Spanish Association of Paediatrics
«I prepare my rotation by», a virtual complement of paediatric specialist training
«Preparo mi rotación por», complemento virtual de la formación mir en pediatría
Francisco Hijano Banderaa,
, Javier González de Diosb, M. Rosa Pavo Garcíac, Esteban Peiró Molinad, Carmen Villaizán Péreze, Carlos Ochoa Sangradorf, M. José Mellado Peñag, Coordinadores de Continuum ◊, Coordinadores de Continuum, Alberto García Salido, José María Garrido Pedraz, Manuel Molina Arias, Manuel Praena Crespo
Corresponding author
a Centro de Salud de Monterrozas, Profesor Asociado de Pediatría, Universidad Francisco de Vitoria, Madrid, Spain
b Servicio de Pediatría, Hospital General Universitario de Pediatría, Universidad Miguel Hernández, ISABIAL-Instituto de Investigación Sanitaria y Biomédica de Alicante, Spain
c Atención Primaria, Centro de Salud García Noblejas, Madrid, Spain
d Servicio de Pediatría, Sección de Cardiología Pediátrica, Hospital Universitari i Politècnic La Fe, Valencia, Spain
e Atención Primaria, Centro de Salud de Santa Bárbara, Toledo, Spain
f Servicio de Pediatría Hospital Vírgen de la Concha, Universidad de Salamanca, Zamora, Spain
g Asociación Española de Pediatría, Spain
Read
3651
Timeswas read the article
1513
Total PDF
2138
Total HTML
Share statistics
array:23 [ "pii" => "S2341287919301851" "issn" => "23412879" "doi" => "10.1016/j.anpede.2019.10.002" "estado" => "S300" "fechaPublicacion" => "2019-12-01" "aid" => "2719" "copyrightAnyo" => "2019" "documento" => "article" "crossmark" => 1 "licencia" => "http://creativecommons.org/licenses/by-nc-nd/4.0/" "subdocumento" => "fla" "cita" => "An Pediatr (Barc). 2019;91:414.e1-414.e6" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:2 [ "total" => 125 "formatos" => array:3 [ "EPUB" => 30 "HTML" => 73 "PDF" => 22 ] ] "itemSiguiente" => array:20 [ "pii" => "S234128791930184X" "issn" => "23412879" "doi" => "10.1016/j.anpede.2019.09.005" "estado" => "S300" "fechaPublicacion" => "2019-12-01" "aid" => "2718" "copyright" => "Asociación Española de Pediatría" "documento" => "article" "crossmark" => 1 "licencia" => "http://creativecommons.org/licenses/by-nc-nd/4.0/" "subdocumento" => "fla" "cita" => "An Pediatr (Barc). 2019;91:415.e1-415.e10" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:2 [ "total" => 831 "formatos" => array:3 [ "EPUB" => 45 "HTML" => 592 "PDF" => 194 ] ] "en" => array:13 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Special Article</span>" "titulo" => "New anti-epileptic drugs in paediatrics" "tienePdf" => "en" "tieneTextoCompleto" => "en" "tieneResumen" => array:2 [ 0 => "en" 1 => "es" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "415.e1" "paginaFinal" => "415.e10" ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Nuevos fármacos antiepilépticos en Pediatría" ] ] "contieneResumen" => array:2 [ "en" => true "es" => true ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2837 "Ancho" => 2500 "Tamanyo" => 539378 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Simplified representation of the mechanism of action of the main antiepileptic drugs in the synapsis. GABA-T: GABA transaminase (enzyme inducing the degradation of GABA). GAT-1: GABA transporter type 1 (removes GABA from the synaptic cleft after the synapse).</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Ignacio Málaga, Rocío Sánchez-Carpintero, Susana Roldán, Julio Ramos-Lizana, Juan José García-Peñas" "autores" => array:5 [ 0 => array:2 [ "nombre" => "Ignacio" "apellidos" => "Málaga" ] 1 => array:2 [ "nombre" => "Rocío" "apellidos" => "Sánchez-Carpintero" ] 2 => array:2 [ "nombre" => "Susana" "apellidos" => "Roldán" ] 3 => array:2 [ "nombre" => "Julio" "apellidos" => "Ramos-Lizana" ] 4 => array:2 [ "nombre" => "Juan José" "apellidos" => "García-Peñas" ] ] ] ] ] "idiomaDefecto" => "en" "Traduccion" => array:1 [ "es" => array:9 [ "pii" => "S1695403319302875" "doi" => "10.1016/j.anpedi.2019.09.008" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S1695403319302875?idApp=UINPBA00005H" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S234128791930184X?idApp=UINPBA00005H" "url" => "/23412879/0000009100000006/v1_201912080648/S234128791930184X/v1_201912080648/en/main.assets" ] "itemAnterior" => array:20 [ "pii" => "S2341287919301760" "issn" => "23412879" "doi" => "10.1016/j.anpede.2019.01.016" "estado" => "S300" "fechaPublicacion" => "2019-12-01" "aid" => "2598" "copyright" => "Asociación Española de Pediatría" "documento" => "simple-article" "crossmark" => 1 "licencia" => "http://creativecommons.org/licenses/by-nc-nd/4.0/" "subdocumento" => "crp" "cita" => "An Pediatr (Barc). 2019;91:411-3" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:2 [ "total" => 175 "formatos" => array:3 [ "EPUB" => 30 "HTML" => 109 "PDF" => 36 ] ] "en" => array:11 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Scientific Letter</span>" "titulo" => "Takayasu arteritis of atypical presentation. Tocilizumab as an alternative therapeutic option" "tienePdf" => "en" "tieneTextoCompleto" => "en" "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "411" "paginaFinal" => "413" ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Arteritis de Takayasu de presentación atípica. Tocilizumab como alternativa terapéutica" ] ] "contieneTextoCompleto" => array:1 [ "en" => true ] "contienePdf" => array:1 [ "en" => true ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:7 [ "identificador" => "fig0005" "etiqueta" => "Figure 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 755 "Ancho" => 1500 "Tamanyo" => 127883 ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">(A) Computed tomography angiogram. Stenosis of left subclavian and vertebral arteries, abdominal aorta and right renal arteries. (B) Arteriogram of the aorta. Right kidney with renal artery bifurcation and critical stenosis in the ostium, and left kidney with no signs of stenosis of the renal artery.</p>" ] ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "Zaira Cubiles Arillo, Esmeralda Núñez Cuadros, Verónica Martínez Rivera, José Manuel González Gómez, Victorio Cuenca Peiró" "autores" => array:5 [ 0 => array:2 [ "nombre" => "Zaira" "apellidos" => "Cubiles Arillo" ] 1 => array:2 [ "nombre" => "Esmeralda" "apellidos" => "Núñez Cuadros" ] 2 => array:2 [ "nombre" => "Verónica" "apellidos" => "Martínez Rivera" ] 3 => array:2 [ "nombre" => "José Manuel" "apellidos" => "González Gómez" ] 4 => array:2 [ "nombre" => "Victorio" "apellidos" => "Cuenca Peiró" ] ] ] ] ] "idiomaDefecto" => "en" "Traduccion" => array:1 [ "es" => array:9 [ "pii" => "S1695403319300293" "doi" => "10.1016/j.anpedi.2019.01.012" "estado" => "S300" "subdocumento" => "" "abierto" => array:3 [ "ES" => true "ES2" => true "LATM" => true ] "gratuito" => true "lecturas" => array:1 [ "total" => 0 ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S1695403319300293?idApp=UINPBA00005H" ] ] "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2341287919301760?idApp=UINPBA00005H" "url" => "/23412879/0000009100000006/v1_201912080648/S2341287919301760/v1_201912080648/en/main.assets" ] "en" => array:20 [ "idiomaDefecto" => true "cabecera" => "<span class="elsevierStyleTextfn">Spanish Association of Paediatrics</span>" "titulo" => "«I prepare my rotation by», a virtual complement of paediatric specialist training" "tieneTextoCompleto" => true "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "414.e1" "paginaFinal" => "414.e6" ] ] "autores" => array:1 [ 0 => array:4 [ "autoresLista" => "Francisco Hijano Bandera, Javier González de Dios, M. Rosa Pavo García, Esteban Peiró Molina, Carmen Villaizán