Faculty and Curriculum Development Committee 

Dr Frankie Cheng

The Faculty and Curriculum Development Committee (FCDC) has established for ongoing faculty and curriculum development, aiming to take up responsibilities of training up College Faculty members of trainers, examiners, training supervisors, and collegial leads in medical education. The roles and competencies of these four levels of Faculty are described in the Hong Kong Academy of Medicine (HKAM) framework.

Functions and Responsibilities

  • Train up College Faculty members in accordance with the HKAM Framework for Faculty Development
  • Regularly review and update the paediatric specialist curriculum
  • Align formative and summative assessment methods with the learning outcomes outlined in the curriculum
  • Regularly review the validity and reliability of the College's assessment methods
  • Collaborate with sister institutions and the HKAM on improving educational capacity and expertise

Terms of Reference

Working relationship wih other committees

  • The FCDC should closely collaborate with the Committee for Subspecialty Boards, the Education Committee and the Examination Committee on the development of our curriculum and assessments.

Chairperson: Dr Frankie Cheng
Committee Members


Upcoming Events


Workplace-based Assessment (WBA) Courses (co-organised by the JCIMED)

WBA Workshop on 21 May 2025, Wednesday
Venue: 7/F, HKAM Building

Basic Medical Education Course (organised by the HKCPaed)
20 September 2025, Saturday
Venue: HKAM Building (TBC)


New Paediatric Training Curriculum


Structure of the Curriculum

Download Currriculum Short Summary(28 November 2023)

Background

The present Paediatric Specialty Training Curriculum was published in 2007. The College has initiated a review to cater for the changing training landscape in Paediatrics to suit the needs of the Hong Kong community.

The Working Group of Curriculum Review was formed 2019 to discuss how the review should be conducted.​

The group has taken reference of the curriculum of the other professional bodies like the Royal College of Paediatrics and Child Health, Medical Council of Hong Kong. It had also researched into the recent trends of curriculum development.

Visions
  1. The new curriculum addresses the need of the local paediatric population
  2. The curriculum is based on competence and outcome instead of time and volume
  3. ​More formative assessments and workplace based assessement are included
  4. ​To create a collaborative training environment
Faculty Development

What is Faculty Development?
Faculty development within healthcare education refers to the activities in which staff participate to improve their knowledge and skills as teachers, educators, leaders, managers, researchers, and scholars [Steinert 2014].

Training the Trainers
Two Basic Medical Education Courses (BMEC), June in 2023 and 2024
Basic Medical Education Course uses the adult learning theories to train the trainers about adult learning, competency-based medical education and feedback.

Special Faculty Training on 15 March 2024
"Workplace-based Training: from MRCPCH to a Paediatrician"
The training workshop covers:
1.Relevance of the MRCPCH Clinical Exam Domains to Clinical Practice
2. Adult Learning How to improve the clinical reasoning ability of trainees
3. Facilitating feedback - Feedback Literacy

Consultation Forum

Two forums in March and April 2023 were held to consult our fellows, members and associates face-to-face about the proposal of a new curriculum.

Forum No. 1, 22 March 2023 Wednesday, 7pm - 9pm, QEH
Audience: Department heads and training supervisors
DOWNLOAD Meeting Record

Forum No. 2, 18 April 2023 Tuesday, 7pm - 9pm, QEH
Audience: Fellows, members and associates
DOWNLOAD Meeting Record

 

Curriculum and Syllabuses

Curriculum Statement

The statement is divided into eleven (11) domains. Outcomes and capabilities are listed for basic and higher training separately. There are three elements in the curriculum statement.

Learning Outcomes
These are broad statements of mandatory training results.

Key Capabilities
These are the essential skill a trainee must acquire.

Illustrations
These are examples that can demonstrate the achievement of Learning Outcomes and Key Capabilities.

Syllabuses

Syllabuses are scopes of knowledge described for each subspecialty. General Paediatrics is all the knowledge that are covered by these syllabuses. In other words, General Paediatrics is the sum of all subspecialty areas during the first six years of training.

Depending on the training opportunity, a trainee may acquire the knowledge in these syllabuses at different breadths and depths. These syllabuses are meant to be the guidance on training, which should not be construed as the limits to the knowledge that a trainee may be tested at the intermediate examinations and the exit assessment.

