Pediatric Anesthesiology Milestones 2.0: An Update, Rationale, and Plan Forward.

Autor:	Snell JJ; From the Department of Anesthesiology, Wayne State University School of Medicine, Detroit, Michigan.; Department of Anesthesiology, Children's Hospital of Michigan, Detroit, Michigan., Lockman JL; Department of Anesthesiology and Critical Care, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania.; Department of Anesthesiology and Critical Care, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania., Suresh S; Division of Pediatric Anesthesiology, Department of Anesthesiology, Ann & Robert H. Lurie Children's Hospital of Chicago, Northwestern University Feinberg School of Medicine, Chicago, Illinois., Chatterjee D; Department of Anesthesiology, University of Colorado School of Medicine and Children's Hospital Colorado, Aurora, Colorado., Ellinas H; Department of Anesthesiology, Medical College of Wisconsin, Milwaukee, Wisconsin., Walker KK; Department of Anesthesiology and Perioperative Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania., Gonzalez A; Department of Anesthesiology and Pain Management, UT Southwestern Medical Center, Dallas, Texas., Edgar L; Accreditation Council for Graduate Medical Education, Chicago, Illinois., Ambardekar AP; Department of Anesthesiology and Pain Management, UT Southwestern Medical Center, Dallas, Texas.
Jazyk:	angličtina
Zdroj:	Anesthesia and analgesia [Anesth Analg] 2024 Mar 01; Vol. 138 (3), pp. 676-683. Date of Electronic Publication: 2024 Feb 13.
DOI:	10.1213/ANE.0000000000006381
Abstrakt:	Formal training in the subspecialty of pediatric anesthesiology began >60 years ago. Over the years, the duration and clinical work has varied, but what has stayed constant is a mission to develop clinically competent and professionally responsible pediatric anesthesiologists. Since accreditation in 1997, there has been additional guidance by the Accreditation Council on Graduate Medical Education (ACGME) and greater accountability to the public that we, indeed, are producing competent and professional pediatric anesthesiologists. This has been influenced by the slow evolution from time-based educational curriculum to a competency-based paradigm. As with all ACGME-accredited specialties, education leaders in pediatric anesthesiology first convened in 2014 to design specialty-specific developmental trajectories within the framework of the 6 core competencies, known as milestones, on which fellows were to be tracked during the 1-year fellowship. With 5 years of implementation, and substantial data and feedback, it has become clear that an iterative improvement was necessary to mirror the evolution of the profession. It was evident that the community required brevity and clarity in the next version of the milestones and required additional resources for assessment and faculty development. We describe here the methodology and considerations of our working group, guided by ACGME, in the rewriting of the milestones. We also provide suggestions for implementation and collaboration to support the education and assessment of pediatric anesthesiology fellows across the country. Competing Interests: Conflicts of Interest: See Disclosures at the end of this article. (Copyright © 2023 International Anesthesia Research Society.)
Databáze:	MEDLINE
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