Pérez, Carlos Ochoa Sangrador, M. José Mellado Peña" "autores" => array:9 [ 0 => array:4 [ "nombre" => "Francisco Hijano" "apellidos" => "Bandera" "email" => array:1 [ 0 => "francisco.hijano@salud.madrid.org" ] "referencia" => array:2 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "aff0005" ] 1 => array:2 [ "etiqueta" => "*" "identificador" => "cor0005" ] ] ] 1 => array:3 [ "nombre" => "Javier González" "apellidos" => "de Dios" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "aff0010" ] ] ] 2 => array:3 [ "nombre" => "M. Rosa Pavo" "apellidos" => "García" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">c</span>" "identificador" => "aff0015" ] ] ] 3 => array:3 [ "nombre" => "Esteban Peiró" "apellidos" => "Molina" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">d</span>" "identificador" => "aff0020" ] ] ] 4 => array:3 [ "nombre" => "Carmen Villaizán" "apellidos" => "Pérez" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">e</span>" "identificador" => "aff0025" ] ] ] 5 => array:3 [ "nombre" => "Carlos Ochoa" "apellidos" => "Sangrador" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">f</span>" "identificador" => "aff0030" ] ] ] 6 => array:3 [ "nombre" => "M. José Mellado" "apellidos" => "Peña" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">g</span>" "identificador" => "aff0035" ] ] ] 7 => array:2 [ "colaborador" => "Coordinadores de Continuum" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">◊</span>" "identificador" => "fn0005" ] ] ] 8 => array:1 [ "colaborador" => "Coordinadores de Continuum, Alberto García Salido, José María Garrido Pedraz, Manuel Molina Arias, Manuel Praena Crespo" ] ] "afiliaciones" => array:7 [ 0 => array:3 [ "entidad" => "Centro de Salud de Monterrozas, Profesor Asociado de Pediatría, Universidad Francisco de Vitoria, Madrid, Spain" "etiqueta" => "a" "identificador" => "aff0005" ] 1 => array:3 [ "entidad" => "Servicio de Pediatría, Hospital General Universitario de Pediatría, Universidad Miguel Hernández, ISABIAL-Instituto de Investigación Sanitaria y Biomédica de Alicante, Spain" "etiqueta" => "b" "identificador" => "aff0010" ] 2 => array:3 [ "entidad" => "Atención Primaria, Centro de Salud García Noblejas, Madrid, Spain" "etiqueta" => "c" "identificador" => "aff0015" ] 3 => array:3 [ "entidad" => "Servicio de Pediatría, Sección de Cardiología Pediátrica, Hospital Universitari i Politècnic La Fe, Valencia, Spain" "etiqueta" => "d" "identificador" => "aff0020" ] 4 => array:3 [ "entidad" => "Atención Primaria, Centro de Salud de Santa Bárbara, Toledo, Spain" "etiqueta" => "e" "identificador" => "aff0025" ] 5 => array:3 [ "entidad" => "Servicio de Pediatría Hospital Vírgen de la Concha, Universidad de Salamanca, Zamora, Spain" "etiqueta" => "f" "identificador" => "aff0030" ] 6 => array:3 [ "entidad" => "Asociación Española de Pediatría, Spain" "etiqueta" => "g" "identificador" => "aff0035" ] ] "correspondencia" => array:1 [ 0 => array:3 [ "identificador" => "cor0005" "etiqueta" => "⁎" "correspondencia" => "Corresponding author." ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "«Preparo mi rotación por», complemento virtual de la formación mir en pediatría" ] ] "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Commitment of the Spanish Association of Pediatrics to education</span><p id="par0280" class="elsevierStylePara elsevierViewall">In Spain, the training of specialists through the Medical Intern Resident (MIR) programme in the past 4 decades is one of the keys to the renown, prestige and high professional and scientific level achieved by its National Health System. This training is regulated by Law 44/2003, of November 21, on the Certification of Health Care Professionals<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> and the provisions for its implementation,<a class="elsevierStyleCrossRefs" href="#bib0010"><span class="elsevierStyleSup">2–4</span></a> which define it as “<span class="elsevierStyleItalic">official accredited education aimed at providing professionals with the knowledge, technique, skills and attitudes corresponding to the speciality in question, at the same time as the concerned party progressively assumes the responsibilities involved in the independent practice of the profession.</span>”</p><p id="par0285" class="elsevierStylePara elsevierViewall">The responsibility for organizing this training, overseeing its practical implementation and monitoring, analysing and following up on the adherence to the objectives specified in the educational curriculum developed by the National Committee on the Specialty of Paediatrics falls on the Committees of Education.<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a> In addition, these Committees are responsible for assigning the tutors in charge of guiding the residents through the activities programmed for their training period. An abundance of materials are being published on this subject, which is of utmost importance for maintaining the quality of specialised medical education in Spain.<a class="elsevierStyleCrossRefs" href="#bib0025"><span class="elsevierStyleSup">5–10</span></a></p><p id="par0290" class="elsevierStylePara elsevierViewall">At present, a total of 1669 residents in Paediatrics and its Subspecialities are being trained in different hospitals and a few of the 56 Multiprofessional Educational Units in Paediatrics (MEUPs) distributed throughout Spain, which include 258 Primary Care training sites. Some studies conducted in Spain reveal that there is significant variability between MEUPs in the training offered to medical residents in Spa in.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a></p><p id="par0295" class="elsevierStylePara elsevierViewall">The Spanish Association of Paediatrics (Asociación Española de Pediatría, AEP) has set, among others, the objective of promoting the advance of paediatrics in the areas of care delivery, education and research, and of developing educational activities for its members. Thus, in 2013 the AEP addressed the obvious need of offering more accessible and easy to disseminate education reaching all paediatricians by the use of a virtual format, and launched its most costly and ambitious project to date, the “Continuum” platform, with the aim of promoting the acquisition, updating and continuous learning of the competencies in the practice scope of paediatricians and residents in paediatrics, thus ensuring the optimal care of the child and adolescent population. Along the same lines, the coordinating team of Continuum proposed a novel initiative to the Executive Board of the AEP that the latter believed would have a considerable impact on the education of the youngest professionals, and therefore gave green light to. In this article, we present the resulting new section aimed at paediatricians in training and their tutors: “I Prepare My Rotation by” <span class="elsevierStyleBold">(</span>PMRB).</p><p id="par0300" class="elsevierStylePara elsevierViewall">This new section, developed by different paediatric speciality societies of the AEP, is offered as a virtual complement to the MIR training programme and aimed at reducing the variability in the training of future specialists, supporting tutors in their role as educators (<a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>) and facilitating collaborative and skill-based learning, reflective practice and problem solving within the professional scope of each of the paediatric specialities in which the residents do a rotation.