The syllabuses cover:

  1. Adolescent Medicine
  2. Cardiology
  3. Community Paediatrics
  4. Dermatology
  5. Developmental - Behavioral Paediatrics
  6. Ear, Nose and Throat
  7. Emergency Paediatrics
  8. Endocrinology
  9. Gastroenterology, Hepatology and Nutrition
  10. Genetics and Genomics
  11. Haematology and Oncology
  12. Paediatric Immunology, Allergy and Infectious Diseases
  13. Intensive Care
  14. Mental Health
  15. Metabolic Medicine
  16. Neonatology
  17. Nephrology
  18. Neurology
  19. Ophthalmology
  20. Palliative Care
  21. Respiratory Medicine
  22. Rheumatology
The Eleven Domains

A trainee is expected to uphold the core competencies and skill expected of medical graduates listed in the "HK Doctor" document (the HKD) published by the MCHK (Latest version October 2017).

In addition, a paediatric trainee is also expected to achieve the outcomes and key capabilities in the eleven domains as follows.

  1. Professional Values and Behaviour
  2. Communication
  3. Procedures
  4. Patient Management
  5. Health Promotion and Illness Prevention
  6. Leadership and Team Working
  7. Patient Safety and Safe Prescribing
  8. Quality Improvement
  9. Safeguarding
  10. Education and Training
  11. Research

A trainer's report assesses a trainee's performance in a time period across the 11 competency domains. Both the trainer and the trainee shall discuss the strengths and weakness of the trainee, and decide on a future development plan. ​

Difference between Curriculum and Syllabus

Curriculum is made up of specified Learning Outcome and Key Capabilities. It is the backbone of learning.

Syllabus specifies a scope of knowledge of a certain area of training. Its breadth and depth of acquisition may vary trainee to trainee. If the curriculum is the long bones in a bird's wing, the syllabuses are the feathers.

Opinions and Responses

Suggestions and feedback were collected from the consultation forums and the former Working Group of Curriculum Review.

To include Point -of-care Ultrasound skills in key capabilities, e.g. Basic echocardiogram for assessing left ventricular function (M mode), appreciating poor contractility, diagnosing pneumothorax, ultrasound guided blood vessel catheter insertion (Dr Lawrence Chan, 27 Jan 2022).

Working Group Replies (16 Feb 2022): Thanks, Lawrence! The Group agrees that ultrasound usage is becoming an essential skill for paediatricians. In the backbone of a curriculum statement, we think it is appropriate to state a generic requirement of POCUS but without specifying the region and the usage. We think the specific skills e.g. detecting pericardial effusion can be listed in the syllabus of the relevant subspecialty. A trainee may acquire these skills according to their scope of training. ​

To change the following key capabilities to a new "Optional" category and to be listed in the illustration section (Dr Eric Lee, Dr Sabrina Tsao, Dr NC Fong and Dr SP Wu, 5 March 2022):​

Basic Training - Peripheral arterial catheterization (reason: it is considered a skill that is nice to have, but not absolutely mandatory for all paediatricians)​.

Higher training - Exchange transfusion (reason: this procedure is increasingly rare)​​.

To accept simulation training as an alternative to real patient training in the following key capabilities (Dr Eric Lee, Dr Sabrina Tsao, Dr NC Fong and Dr SP Wu, 5 March 2022):

Basic Training - Advanced airway management, including tracheal intubation​
Basic Training - Intraosseous need insertion
Basic Training - Use of epinephrine auto-injector
Basic Training - Chest drain and chest tube insertion, including needle thoracocentesis
Basic Training - Use of Automated External Defibrillators

To specify performing blood culture instead of "Microbiological specimen collection" to be more specific (Dr Eric Lee, Dr Sabrina Tsao, Dr NC Fong and Dr SP Wu, 5 March 2022).

Inclusion of reduction of pulled elbow and removal of foreign body from oropharynx with Magill forceps under Domain 3 (Dr Philip Sham).

Upon the drafting of syllabus, the Working Group agreed that red reflex examination is a mandatory skill during basic training. This applies to the newborns and young children for the detection of cataract and intraocular mass (WGCR 29 Sept 2022)

Adding the word "holistic" in the Learning outcome of Domain 1 to emphasize the importance of whole person care. (WGCR 29 November 2022).

