Mourik Sarah L, Roos Eveline J, Goverde Angelique J, Wood Paul L
London Women's Clinic, 113-115 Harley Street, W1G 6AP, London, United Kingdom.
Tergooi, Department Obstetrics and Gynaecology, van Riebeeckweg 212, 1213 XZ, Hilversum, the Netherlands.
Eur J Obstet Gynecol Reprod Biol. 2021 Mar;258:152-156. doi: 10.1016/j.ejogrb.2020.12.017. Epub 2020 Dec 16.
Interest in the field of Paediatric and Adolescent Gynaecology (PAG) has increased substantially over the last decade. Currently there is minimal consensus on how to interpret and validate professional experience, medical knowledge and surgical skills for doctors (accredited in Obstetrics and Gynaecology) who have an interest in and wish to achieve sub-specialisation in PAG. The challenge for the future of PAG is to create a framework of guidelines and references which in turn culminates in improvement and harmonisation in PAG healthcare delivery. The development of a post-specialty training curriculum in PAG for accredited practitioners was a logical next step after EBCOG introduced the PACT curriculum for OBGYN trainees. The guiding principle in the development of the PAG curriculum has been to strive for harmonisation in teaching and training in PAG within Europe. The new EURAPAG curriculum is divided in 17 chapters which in turn have been subdivided into medical and surgical sections plus a baseline skills section. The content has been determined through a consensus procedure amongst European gynaecologists and trainees. The medical chapters involve pathology that requires conservative treatment, prevention, education or lifestyle adjustment. The chapters that are both medical and surgical have a surgical (alternative) treatment ranging from vaginal procedures to advanced hysteroscopic and laparoscopic procedures and laparotomy. Currently, the framework for any medical education is workplace based competency training. Specific tools have been developed for workplace based assessments, such as direct observation (DO) of clinical task performance, Objective Structured Assessment of Technical Skills (OSATS), mini-clinical evaluation exercise (Mini-CEX) or case-based discussion (CBD). To measure progress in this PAG post-specialty training curriculum, the subspecialty trainee will be required to maintain and update a portfolio of experience and competency.
在过去十年中，对儿科与青少年妇科（PAG）领域的兴趣大幅增加。目前，对于那些对PAG感兴趣并希望实现该领域亚专业认证的医生（已获得妇产科认证），如何解释和验证其专业经验、医学知识和手术技能，几乎没有达成共识。PAG未来面临的挑战是创建一个指南和参考框架，最终实现PAG医疗服务的改进与协调。在欧洲妇产科和妇科医师考试委员会（EBCOG）为妇产科实习生推出PACT课程之后，为获得认证的从业者制定PAG专业后培训课程是合乎逻辑的下一步。PAG课程开发的指导原则是努力在欧洲范围内实现PAG教学与培训的协调统一。新的欧洲儿科与青少年妇科课程（EURAPAG）分为17章，这些章节又进一步细分为医学和手术部分以及一个基础技能部分。内容是通过欧洲妇科医生和实习生之间的共识程序确定的。医学章节涉及需要保守治疗、预防、教育或生活方式调整的病理学内容。兼具医学和手术内容的章节包含从阴道手术到先进的宫腔镜和腹腔镜手术以及剖腹手术等手术（替代）治疗方法。目前，任何医学教育的框架都是基于工作场所的能力培训。已经开发了用于基于工作场所评估的特定工具，例如对临床任务表现的直接观察（DO）、客观结构化技术技能评估（OSATS）、迷你临床评估练习（Mini-CEX）或基于案例的讨论（CBD）。为了衡量在这个PAG专业后培训课程中的进展，亚专业实习生将被要求维护和更新一份经验和能力组合。