</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Structure of “I Prepare My Rotation by”</span><p id="par0305" class="elsevierStylePara elsevierViewall">After 6 years of work and resource investment, Continuum is now able to offer to the members of the AEP the contents of its various sections (Interactive Clinical Cases, Novelties in the Literature, Highlighted Articles, Images of the Week, Library, Search Tools and Online Courses),<a class="elsevierStyleCrossRefs" href="#bib0055"><span class="elsevierStyleSup">11,12</span></a> based on a crucial Competency Matrix<a class="elsevierStyleCrossRef" href="#bib0065"><span class="elsevierStyleSup">13</span></a> and having created the necessary infrastructure to support this new online training tool.</p><p id="par0310" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">I Prepare My Rotation by</span> is structured into 3 main sections: “Our Starting Point”, “Situations to Resolve” and “Where we have arrived”, which we now proceed to explain.<ul class="elsevierStyleList" id="lis0040"><li class="elsevierStyleListItem" id="lsti0280"><span class="elsevierStyleLabel">•</span><p id="par0315" class="elsevierStylePara elsevierViewall">“Our Starting Point” is comprised of:</p></li><li class="elsevierStyleListItem" id="lsti0285"><span class="elsevierStyleLabel">•</span><p id="par0320" class="elsevierStylePara elsevierViewall">A self-evaluation questionnaire that allows the resident and the tutor to assess the level of knowledge and skills of the resident at the beginning of the rotation and to detect potential gaps in previous training.</p></li><li class="elsevierStyleListItem" id="lsti0290"><span class="elsevierStyleLabel">•</span><p id="par0325" class="elsevierStylePara elsevierViewall">The “learning contract”, which includes: a) the clinical scenarios that the resident must face during the rotation, b) the specific learning outcomes to achieve in each of these scenarios and c) how the resident will be evaluated. The resident will choose among the presented options those clinical scenarios that he or she wishes to address during the rotation. Based on these choices, an individualised plan will be created to establish the structure and contents of the remaining sections. It is recommended that tutors offer personal guidance to each resident in the configuration of their own learning contract.</p></li><li class="elsevierStyleListItem" id="lsti0295"><span class="elsevierStyleLabel">•</span><p id="par0330" class="elsevierStylePara elsevierViewall">“Situations to resolve”, which includes the clinical scenarios selected in the learning contract based on the time available for the rotation and that the resident must address during the latter.</p></li><li class="elsevierStyleListItem" id="lsti0300"><span class="elsevierStyleLabel">•</span><p id="par0335" class="elsevierStylePara elsevierViewall">“Where we have arrived” includes:</p></li><li class="elsevierStyleListItem" id="lsti0305"><span class="elsevierStyleLabel">•</span><p id="par0340" class="elsevierStylePara elsevierViewall">A self-evaluation questionnaire similar to the one used at the beginning of the rotation that evaluates the degree of learning transfer and promotes a critical assessment.</p></li><li class="elsevierStyleListItem" id="lsti0310"><span class="elsevierStyleLabel">•</span><p id="par0345" class="elsevierStylePara elsevierViewall">The “learning contract” drawn at the beginning of the rotation to assess whether the established goals have been met.</p></li><li class="elsevierStyleListItem" id="lsti0315"><span class="elsevierStyleLabel">•</span><p id="par0350" class="elsevierStylePara elsevierViewall">The report of the evaluation of the rotation, covering the teaching outcomes established in the learning contract, for the resident to print out and give to the tutor for completion.</p></li></ul></p><p id="par0355" class="elsevierStylePara elsevierViewall">In addition to the previous sections, the PMRB includes other resources:<ul class="elsevierStyleList" id="lis0045"><li class="elsevierStyleListItem" id="lsti0320"><span class="elsevierStyleLabel">-</span><p id="par0360" class="elsevierStylePara elsevierViewall">Previous knowledge: bibliography and basic documentation for each rotation.</p></li><li class="elsevierStyleListItem" id="lsti0325"><span class="elsevierStyleLabel">-</span><p id="par0365" class="elsevierStylePara elsevierViewall">Portfolio: a virtual folder for the resident to store any documents he or she sees fit.</p></li><li class="elsevierStyleListItem" id="lsti0330"><span class="elsevierStyleLabel">-</span><p id="par0370" class="elsevierStylePara elsevierViewall">Debate forum: for virtual sharing of concerns and reflections with other residents that are doing the same rotation. The forum is overseen and energised by moderators and tutors in the corresponding paediatric speciality.</p></li></ul></p></span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">The clinical scenario as a starting point</span><p id="par0375" class="elsevierStylePara elsevierViewall">Based on the premise that “one learns what one practices”, always accompanied by reflection on the part of the resident and feedback from the tutor, we propose that for each rotation, specialists-in-training learn to address between 6 and 12 clinical situations or scenarios, each of which in turn includes specific learning outcomes.<a class="elsevierStyleCrossRefs" href="#bib0070"><span class="elsevierStyleSup">14,15</span></a> The strength of the PMRB relies in these learning outcomes being specific, realistic and measurable, and that they refer to one or more of the three dimensions of learning: knowledge, skills and attitudes.</p><p id="par0380" class="elsevierStylePara elsevierViewall">The enumeration of these learning outcomes is expected to be helpful in the following ways:<ul class="elsevierStyleList" id="lis0050"><li class="elsevierStyleListItem" id="lsti0335"><span class="elsevierStyleLabel">-</span><p id="par0385" class="elsevierStylePara elsevierViewall">Giving the resident clear and precise information on what needs to be achieved during the rotation: what must be learned, which situations the resident must be able to resolve independently and how performance will be evaluated.</p></li><li class="elsevierStyleListItem" id="lsti0340"><span class="elsevierStyleLabel">-</span><p id="par0390" class="elsevierStylePara elsevierViewall">The tutors responsible for in-person training will know which activities must be pursued, the objectives that need to be evaluated in residents and what methods are available for the purpose.</p></li></ul></p><p id="par0395" class="elsevierStylePara elsevierViewall">To facilitate achievement of “learning outcomes”, each of them is linked to different training activities: clinical cases (obtained from either the Continuum platform or other sources in the literature), reference documents to be periodically updated and other educational materials (video, audio, images, films, websites, etc).</p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Competency-based learning</span><p id="par0400" class="elsevierStylePara elsevierViewall">The competencies that provide the framework for the establishment of the learning outcomes for each of the clinical scenarios were selected from the Continuum Competency Matrix. This matrix, based on the curriculum proposed by the Global Pediatric Educational Consortium (GPEC), constitute the roadmap and the heart of Continuum, under the continued endorsement of the AEP.