Evidence map›Paper›PMID 38093268›Full record

ArticleBMC medical education2023

Barriers and enablers to achieving clinical procedure competency-based outcomes in a national paediatric training/residency program-a multi-centered qualitative study.

Waqas Ullah Khan, John Twomey, Ethel Ryan, Therese Martin, Myeda Kamal, Pak Lok Boris Cheng, Clodagh O'Gorman, Dara Byrne

Open access · goldAbstract readMulticenter Study
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
1.7field-weighted citation impact, top 15% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed, 6 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 4 institutions in 1 country.

Waqas Ullah KhanDepartment of Psychiatry, School of Medicine, University of Limerick, Limerick, Ireland. khanw@tcd.ie.
John TwomeyDepartment of Paediatrics, School of Medicine, University of Limerick, Limerick, Ireland.
Ethel RyanDepartment of Paediatrics, School of Medicine, University of Galway, Galway, Ireland.
Therese MartinDepartment of Paediatrics, School of Medicine, University of Limerick, Limerick, Ireland.
Myeda KamalDepartment of Biomedical Engineering, Trinity College Dublin, Dublin, Ireland.
Pak Lok Boris ChengBallinasloe General Practice Specialist Training Scheme, Ballinasloe, Ireland.
Clodagh O'GormanDepartment of Paediatrics, School of Medicine, University of Limerick, Limerick, Ireland.
Dara ByrneSchool of Medicine, University of Galway, Galway, Ireland.
University Hospital Limerick · IEOllscoil na Gaillimhe – University of Galway · IETrinity College Dublin · IEUniversity of Limerick · IE

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundIn 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.

methodsA 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.

resultsThree 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.

conclusionIt 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.

Indexed as

Education, MedicalInternship and ResidencyChildClinical CompetenceCompetency-Based EducationCurriculumHumansQualitative ResearchCompetency-based Medical EducationPaediatric MedicineQualitative studySimulation-Based Medical EducationTraining/Residency program

Identifiers

PMID38093268
PMCPMC10720101
OpenAlexW4389673986

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.