Educational credit

• Please add notes on how we might map the course to existing curricula

• FRCA
• FICM
• ACCS
• Foundation programme
• Critical care nursing

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ACCS

These are relevant skills taken from 2012 ACCS Curriculum which applies to all 3 stems (Acute Medicine, Emergency Medicine, Anaesthetics) --> http://www.rcoa.ac.uk/system/files/TRG-CU-ACCS2012.pdf

• Design, implement and complete audit cycles
• Contribute to local and national audit projects as appropriate (e.g. NCEPOD, SASM)
• Support audit by junior medical trainees and within the multi-disciplinary team - Appraise retrieved evidence to address a clinical question - Apply conclusions from critical appraisal into clinical care
• Identify the limitations of research - Contribute to the construction, review and updating of local (and national) guidelines of good practice using the principles of evidence based medicine
• Develop critical appraisal skills and apply these when reading literature
• Demonstrate the ability to write a scientific paper - Demonstrate good verbal and written presentations skills
• Understand the difference between population-based assessment and unit-based studies and be able to evaluate outcomes for epidemiological work

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FRCA

These are primarily taken from the 2010 CCT in Anaesthesia curriculum Annex G (http://www.rcoa.ac.uk/CCT/AnnexG).

###Annex G: Teaching & Training, Academic & Research (inc audit) & Management for Anaes, CC & PM

AR_IK_05 Describes and explains the methodology and processes of clinical research, including but not exclusively: -Ethical and approval considerations raised by research; -The importance of study design in clinical research; -The importance of statistical analyses

AR_IK_08 Demonstrates a knowledge of research principles

AR_IK_09 Explains how to test, refine and verify hypotheses

AR_IK_10 Explains how reasoning leads to hypothesis within the context of clinical likelihood

AR_IK_11 Understands the difference between population-based assessment and unit-based studies and is able to evaluate outcomes for epidemiological work

AR_IS_02 Describe the working uses of national and local databases used for audit such as specialty data collection systems, cancer registries, and for reporting and learning from clinical incidents and near misses in the UK

AR_HK_01 Understands their role in supporting quality through participating in and promoting audit of clinical outcomes

AR_HK_05 Knows about the National Institute for Academic Anaesthesia

AR_HS_04 Uses statistical methods to analyse data and estimate probabilities

AR_HS_12 Encourages discussion amongst colleagues on evidence-based practice

AR_HS_16 Outlines the principles of formulating a research question and designing a project

AR_HS_19 Demonstrates ability to analyse research data using advanced statistical software e.g. SPSS

AR_AK_07 Knows how to produce a poster summarising a project for presentation

AR_AK_08 Understands material specifically related to their ‘project’

AR_AS_05 Shows willingness to encourage and take part in research

AR_AS_09 Acquires skills relating to their project

Foundation Programme

I've picked out specific areas from the latest FP Curriculum.

Foundation docs would be able to add attending our course as an Additional Achievement on their ePortfolio and link this to the areas of the curriculum listed below (they need curriculum links like these for their end-of-year review). Note that if we provide a PDF Certificate this linking process will be easier.

3.2 Quality and safety improvement

• Manages, analyses and presents at least one quality improvement project and uses the results to improve patient care

6.1 Lifelong learning

• Maintains personal development e-portfolio by recording learning needs and personal reflection including career development and planning / Recognises personal learning needs, addresses these proactively and sets SMART goals
• Provides evidence to demonstrate continuing personal and professional development via e-portfolio and supporting documentation.

6.2 Evidence, guidelines, care protocols and research

• Finds and interprets evidence relating to clinical questions
• Demonstrates the use of literature, guidelines and experience in the development of clinical skills over the previous year

FICM

Specific stuff from Special Skills Training

Academic Training section of the document includes the following competencies

Use statistical software in an appropriate manner, to analyse data

Biomedical statistics and study design: • Types of study (experimental, observational, randomised, non- randomised) • Defining a study question • Determination of sample size (including power analyses) and randomisation methods (random, stratified, systematic, multistage cluster) • Types of data (qualitative (nominal, ordinal, ranked), quantitative (continuous, discrete) • Sources of bias • Summarising and presenting data (measures of location and spread; pictorial representation of data) • Describing bivariate data (contingency tables, scatter plots, measures of association, regression analysis) • Confidence intervals • Hypothesis testing (null hypothesis, p values, one and two sided tests, Type I and Type II errors) • Non-parametric methods and their appropriate use

Quality Improvement in Healthcare Section

Creates an operational definition Creates forms for data collection Designs a test of change Constructs appropriate diagrams to organise information Applies various analyses to organise information Applies advanced methods to understand variance

Generic stuff from section 12.15

See syllabus

• Use of information technology to optimize patient care and life-long learning
• Identification and critical appraisal of literature; integration of findings into local clinical practice
• Principles of appraisal of evidence: levels of evidence; interventions; diagnostic tests; prognosis; integrative literature (meta-analyses, practice guidelines, decision and economic analyses)
• Principles of applied research and epidemiology necessary to evaluate new guidelines / forms of therapy
• Principles of medical research: research questions; protocol design; power analysis, data collection, data analysis and interpretation of results; manuscript preparation and publication rules.
• Ethical principles involved in conducting research (including subject protection, consent, confidentiality and competing interests) and national ethical approval processes