<a class="elsevierStyleCrossRef" href="#bib0065"><span class="elsevierStyleSup">13</span></a></p><p id="par0405" class="elsevierStylePara elsevierViewall">It is worth noting that Spain was the first member of the European Union to implement the <span class="elsevierStyleItalic">Global Pediatric Curriculum</span>, an initiative promoted by the GPEC, which was the first step toward sharing this document with the different Spanish-speaking countries in Latin America.</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Evaluation as a stimulus to learning</span><p id="par0410" class="elsevierStylePara elsevierViewall">The PMRB includes a “learning contract” that, as noted above, allows the tutor and the resident to choose learning outcomes that they will commit to achieving during the rotation, along with the educational activities to undertake and the means that will be employed to evaluate these outcomes.</p><p id="par0415" class="elsevierStylePara elsevierViewall">As part of the training process, the evaluation must start from the beginning of the rotation, and constitute one of the important stimuli for learning. The purpose of evaluation is learning.<a class="elsevierStyleCrossRef" href="#bib0080"><span class="elsevierStyleSup">16</span></a></p><p id="par0420" class="elsevierStylePara elsevierViewall">Among the principles that govern the training of health professionals, Law 44/2003, of November 21, on the Certification of Health Care Professionals<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> calls for the <span class="elsevierStyleItalic">“establishment, development and updating of methodologies for the evaluation of the knowledge acquired by professionals and the performance of the educational system itself”.</span> In the PMRB, tutors can select the evaluation method they will employ to assess each learning outcome, as described in <a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a>.</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0425" class="elsevierStylePara elsevierViewall">We ought to highlight that the marks obtained at the end of the rotation, included in the evaluation report, are not recorded in the platform to safeguard confidentiality.</p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">The power of collaborative learning</span><p id="par0430" class="elsevierStylePara elsevierViewall">Paediatric speciality societies can upon request establish debate forums associated to rotations. Online forums are a powerful tool for asynchronous communication and collaborative learning for the residents and tutors involved in rotations in the same speciality at any given time.</p><p id="par0435" class="elsevierStylePara elsevierViewall">Residents can access forums once they have completed the self-evaluation questionnaire and officially submitted the “learning contract”, and the forum will remain available to them until the end of the rotation, when the documents of “Where we have arrived” are completed.</p><p id="par0440" class="elsevierStylePara elsevierViewall">Moderators, appointed by the corresponding paediatric speciality society, play a key role in the forums, encouraging participation, promoting reflection, synthesising ideas and different courses of action to be debated in an atmosphere of trust and respect.</p><p id="par0445" class="elsevierStylePara elsevierViewall">The forum can also be used to propose additional learning materials, inform of courses, congresses or other activities specifically geared towards residents and tutors and share summaries and educational experiences that could be incorporated to the platform and could contribute to improving the section.</p></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0055">Compiling evidence from learning and educational experiences: the portfolio</span><p id="par0450" class="elsevierStylePara elsevierViewall">One of the resources included in this new section is the portfolio, which can serve as a “resident’s notebook” and allows the compilation of evidence in learning, self-reflection journals, and tests performed in the context of educational activities (<a class="elsevierStyleCrossRef" href="#tbl0015">Table 3</a>).</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia><p id="par0455" class="elsevierStylePara elsevierViewall">In addition, any activities performed by the resident in the different sections of Continuum are stored in “My Continuum” in association with the acquired competencies.</p></span><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0060">Another advantage of membership in the AEP</span><p id="par0460" class="elsevierStylePara elsevierViewall">Any member of the AEP registered in Continuum can access the new section. Educators that wish to participate in the forum must submit proof of membership to the corresponding paediatric specialty society under the AEP to be identified as tutors in this platform.</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0065">Conclusion</span><p id="par0465" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">I Prepare My Rotation by</span>, the new section of Continuum developed by the different paediatric speciality societies of the AEP, aims to achieve the following objectives: to provide a virtual complement to the in-person education of specialists in training, facilitate competency-based and collaborative learning in residents in rotation in the same speciality at a given time, highlight the importance of objective evaluation throughout the rotation and providing tools for this purpose; allow the compilation of educational materials, experiences and evidence through the resident’s portfolio or notebook.</p><p id="par0470" class="elsevierStylePara elsevierViewall">With this new section, the AEP expects to facilitate what renowned authors like Ruiz de Gauna et al.<a class="elsevierStyleCrossRef" href="#bib0045"><span class="elsevierStyleSup">9</span></a> consider should be the nature of a specialist’s education: training professionals capable of thinking critically and with a social conscience that will practice medicine with a patient-centred rather than a disease-centred approach. Professionals skilled in the administration of resources, who promote evidence-based practices and adhere to the values of professionalism: justice, integrity, compassion and prudence.<a class="elsevierStyleCrossRef" href="#bib0085"><span class="elsevierStyleSup">17</span></a></p></span><span id="sec0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0070">Conflicts of interest</span><p id="par0475" class="elsevierStylePara elsevierViewall">Francisco Hijano Bandera and Javier González de Dios are codirectors of Continuum. María Rosa Pavo García and Esteban Peiró Molina are coordinators of Preparo Mi Rotación Por. Carlos Ochoa Sangrador and Carmen Villaizán Pérez are coordinators of the Competency Matrix of Continuum. María José Mellado Peña is the president of the AEP.