVie, Roche, Lilly, Novartis, Jean Dudler: None declared, Christopher Edwards Grant/research support from: Abbvie, Biogen, Roche, Consultant of: Abbvie, Samsung, Speakers bureau: Abbvie, BMS, Biogen, Celgene, Fresenius, Gilead, Janssen, Lilly, Mundipharma, Pfizer, MSD, Novartis, Roche, Samsung, Sanofi, UCB,Alessia Alunno: None declared, Elena Nikiphorou: None declared, L. Falzon: None declared, Francisca Sivera: None declared

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EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative

RMD Open ◽

10.1136/rmdopen-2021-001684 ◽

2021 ◽

Vol 7 (2) ◽

pp. e001684

Author(s):

Marloes van Onna ◽

Sofia Ramiro ◽

Catherine Haines ◽

Mette Holland-Fischer ◽

Jose Antonio Pereira da Silva ◽

...

Keyword(s):

Personal Development ◽

Portfolio Assessment ◽

Clinical Work ◽

Multisource Feedback ◽

Reflective Writing ◽

Learning Goals ◽

Moderate Risk ◽

Research Activities ◽

Curriculum Vitae ◽

Personal Reflections

ObjectiveAbout half of the rheumatology trainees do not use a portfolio. This project was established to reach consensus about the content of a EULAR portfolio for Rheumatology training and subsequently develop portfolio assessment forms.MethodsAfter establishing a portfolio working group (WG), including nine rheumatologists and one educationalist, a systematic literature review (SLR) on the content and structure of portfolios for postgraduate learning was conducted (November 2018). This was followed by a survey among WG members and members of the EMerging EUlar NETwork, inquiring about the content and structure of existing national portfolios. The portfolio WG selected the key components of the portfolio, taking previous experience and feasibility into account. Assessment forms (eg, case-based discussion) were developed and pilot-tested.Results13/2034 articles were included in the SLR (12 high/1 moderate risk of bias). Information on procedural skills, personal reflections, learning goals and multisource feedback was most often included a portfolio. Twenty-five respondents completed the survey (response≈50%). Feedback from assessors, reflective writing and formulation of learning goals were considered important dimensions to be covered in a portfolio. Six key components of the portfolio were established: curriculum vitae, personal development plan, clinical work, professional behaviours, education and research activities. Suggested minimal content for each component was formulated. Four assessment forms were successfully pilot-tested by 11 rheumatologists and their trainees.ConclusionA EULAR portfolio for Rheumatology training and assessment forms were developed. Portfolio implementation, particularly in countries without an existing portfolio, may promote a higher standard of rheumatology training across Europe.

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Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

BMC Medical Education ◽

10.1186/s12909-021-02556-4 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

C. L. Downey ◽

J. Bentley ◽

H. Pandit

Keyword(s):

United Kingdom ◽

Clinical Training ◽

Clinical Work ◽

Survey Study ◽

Full Time ◽

Clinical Supervisors ◽

Research Activities ◽

Time Out ◽

Rapid Transition ◽

The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

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Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00276.1 ◽

2013 ◽

Vol 5 (2) ◽

pp. 289-293 ◽

Cited By ~ 13

Author(s):

Paul George ◽

Shmuel Reis ◽

Margaret Dobson ◽

Melissa Nothnagle

Keyword(s):

Family Medicine ◽

Rhode Island ◽

Goal Setting ◽

Personal Development ◽

Junior Faculty ◽

Learning Goals ◽

Junior Faculty Member ◽

Self Directed Learning ◽

Protected Time ◽

Learning Coach

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

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Italy versus Other European Countries: Sustainable Development Goals, Policies and Future Hypothetical Results

Sustainability ◽

10.3390/su13063417 ◽

2021 ◽

Vol 13 (6) ◽

pp. 3417

Author(s):

Alberto Dello Strologo ◽

Edoardo D’Andrassi ◽

Niccolò Paoloni ◽

Giorgia Mattei

Keyword(s):

Sustainable Development ◽

Quantitative Analysis ◽

Sustainable Development Goals ◽

Action Plan ◽

European Countries ◽

Official Statistics ◽

2030 Agenda ◽

Development Goals ◽

European Standards ◽

Historical Periods

The topic of sustainable development has become increasingly central to the international community. In 2015, the UN approved the 2030 Agenda, an action plan aimed at pursuing sustainable development. The founding elements of the 2030 Agenda are the 17 Sustainable Development Goals (SDG) that refer to different areas of development. The objective of this study is to determine the state of implementation of the SDGs in Italy and to understand to what extent the country will be able to reach European standards in 2030 under current policies. To this end, a quantitative analysis was carried out which, thanks to the use of official statistics and the FORECAST.ETS function, made it possible to identify the value that the indicators will have in 2030. In addition, the dynamic index methodology was applied to measure the degree of implementation of the SDGs between two different historical periods: 2018 and 2030. The analyses carried out shows that Italy needs to take urgent measures to meet its commitment to the 2030 Agenda. The study offers one of the first insights into the implementation of the 2030 Agenda as, in addition to analyzing the country’s performance, it examines the pursuit of the SDGs within the country itself. It is therefore believed that the results may be of interest to governments, experts, and academics.

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OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OF RESEARCH COMPETENCE OF STUDENTS IN GRADES 6-7

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2021-2.1728-5496.11 ◽

2021 ◽

Vol 72 (2) ◽

pp. 91-96

Author(s):

K. Askarbekova ◽

◽

Z. Kanayeva ◽

O. Yaroshenko ◽

◽

...