Adding 'Physical and mental health" in key capability of Domain 4 to emphasize that emergency and serious conditions does not only refer to physical body, but also the mind (WGCR 29 November 2022).

Dr CB Chow - Refine the scope of advocacy in the domains. Focus on injury prevention. The difference between "Illness Prevention" and "Disease Prevention"of domain 5 (7 March 2023).

Reply from SP Wu (7 March 2023)​

(1) The eleven domains are the same as the ones of the Progress Curriculum of RCPCH. The wordings originated from the GMC. We tried to map the domains to the "HK Doctors" document issued by the MCHK. In the latter document, the wording was "disease prevention" and not "illness prevention". The meaning of the word was taken loosely and we do not intend for a stringent literal distinction between illness and disease. I suppose illness is broader in a sense, although this is only my take on the word.

(2) I agree that injury prevention was only tangentially alluded to in the Safeguarding domain. I will bring this to the attention of the Working Group.

(3) "Taking the interest and welfare of children as the first and most important consideration" is a learning outcome in Professional values and behavior, although the word "advocacy" appears only in the syllabuses of "Adolescent Health" and "Community Paediatrics". I will discuss with the Working group if the advocacy should be included as a learning outcome.

 

Formative and Summative Assessments

These are assessments during a training process, usually being done in multiple times. They provide feedback to the student and guide the learning process. The act of assessment also creates learning opportunity for not only the student, but also the teacher as well.

Trainees are required to complete the formative assessment forms and send to the trainer / assessor for signing off. Trainers will return the signed forms to the trainees for safekeeping, or/and send to the department head / training supervisor (PaedMSF) for collation or countersigning (Trainer's report).

There are FOUR formative assessment tools being covered at the initial stage as below:

Directly Observed Procedural Skills (DOPS)

What is DOPS?
DOPS is a workplace based assessment when a trainee's performance of certain procedure on a real patient or in simulation is directly observed and adjudicated. Feedback is given on the various aspects of the procedure. A trainee would be credentialed to be an independent operator of the procedure if the assessor is satisfied of the skill.

How long does an assessment take?
It depends on the procedure. Generally feedback will take an additional third of the procedure observation time. (Wilkinson et al 1998 Medical Education 42(4):364-373). Usually it can be done in 20 minutes or so.

​How many times need it be done?
DOPS of a certain procedure need not be repeated once the trainee has been credentialed as an independent operator.

Watch an example on video demo

​DOWNLOAD DOPS assessment form
Desktop version
Phone / iPad version

Mini Clinical Evaluation Exercise (MiniCEX)

What is MiniCEX?
Developed by the American Board of Internal Medicine, Mini Clinical Evaluation Exercise (MiniCEX) is an exercise where a trainer directly observes a clinical encounter of a trainee in the workplace. A short discussion on the encounter is made, and then a feedback is provided by the assessor. It is an exercise that encourages self-reflection.

What is being evaluated?
The commonest would be history taking, physical examination, management planning and clinical reasoning. Other areas can be assessed too, like communication skills, patient education, safeguarding process, etc.

How much time does a MiniCEX take?
A typical session takes about 20 minutes, but it may vary according to real life situation. It can be initiated by the trainee or the trainer

​How many times need it be done? And who are the assessors?
MiniCEX should be done repeatedly to give a full coverage of all domains. We suggest at least 10 to 15 in three years should be done, according to a consensus statement (Buriscot et al, Medical Teacher 33:370-383). It should be done by different assessors on different clinical situations.

Watch an example on video demo

​DOWNLOAD MiniCEX assessment form
Desktop version
Phone / iPad version

Case based discussion (CbD) - General Paediatrics and Safeguarding

What is Case based discussion (CbD)?
CbD is a structured exercise where a trainee discusses a case he encountered, focusing on clinical reasoning, decision making and ethical consideration. It is usually not done in the presence of the actual patients.

The trainee would present a case to the trainer. The trainer will then ask questions to probe the trainee's application of knowledge, clinical reasoning and professional judgement. They may also discuss areas of uncertainty in management, if any.

​How many types of CbD are there?
There are two kinds. One for General Paediatrics and another specifically designed for Safeguarding (domain 9).

How long does a CbD usually take?
Typically a General Paediatrics CbD will take 30 minutes, inclusive of feedback time. A Safeguarding CbD will take up to 60 minutes.