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:15 [ 0 => array:3 [ "identificador" => "xres1272638" "titulo" => "Abstract" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0005" ] ] ] 1 => array:2 [ "identificador" => "xpalclavsec1177416" "titulo" => "Keywords" ] 2 => array:3 [ "identificador" => "xres1272637" "titulo" => "Resumen" "secciones" => array:1 [ 0 => array:1 [ "identificador" => "abst0010" ] ] ] 3 => array:2 [ "identificador" => "xpalclavsec1177417" "titulo" => "Palabras clave" ] 4 => array:2 [ "identificador" => "sec0005" "titulo" => "Commitment of the Spanish Association of Pediatrics to education" ] 5 => array:2 [ "identificador" => "sec0010" "titulo" => "Structure of “I Prepare My Rotation by”" ] 6 => array:2 [ "identificador" => "sec0015" "titulo" => "The clinical scenario as a starting point" ] 7 => array:2 [ "identificador" => "sec0020" "titulo" => "Competency-based learning" ] 8 => array:2 [ "identificador" => "sec0025" "titulo" => "Evaluation as a stimulus to learning" ] 9 => array:2 [ "identificador" => "sec0030" "titulo" => "The power of collaborative learning" ] 10 => array:2 [ "identificador" => "sec0035" "titulo" => "Compiling evidence from learning and educational experiences: the portfolio" ] 11 => array:2 [ "identificador" => "sec0040" "titulo" => "Another advantage of membership in the AEP" ] 12 => array:2 [ "identificador" => "sec0045" "titulo" => "Conclusion" ] 13 => array:2 [ "identificador" => "sec0050" "titulo" => "Conflicts of interest" ] 14 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2019-09-23" "fechaAceptado" => "2019-10-02" "PalabrasClave" => array:2 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec1177416" "palabras" => array:5 [ 0 => "Continuum" 1 => "Skill-based education" 2 => "Continuing medical education" 3 => "Distance learning" 4 => "MIR training" ] ] ] "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec1177417" "palabras" => array:5 [ 0 => "Contiuum" 1 => "Educación basada en competencias" 2 => "Educación médica continuada" 3 => "Educación a distancia" 4 => "Formación MIR" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "en" => array:2 [ "titulo" => "Abstract" "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">The Spanish Association of Paediatric (AEP) has, among its objectives, to develop activities aimed at the training of its members. Thus, in 2013, it began its most ambitious training project, the virtual platform, “Continuum”. Now it presents a new section aimed at Internal Medicine Residents (MIR) in Paediatrics and their tutors: “I Prepare My Rotation By”-PMRP, which has as objectives to reduce the variation in MIR training, to help the tutors in their teaching function, to facilitate collaborative and skill-based learning, reflective training, and the resolving of the particular problems of the professional profile of each paediatric speciality.</p><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">PMRP is split into three main sections: “From where do we start” (with the sub-sections: self-assessment questionnaire and learning agreement), “Situations to resolve” (where the clinical scenarios that have been selected in the learning agreement are broken down), and “To where have we got” (which includes again the sub-sections at the beginning of the rotation in order to check if the expected objectives have been reached, and the assessment report). It also has other resources: prior knowledge, portfolio, and discussion forum.</p><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">Five features of the proposed training model should be highlighted: the clinical scenario as a starting point; skill-based learning (based on the <span class="elsevierStyleItalic">Global Paediatric Educational Consortium</span>); the assessment as a training stimulus; the power of collaborative learning, and the participation of the different specialist societies of the AEP in the development of its contents.</p></span>" ] "es" => array:2 [ "titulo" => "Resumen" "resumen" => "<span id="abst0010" class="elsevierStyleSection elsevierViewall"><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">La Asociación Española de Pediatría (AEP) tiene entre sus objetivos desarrollar actividades encaminadas a la formación de sus socios. Así, en 2013 puso en marcha su proyecto formativo más ambicioso, la plataforma de formación virtual, “Continuum”. Se presenta ahora una nueva sección dirigida a los Médicos Internos Residentes (MIR) en Pediatría y a sus tutores: “Preparo Mi Rotación Por”- PMRP -, que tiene como propósitos disminuir la variabilidad en la formación de los MIR, asistir a los tutores en su función docente, facilitar el aprendizaje colaborativo y basado en competencias, el entrenamiento reflexivo y la resolución de problemas propios del perfil profesional de cada especialidad pediátrica.</p><p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">PMRP se distribuye en tres secciones principales: “De dónde partimos” (con las subsecciones: cuestionario de autoevaluación y contrato de aprendizaje), “Situaciones a resolver” (donde se desglosan los escenarios clínicos que han sido escogidos en el contrato de aprendizaje) y “A dónde llegamos” (que vuelve a incluir las subsecciones del comienzo de la rotación, para comprobar si los objetivos previstos han sido alcanzados, y el informe de evaluación). Además, cuenta con otros recursos: conocimientos previos, porfolio y foro de debate.</p><p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Cabe destacar cinco aspectos del modelo formativo propuesto esta nueva sección: el escenario clínico como punto de partida; el aprendizaje basado en competencias (fundamentado en el <span class="elsevierStyleItalic">Global Pediatric Educational Consortium</span>); la evaluación como estímulo de formación; el poder del aprendizaje colaborativo y la participación de las diferentes sociedades de especialidad de la AEP en el desarrollo de sus contenidos.</p></span>" ] ] "NotaPie" => array:2 [ 0 => array:3 [ "etiqueta" => "◊" "nota" => "<p class="elsevierStyleNotepara" id="npar0010">Los Coordinadores Continuum se presentan en Anexo 1.</p>" "identificador" => "fn0005" ] 1 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Hijano Bandera F, et al. «Preparo Mi Rotación Por», complemento virtual de la formación MIR en Pediatría. An Pediatr (Barc). 2019;91:414.</p>" ] ] "apendice" => array:1 [ 0 => array:1 [ "seccion" => array:1 [ 0 => array:3 [ "apendice" => "<p id="par0480" class="elsevierStylePara elsevierViewall">Coordinators of Continuum: Alberto García Salido, José María Garrido Pedraz, Manuel Molina Arias, Manuel Praena Crespo.</p>" "etiqueta" => "Appendix A" "identificador" => "sec0055" ] ] ] ] "multimedia" => array:3 [ 0 => array:8 [ "identificador" => "tbl0005" "etiqueta" => "Table 1" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0005" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:2 [ "leyenda" => "<p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">Document developed by attendees to the 3rd Tutor Training Course “The training of specialists in health care institutions”. November 24-28, 1997.</p>" "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The tutor is a figure that: \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0005"><li class="elsevierStyleListItem" id="lsti0005"><span class="elsevierStyleLabel">1.</span><p id="par0005" class="elsevierStylePara elsevierViewall">Supports the learning process</p></li><li class="elsevierStyleListItem" id="lsti0010"><span class="elsevierStyleLabel">2.</span><p id="par0010" class="elsevierStylePara elsevierViewall">Inspires a desire to learn</p></li><li class="elsevierStyleListItem" id="lsti0015"><span class="elsevierStyleLabel">3.</span><p id="par0015" class="elsevierStylePara elsevierViewall">Helps understand</p></li><li class="elsevierStyleListItem" id="lsti0020"><span class="elsevierStyleLabel">4.</span><p id="par0020" class="elsevierStylePara elsevierViewall">Learns with and from the resident</p></li><li class="elsevierStyleListItem" id="lsti0025"><span class="elsevierStyleLabel">5.</span><p id="par0025" class="elsevierStylePara elsevierViewall">Helps question and answer</p></li><li class="elsevierStyleListItem" id="lsti0030"><span class="elsevierStyleLabel">6.</span><p id="par0030" class="elsevierStylePara elsevierViewall">Answers questions</p></li><li class="elsevierStyleListItem" id="lsti0035"><span class="elsevierStyleLabel">7.