Keyword(s):

Secondary Education ◽

General Education ◽

Goal Setting ◽

Personal Development ◽

Learning Goals ◽

Educational Standards ◽

Research Skills ◽

Research Competence ◽

The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

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OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OFRESEARCHCOMPETENCEOFSTUDENTSIN GRADES6-7

BULLETIN Series Psychology ◽

10.51889/2021-2.1728-7847.10 ◽

2021 ◽

Vol 67 (2) ◽

Author(s):

K. Askarbekova ◽

Keyword(s):

Secondary Education ◽

General Education ◽

Goal Setting ◽

Personal Development ◽

Learning Goals ◽

Educational Standards ◽

Research Skills ◽

Research Competence ◽

The World

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The College

Psychiatric Bulletin ◽

10.1192/pb.29.4.154 ◽

2005 ◽

Vol 29 (4) ◽

pp. 154-156

Author(s):

Joe Bouch ◽

Robert Jackson

Keyword(s):

Professional Development ◽

Quality Assurance ◽

Personal Development ◽

Peer Group ◽

Continuing Professional Development ◽

General Medical Council ◽

Learning Objectives ◽

Medical Council ◽

Minimum Requirement ◽

Development Plans

In April 2001 the College introduced personal development plans (PDPs) as the mechanism for achieving continuing professional development (CPD) objectives. We moved from an individual, retrospective points counting exercise to a prospective peer-group based activity centring on individuals' learning objectives (Royal College of Psychiatrists, 2001). The current CPD policy is due for review in 2005. It is largely in line with General Medical Council guidance, Continuing Professional Development (April 2004) and the Academy of Medical Royal Colleges, CPD: The Ten Principles. A Framework for Continuing Professional Development (February 2002), and major revision will not be necessary. Two significant changes will be incorporated in the new policy. The first is an audit procedure whereby a random 5% of returns will be subject to further scrutiny. This is a process audit and necessary for the quality assurance of the system as a whole (Bouch & Jackson, 2004). The second will allow us to complete up to 10 h of our 50-h minimum requirement for attending meetings, by engaging in online CPD activities.

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Continuing professional development for physical education teachers in Europe

European Physical Education Review ◽

10.1177/1356336x20931531 ◽

2020 ◽

Vol 27 (1) ◽

pp. 150-167

Author(s):

Deborah Tannehill ◽

Giyasettin Demirhan ◽

Petra Čaplová ◽

Züleyha Avsar

Keyword(s):

Professional Development ◽

Physical Education ◽

General Education ◽

Comparative Education ◽

Continuing Professional Development ◽

European Countries ◽

Current Status ◽

Physical Education Teachers ◽

Current Trends ◽

Education Data

This paper reports on an investigation examining provision of physical education continuing professional development (CPD) in European countries undertaken to identify the types of practices being employed. We begin by providing a brief overview of what we currently know about CPD internationally in general education and physical education. Data are reported to reflect Parker and Patton’s (2017) key characteristics of CPD that highlight effective CPD, summarise current trends and issues in physical education, and are intended to serve as a guide to how teachers learn and how they might be better served in that learning in these European countries. Studying current practices in CPD provision identified in this study provided modest insight to inform teacher education programmes and CPD providers on the current status of physical education CPD currently being employed in Europe. We propose these findings might inform international and comparative education with respect to CPD and set the foundation for physical education colleagues in Europe to develop a CPD network where endeavours such as sharing of CPD practices, engaging in discussion of those practices, and the design of collaborative research on such CPD practices are based.

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A reflection on continuing professional development

The Psychiatrist ◽

10.1192/pb.bp.111.035717 ◽

2012 ◽

Vol 36 (5) ◽

pp. 189-193

Author(s):

Kieran O'Loughlin ◽

Allys Guerandel ◽

Kevin Malone

Keyword(s):

Reflective Practice ◽

Personal Development ◽

Professional Competence ◽

Continuing Professional Development ◽

Learning Activities ◽

Medical Professionalism ◽

Important Advance ◽

Medical Practitioners ◽

Knowledge And Skills

SummaryThe enactment of Part II of the Medical Practitioners Act 2007 in Ireland heralds a move from voluntary to statutory provision of professional competence and marks an important advance in medical professionalism in the country. This formalises consultant psychiatrists' existing commitment to updating their knowledge and skills and compels basic and higher specialist trainees to actively engage in the process. The relevance of reflective practice for professional and personal development of trainee psychiatrists is discussed and the role of existing trainee learning activities in the process of lifelong learning is explored in this context.

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SWOPT – the South-West Organisation for Psychiatric Training

Psychiatric Bulletin ◽

10.1192/pb.28.4.147 ◽

2004 ◽

Vol 28 (4) ◽

pp. 147-148

Author(s):

R. Macpherson ◽

G. Harrison ◽

A. James ◽

M. Curtice ◽

P. McPhee

Keyword(s):

Personal Development ◽

Continuing Professional Development ◽

House Officer ◽

Psychiatric Training ◽

Generic Skills ◽

Specialist Registrar ◽

Core Skills ◽

South West ◽

Educational Supervision ◽

Registrar Training

There are major challenges in providing training for psychiatrists in the modern National Health Service (NHS). Senior house officer and specialist registrar training has been reorganised to focus on core skills and competencies, and is monitored through educational supervision and the Record of In-Training Assessment (RITA) process. For consultants, the development of appraisal and revalidation are linked to formalised approaches to continuing professional development and personal development (Royal College of Psychiatrists, 2001). Increasingly, training is self-directed and psychiatrists have to effectively evaluate and plan for their individual educational needs. They must be able to access good quality, structured training, to develop and maintain a range of specific and generic skills.

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