How many times need it be done?
It is recommended to take 1 to 3 Safeguarding CbD in Basic training and another 1 to 3 in Higher training.

Typically a trainee can do about 6 General Paediatrics CbD per year of training, yet quality is more important than quantity.

Which domains does General Paediatrics CbD assess?
Domain 1: Professional Values and Behaviours
Domain 2: Communication
Domain 4: Patient Management
Domain 5: Health Promotion and Illness Prevention
Domain 6: Leadership and Team Working
Domain 7: Patient Safety and Safe Prescribing
Domain 9: Safeguarding
Domain 10: Education and Training

What domains does Safeguarding CbD assess?
Domain 1: Professional Values and Behaviours
Domain 2: Communication
Domain 4: Patient Management
Domain 6: Leadership and Team Working
Domain 7: Patient Safety and Safe Prescribing
Domain 9: Safeguarding

Watch an example on video demo

​DOWDLOAD Gen Paed CbD assessment form
Desktop version
Phone / iPad version

​DOWNLOAD Safeguarding CbD assessment form
Desktop version
Phone / iPad version

Paediatric Multisource Feedback (PaedMSF)

What is Paediatric Multisource Feedback (PaedMSF)?
The PaedMSF we propose is modified from the Sheffield Peer Review Assessment Tool and the RCPCH Paediatric MSF. It is a systematic assessment of a trainee across a wide range of competences and capabilities by assessors who know the trainee.

​Who are the assessors?
At this stage the Working Group propose that only doctors who are in regular encounter with the trainee should complete the PaedMSF (In other countries, all colleagues at work can be the assessors, including nurses, therapists). The assessors can be the trainee's seniors, peers and juniors. The trainee is responsible for nominating the assessors.

How many times need it be done?
The Working Group recommends that PaedMSF should be done annually.

How long does it take to complete an assessment?
The PaedMSF is divided into six parts. Questions are lumped together into six categories. We expect an assessment to be completed in 15 to 20 minutes. You can take a look at the PaedMSF form by clicking the button below.

What if the assessor give biased or potentially damaging feedbacks?
The PaedMSF comes with an instruction requesting all assessors to give constructive feedbacks. Also a minimum of seven replies are required for a valid assessment, thus extreme assessments will balance out each other . Feedbacks are anonymous. A trainee is strongly encouraged to discuss the assessment with his trainers or supervisors.

Which domains does PaedMSF assess?
Domain 1: Professional Values and Behaviours
Domain 2: Communication
Domain 3: Procedures
Domain 4: Patient Management
Domain 5: Health Promotion and Illness Prevention
Domain 6: Leadership and Team Working
Domain 7: Patient Safety and Safe Prescribing
Domain 8: Quality Improvement
Domain 9: Safeguarding
Domain 10: Education and Training
Domain 11: Research

DOWNLOAD PaedMSF assessment form
Desktop version
Phone / iPad version

 

Trainer's Report

A trainer's report assesses a trainee's performance in a time period across the 11 competency domains and tallies the number of formative assessments (DOPS, MiniCEX, CbD and PaedMSF) a trainee has completed during the period.

Both the trainer and the trainee shall discuss the strengths and weakness of the trainee, and decide on a future development plan. ​

Use of the Trainer's Report

The Trainer's Report will allow trainers to notify the College if a trainee has significant difficulty. Trainers and trainees should discuss the assessment before the report is finalised and submitted.The College will then offer assistance to the trainee and the training institution.

Which domains does a trainer report assess?
The trainer's report assesses all 11 domains of competencies.

Trainer's report for the trainees

  • Trainees are encouraged to reflect on the training progress of the period covered by the report.
  • They should put down the development plan for the coming six months under the guidance of the trainer.

Who should sign the report?

  • ​The trainee and the assessing trainer should both sign the report.
  • Department chiefs or training supervisors should countersign the final report.

How often should trainer's reports be submitted?
Trainer's reports should be submitted at the end of a training module designated by the training institution.

Typically, if a trainee's training has been continuous within the same training institution, a report should be submitted every 6 months. When a trainee finishes an out-of-institution training module (e.g. 3-month training at Family Health Service, Child Assessment Service, or 6-month elective training in another local or overseas institution), a report should be completed by the trainers of that institution at the end of the training, regardless of duration.

DOWNLOAD Trainer's Report
Desktop version
Phone / iPad version

Useful References

 

 

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