</span><p id="par0035" class="elsevierStylePara elsevierViewall">Guides the search for knowledge</p></li><li class="elsevierStyleListItem" id="lsti0040"><span class="elsevierStyleLabel">8.</span><p id="par0040" class="elsevierStylePara elsevierViewall">Teaches how to do research</p></li><li class="elsevierStyleListItem" id="lsti0045"><span class="elsevierStyleLabel">9.</span><p id="par0045" class="elsevierStylePara elsevierViewall">Helps with curriculum development</p></li><li class="elsevierStyleListItem" id="lsti0050"><span class="elsevierStyleLabel">10.</span><p id="par0050" class="elsevierStylePara elsevierViewall">Encourages challenges</p></li><li class="elsevierStyleListItem" id="lsti0055"><span class="elsevierStyleLabel">11.</span><p id="par0055" class="elsevierStylePara elsevierViewall">Helps overcome failures</p></li><li class="elsevierStyleListItem" id="lsti0060"><span class="elsevierStyleLabel">12.</span><p id="par0060" class="elsevierStylePara elsevierViewall">Assesses the residents</p></li><li class="elsevierStyleListItem" id="lsti0065"><span class="elsevierStyleLabel">13.</span><p id="par0065" class="elsevierStylePara elsevierViewall">Serves as a professional reference</p></li><li class="elsevierStyleListItem" id="lsti0070"><span class="elsevierStyleLabel">14.</span><p id="par0070" class="elsevierStylePara elsevierViewall">Shares experience</p></li><li class="elsevierStyleListItem" id="lsti0075"><span class="elsevierStyleLabel">15.</span><p id="par0075" class="elsevierStylePara elsevierViewall">Promotes the improvement of clinical practice</p></li><li class="elsevierStyleListItem" id="lsti0080"><span class="elsevierStyleLabel">16.</span><p id="par0080" class="elsevierStylePara elsevierViewall">Discusses clinical practice with residents and the care team</p></li><li class="elsevierStyleListItem" id="lsti0085"><span class="elsevierStyleLabel">17.</span><p id="par0085" class="elsevierStylePara elsevierViewall">Organises rotations</p></li><li class="elsevierStyleListItem" id="lsti0090"><span class="elsevierStyleLabel">18.</span><p id="par0090" class="elsevierStylePara elsevierViewall">Guarantees the fulfilment of the educational curriculum</p></li><li class="elsevierStyleListItem" id="lsti0095"><span class="elsevierStyleLabel">19.</span><p id="par0095" class="elsevierStylePara elsevierViewall">Organizes a team of educators in a health care facility</p></li><li class="elsevierStyleListItem" id="lsti0100"><span class="elsevierStyleLabel">20.</span><p id="par0100" class="elsevierStylePara elsevierViewall">Conducts research on medical education</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab2177030.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">The educational duties of the tutor.</p>" ] ] 1 => array:8 [ "identificador" => "tbl0010" "etiqueta" => "Table 2" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0010" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Method \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Characteristics \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="center" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Allows assessment of: \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Mini-Clinical Evaluation Exercise (Mini-CEX) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Direct observation of actual practice with a structured evaluation and immediate feedback.Average duration (observation and feedback): 20<span class="elsevierStyleHsp" style=""></span>minGood for summative and formative assessment. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0010"><li class="elsevierStyleListItem" id="lsti0105"><span class="elsevierStyleLabel">-</span><p id="par0105" class="elsevierStylePara elsevierViewall">Interviewing skills</p></li><li class="elsevierStyleListItem" id="lsti0110"><span class="elsevierStyleLabel">-</span><p id="par0110" class="elsevierStylePara elsevierViewall">Examination skills</p></li><li class="elsevierStyleListItem" id="lsti0115"><span class="elsevierStyleLabel">-</span><p id="par0115" class="elsevierStylePara elsevierViewall">Communication skills</p></li><li class="elsevierStyleListItem" id="lsti0120"><span class="elsevierStyleLabel">-</span><p id="par0120" class="elsevierStylePara elsevierViewall">Clinical judgment</p></li><li class="elsevierStyleListItem" id="lsti0125"><span class="elsevierStyleLabel">-</span><p id="par0125" class="elsevierStylePara elsevierViewall">Professionalism</p></li><li class="elsevierStyleListItem" id="lsti0130"><span class="elsevierStyleLabel">-</span><p id="par0130" class="elsevierStylePara elsevierViewall">Organization/efficiency</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Direct Observation of Procedural Skills (DOPS) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The resident is observed during the performance of a procedure, which is evaluated in a structured manner, and given feedback afterwards. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0015"><li class="elsevierStyleListItem" id="lsti0135"><span class="elsevierStyleLabel">-</span><p id="par0135" class="elsevierStylePara elsevierViewall">Technical skills</p></li><li class="elsevierStyleListItem" id="lsti0140"><span class="elsevierStyleLabel">-</span><p id="par0140" class="elsevierStylePara elsevierViewall">Communication</p></li><li class="elsevierStyleListItem" id="lsti0145"><span class="elsevierStyleLabel">-</span><p id="par0145" class="elsevierStylePara elsevierViewall">Professionalism</p></li><li class="elsevierStyleListItem" id="lsti0150"><span class="elsevierStyleLabel">-</span><p id="par0150" class="elsevierStylePara elsevierViewall">Patient safety</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Case-based Discussion (CBD) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The resident selects 2 charts of patients managed recently by the resident and the evaluator picks one of them for the resident to present the case. During the discussion, the tutor presents different questions in a structured interview to assess one or more aspects of the case: exploration, diagnostic tests, treatment, criteria for referral, followup… Average duration (discussion and feedback): 20 min \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0020"><li class="elsevierStyleListItem" id="lsti0155"><span class="elsevierStyleLabel">-</span><p id="par0155" class="elsevierStylePara elsevierViewall">Clinical judgment</p></li><li class="elsevierStyleListItem" id="lsti0160"><span class="elsevierStyleLabel">-</span><p id="par0160" class="elsevierStylePara elsevierViewall">Decision-making</p></li><li class="elsevierStyleListItem" id="lsti0165"><span class="elsevierStyleLabel">-</span><p id="par0165" class="elsevierStylePara elsevierViewall">Rational use of resources</p></li><li class="elsevierStyleListItem" id="lsti0170"><span class="elsevierStyleLabel">-</span><p id="par0170" class="elsevierStylePara elsevierViewall">Application of knowledge</p></li><li class="elsevierStyleListItem" id="lsti0175"><span class="elsevierStyleLabel">-</span><p id="par0175" class="elsevierStylePara elsevierViewall">Ethics</p></li><li class="elsevierStyleListItem" id="lsti0180"><span class="elsevierStyleLabel">-</span><p id="par0180" class="elsevierStylePara elsevierViewall">Professionalism</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">360-degree evaluation \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Confidential information on the performance of the resident that is collected in a structured manner and from multiple observers (8–12): nursing staff, technicians, clerical staff, residents, adjunct physicians, patients and their families. The resulting feedback promotes self-reflection. \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0025"><li class="elsevierStyleListItem" id="lsti0185"><span class="elsevierStyleLabel">-</span><p id="par0185" class="elsevierStylePara elsevierViewall">Professionalism</p></li><li class="elsevierStyleListItem" id="lsti0190"><span class="elsevierStyleLabel">-</span><p id="par0190" class="elsevierStylePara elsevierViewall">Team work</p></li><li class="elsevierStyleListItem" id="lsti0195"><span class="elsevierStyleLabel">-</span><p id="par0195" class="elsevierStylePara elsevierViewall">Attitudes</p></li><li class="elsevierStyleListItem" id="lsti0200"><span class="elsevierStyleLabel">-</span><p id="par0200" class="elsevierStylePara elsevierViewall">Commitment</p></li><li class="elsevierStyleListItem" id="lsti0205"><span class="elsevierStyleLabel">-</span><p id="par0205" class="elsevierStylePara elsevierViewall">Communication skills</p></li><li class="elsevierStyleListItem" id="lsti0210"><span class="elsevierStyleLabel">-</span><p id="par0210" class="elsevierStylePara elsevierViewall">Ethics</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Medical record audit(patient charts, referral forms or emergency room discharge summaries) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t">The following are evaluated based on the records of 8–10 patients, relative to current standards of good clinical practice: prescriptions, requested procedures and clinical outcomes \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0030"><li class="elsevierStyleListItem" id="lsti0215"><span class="elsevierStyleLabel">-</span><p id="par0215" class="elsevierStylePara elsevierViewall">Clinical judgment</p></li><li class="elsevierStyleListItem" id="lsti0220"><span class="elsevierStyleLabel">-</span><p id="par0220" class="elsevierStylePara elsevierViewall">Decision-making</p></li><li class="elsevierStyleListItem" id="lsti0225"><span class="elsevierStyleLabel">-</span><p id="par0225" class="elsevierStylePara elsevierViewall">Rational use of resources</p></li><li class="elsevierStyleListItem" id="lsti0230"><span class="elsevierStyleLabel">-</span><p id="par0230" class="elsevierStylePara elsevierViewall">Organization/efficiency</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab2177029.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Methods of evaluation in the workplace.</p>" ] ] 2 => array:8 [ "identificador" => "tbl0015" "etiqueta" => "Table 3" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "at0015" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_rowhead " align="left" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><ul class="elsevierStyleList" id="lis0035"><li class="elsevierStyleListItem" id="lsti0235"><span class="elsevierStyleLabel">1.</span><p id="par0235" class="elsevierStylePara elsevierViewall">Health care activity</p></li><li class="elsevierStyleListItem" id="lsti0240"><span class="elsevierStyleLabel">2.</span><p id="par0240" class="elsevierStylePara elsevierViewall">Reports on acquired competencies</p></li><li class="elsevierStyleListItem" id="lsti0245"><span class="elsevierStyleLabel">3.</span><p id="par0245" class="elsevierStylePara elsevierViewall">Self-reflection reports after each rotation</p></li><li class="elsevierStyleListItem" id="lsti0250"><span class="elsevierStyleLabel">4.</span><p id="par0250" class="elsevierStylePara elsevierViewall">Critical incidents</p></li><li class="elsevierStyleListItem" id="lsti0255"><span class="elsevierStyleLabel">5.</span><p id="par0255" class="elsevierStylePara elsevierViewall">Tutor-resident interviews</p></li><li class="elsevierStyleListItem" id="lsti0260"><span class="elsevierStyleLabel">6.</span><p id="par0260" class="elsevierStylePara elsevierViewall">Documentation on educational activities in which the resident has participated</p></li><li class="elsevierStyleListItem" id="lsti0265"><span class="elsevierStyleLabel">7.</span><p id="par0265" class="elsevierStylePara elsevierViewall">Documentation of attendance to congresses and publication of scientific articles</p></li><li class="elsevierStyleListItem" id="lsti0270"><span class="elsevierStyleLabel">8.</span><p id="par0270" class="elsevierStylePara elsevierViewall">Documentation of participation in research projects or other activities (committees, working groups...)</p></li><li class="elsevierStyleListItem" id="lsti0275"><span class="elsevierStyleLabel">9.</span><p id="par0275" class="elsevierStylePara elsevierViewall">Evaluation reports</p></li></ul> \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab2177028.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">Functions of the portfolio or resident’s notebook.</p>" ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:17 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Ley 44/2003, de 21 de noviembre, de ordenación de las profesiones sanitarias BOE núm. 280. Disponible en: <a target="_blank" href="https://www.boe.es/buscar/act.php?id=BOE-A-2003-21340">https://www.boe.es/buscar/act.php?id=BOE-A-2003-21340</a>." ] ] ] 1 => array:3 [ "identificador" => "bib0010" "etiqueta" => "2" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Real Decreto 1146/2006, de 6 de octubre, por el que se regula la relación especial de residencia para la formación de especialistas en Ciencias de la Salud. BOE núm. 240." ] ] ] 2 => array:3 [ "identificador" => "bib0015" "etiqueta" => "3" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Real Decreto 183/2008, de 8 de febrero, por el que se determinan y clasifican las especialidades en Ciencias de la Salud y se desarrollan determinados aspectos del sistema de formación sanitarias especializada. BOE núm. 45." ] ] ] 3 => array:3 [ "identificador" => "bib0020" "etiqueta" => "4" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Programa formativo de la especialidad de Pediatría y sus Áreas Específicas. Orden SCO/3148/2006, de 20 de septiembre, BOE núm. 246." ] ] ] 4 => array:3 [ "identificador" => "bib0025" "etiqueta" => "5" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "En representación del Grupo de Trabajo de Formación de la Red de Investigación de la Sociedad Española de Urgencias de Pediatría (RISeuP-SPERG). Evaluación de la formación en medicina de emergencia de los residentes de pediatría en España" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:2 [ 0 => "R. Velasco" 1 => "S. Mintegi" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.1016/j.anpedi.2019.06.005" "Revista" => array:2 [ "tituloSerie" => "An Pediatr (Barc)" "fecha" => "2019" ] ] ] ] ] ] 5 => array:3 [ "identificador" => "bib0030" "etiqueta" => "6" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "El sistema tutorial y rotatorio en la formación de postgrado. Estado actual y perspectivas de futuro" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:2 [ 0 => "M. Crespo Hernández" 1 => "D. Crespo Marcos" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "An Pediatr (Barc)" "fecha" => "2004" "volumen" => "60" "paginaInicial" => "395" "paginaFinal" => "402" ] ] ] ] ] ] 6 => array:3 [ "identificador" => "bib0035" "etiqueta" => "7" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Organización de las rotaciones del residente de pediatría por las áreas específicas" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:2 [ 0 => "M.M. Antón Gamero" 1 => "I. Ibarra de la Rosa" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "An Pediatr (Barc)" "fecha" => "2009" "volumen" => "70" "paginaInicial" => "453" "paginaFinal" => "459" ] ] ] ] ] ] 7 => array:3 [ "identificador" => "bib0040" "etiqueta" => "8" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Formación especializada en España: del internado rotatorio a la troncalidad" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:1 [ 0 => "J. Fernández Pardo" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "Educ Med" "fecha" => "2015" "volumen" => "16" "paginaInicial" => "57" "paginaFinal" => "67" ] ] ] ] ] ] 8 => array:3 [ "identificador" => "bib0045" "etiqueta" => "9" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Diez claves pedagógicas para promover buenas prácticas en la formación médica basada en competencias en el grado y en la especialización" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "P. Ruiz de Gauna" 1 => "V. González Moro" 2 => "J. Morán-Barrios" ] ] ] ] ] "host" => array:2 [ 0 => array:1 [ "Revista" => array:6 [ "tituloSerie" => "Educ Med" "fecha" => "2015" "volumen" => "16" "numero" => "1" "paginaInicial" => "34" "paginaFinal" => "42" ] ] 1 => array:1 [ "WWW" => array:1 [ "link" => "http://www.elsevier.es/es-revista-educacion-medica-71-articulo-diez-claves-pedagogicas-promover-buenas-S1575181315000078" ] ] ] ] ] ] 9 => array:3 [ "identificador" => "bib0050" "etiqueta" => "10" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Guilbert JJ. Guía Pedagógica para el personal de salud, 5ª edición. Organización Mundial de la Salud. Instituto de Ciencias de la Educación, Universidad de Valladolid.1989. Disponible en: <a target="_blank" href="http://apps.who.int/iris/handle/10665/40678">http://apps.who.int/iris/handle/10665/40678</a>." ] ] ] 10 => array:3 [ "identificador" => "bib0055" "etiqueta" => "11" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Presentación de «Continuum»: el portal de formación continuada de la Asociación Española de Pediatría" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:4 [ 0 => "J. González de Dios" 1 => "F. Hijano" 2 => "S. Málaga" 3 => "Coordinadores de Continuum" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "An Pediatr (Barc)" "fecha" => "2013" "volumen" => "79" "paginaInicial" => "343" "paginaFinal" => "345" ] ] ] ] ] ] 11 => array:3 [ "identificador" => "bib0060" "etiqueta" => "12" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Continuum: el poder del aprendizaje virtual y la Web 2.0 en la formación médica en Pediatría. Tres años de experiencia" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "J. González de Dios" 1 => "F. Hijano Bandera" 2 => "Equipo de Trabajo de Continuum" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "Educ Med" "fecha" => "2018" "volumen" => "19" "paginaInicial" => "241" "paginaFinal" => "249" ] ] ] ] ] ] 12 => array:3 [ "identificador" => "bib0065" "etiqueta" => "13" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Coordinadores de Continuum. Continuum, the continuing education platform based on a competency matrix" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:5 [ 0 => "C. Ochoa" 1 => "C. Villaizán" 2 => "González de Dios" 3 => "F. Hijano" 4 => "S. Málaga" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:4 [ "tituloSerie" => "An Pediatr (Barc)" "fecha" => "2016" "volumen" => "84" "paginaInicial" => "238" ] ] ] ] ] ] 13 => array:3 [ "identificador" => "bib0070" "etiqueta" => "14" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Guía de apoyo para la redacción, puesta en práctica y evaluación de los resultados del aprendizaje Versión 1.0. Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA). Disponible en: <a target="_blank" href="http://bit.ly/2L3ym5s">http://bit.ly/2L3ym5s</a>." ] ] ] 14 => array:3 [ "identificador" => "bib0075" "etiqueta" => "15" "referencia" => array:1 [ 0 => array:1 [ "referenciaCompleta" => "Kennedy D. Redactar y utilizar resultados de aprendizaje. Un manual práctico. University College Cork, Irlanda. 2007. Disponible en: <a target="_blank" href="http://bit.ly/2NSSGUW">http://bit.ly/2NSSGUW</a>." ] ] ] 15 => array:3 [ "identificador" => "bib0080" "etiqueta" => "16" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "La evaluación del desempeño o de las competencias en la práctica clínica. 1ª Parte: principios y métodos, ventajas y desventajas" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:1 [ 0 => "J. Morán-Barrios" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:6 [ "tituloSerie" => "Educ Med" "fecha" => "2016" "volumen" => "17" "numero" => "4" "paginaInicial" => "130" "paginaFinal" => "139" ] ] ] ] ] ] 16 => array:3 [ "identificador" => "bib0085" "etiqueta" => "17" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Cómo llegar a ser un buen pediatra: un equilibrio entre la formación teórica y la formación clínica" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:6 [ 0 => "A. Carceller" 1 => "A.C. Blanchard" 2 => "J. Barolet" 3 => "S. Alloul" 4 => "A. Moussa" 5 => "G. Sarquella-Brugada" ] ] ] ] ] "host" => array:1 [ 0 => array:1 [ "Revista" => array:5 [ "tituloSerie" => "An Pediatr (Barc)" "fecha" => "2009" "volumen" => "70" "paginaInicial" => "477" "paginaFinal" => "487" ] ] ] ] ] ] ] ] ] ] ] "idiomaDefecto" => "en" "url" => "/23412879/0000009100000006/v1_201912080648/S2341287919301851/v1_201912080648/en/main.assets" "Apartado" => array:4 [ "identificador" => "33443" "tipo" => "SECCION" "en" => array:2 [ "titulo" => "Spanish Association of Paediatrics" "idiomaDefecto" => true ] "idiomaDefecto" => "en" ] "PDF" => "https://static.elsevier.es/multimedia/23412879/0000009100000006/v1_201912080648/S2341287919301851/v1_201912080648/en/main.pdf?idApp=UINPBA00005H&text.app=https://analesdepediatria.org/" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2341287919301851?idApp=UINPBA00005H" ]
| Year/Month | Html | Total | |
|---|---|---|---|
| 2024 November | 6 | 3 | 9 |
| 2024 October | 42 | 42 | 84 |
| 2024 September | 40 | 22 | 62 |
| 2024 August | 39 | 46 | 85 |
| 2024 July | 45 | 27 | 72 |
| 2024 June | 37 | 31 | 68 |
| 2024 May | 35 | 31 | 66 |
| 2024 April | 25 | 37 | 62 |
| 2024 March | 36 | 18 | 54 |
| 2024 February | 22 | 33 | 55 |
| 2024 January | 23 | 17 | 40 |
| 2023 December | 36 | 26 | 62 |
| 2023 November | 49 | 32 | 81 |
| 2023 October | 24 | 27 | 51 |
| 2023 September | 26 | 24 | 50 |
| 2023 August | 20 | 14 | 34 |
| 2023 July | 28 | 24 | 52 |
| 2023 June | 25 | 22 | 47 |
| 2023 May | 25 | 22 | 47 |
| 2023 April | 18 | 12 | 30 |
| 2023 March | 49 | 12 | 61 |
| 2023 February | 42 | 15 | 57 |
| 2023 January | 19 | 15 | 34 |
| 2022 December | 53 | 19 | 72 |
| 2022 November | 91 | 27 | 118 |
| 2022 October | 93 | 52 | 145 |
| 2022 September | 46 | 24 | 70 |
| 2022 August | 78 | 37 | 115 |
| 2022 July | 71 | 53 | 124 |
| 2022 June | 28 | 24 | 52 |
| 2022 May | 29 | 46 | 75 |
| 2022 April | 25 | 26 | 51 |
| 2022 March | 43 | 46 | 89 |
| 2022 February | 27 | 24 | 51 |
| 2022 January | 31 | 33 | 64 |
| 2021 December | 25 | 37 | 62 |
| 2021 November | 36 | 29 | 65 |
| 2021 October | 47 | 68 | 115 |
| 2021 September | 24 | 33 | 57 |
| 2021 August | 26 | 30 | 56 |
| 2021 July | 30 | 23 | 53 |
| 2021 June | 22 | 28 | 50 |
| 2021 May | 31 | 30 | 61 |
| 2021 April | 75 | 73 | 148 |
| 2021 March | 47 | 29 | 76 |
| 2021 February | 25 | 13 | 38 |
| 2021 January | 26 | 16 | 42 |
| 2020 December | 23 | 10 | 33 |
| 2020 November | 21 | 17 | 38 |
| 2020 October | 10 | 12 | 22 |
| 2020 September | 68 | 13 | 81 |
| 2020 August | 64 | 6 | 70 |
| 2020 July | 47 | 10 | 57 |
| 2020 June | 15 | 8 | 23 |
| 2020 May | 19 | 11 | 30 |
| 2020 April | 14 | 5 | 19 |
| 2020 March | 28 | 14 | 42 |
| 2020 February | 24 | 14 | 38 |
| 2020 January | 28 | 10 | 38 |
| 2019 December | 37 | 11 | 48 |
Show all
