{"id":48,"date":"2014-03-03T19:26:33","date_gmt":"2014-03-03T19:26:33","guid":{"rendered":"https:\/\/www.pupdoc.ca\/?page_id=48"},"modified":"2018-12-12T18:49:31","modified_gmt":"2018-12-12T18:49:31","slug":"national-curriculum","status":"publish","type":"page","link":"https:\/\/www.pupdoc.ca\/en\/national-curriculum\/","title":{"rendered":"National Curriculum"},"content":{"rendered":"

[et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”3.0.74″ background_color=”#961622″][et_pb_fullwidth_header title=”National Curriculum” _builder_version=”3.18.4″ background_color=”rgba(255, 255, 255, 0)” max_width_tablet=”50px” button_one_text_size__hover_enabled=”off” button_two_text_size__hover_enabled=”off” button_one_text_color__hover_enabled=”off” button_two_text_color__hover_enabled=”off” button_one_border_width__hover_enabled=”off” button_two_border_width__hover_enabled=”off” button_one_border_color__hover_enabled=”off” button_two_border_color__hover_enabled=”off” button_one_border_radius__hover_enabled=”off” button_two_border_radius__hover_enabled=”off” button_one_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover_enabled=”off” button_one_bg_color__hover_enabled=”off” button_two_bg_color__hover_enabled=”off” title_font_size=”36px” title_font=”||||||||” title_text_align=”center”][\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.18.4″][et_pb_row _builder_version=”3.0.48″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.0.47″ parallax=”off” parallax_method=”on”][et_pb_cta title=”Curriculum Objectives” button_url=”https:\/\/www.pupdoc.ca\/curriculum-objectives\/” button_text=”Read More” _builder_version=”3.18.4″ use_background_color=”off” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_button=”on” button_text_color=”#ffffff” background_layout=”light” button_text_color_hover=”#d22333″ button_text_size__hover_enabled=”off” button_one_text_size__hover_enabled=”off” button_two_text_size__hover_enabled=”off” button_text_color__hover_enabled=”on” button_text_color__hover=”#d22333″ button_one_text_color__hover_enabled=”off” button_two_text_color__hover_enabled=”off” button_border_width__hover_enabled=”off” button_one_border_width__hover_enabled=”off” button_two_border_width__hover_enabled=”off” button_border_color__hover_enabled=”off” button_one_border_color__hover_enabled=”off” button_two_border_color__hover_enabled=”off” button_border_radius__hover_enabled=”off” button_one_border_radius__hover_enabled=”off” button_two_border_radius__hover_enabled=”off” button_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover_enabled=”off” button_bg_color__hover_enabled=”off” button_one_bg_color__hover_enabled=”off” button_two_bg_color__hover_enabled=”off”]<\/p>\n

The overarching curriculum objectives are based on the core competencies of the
\nCanMEDS Framework of the Royal College of Physicians and Surgeons of Canada.<\/p>\n

[\/et_pb_cta][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.18.4″ background_color=”#eeeeee”][et_pb_row _builder_version=”3.0.48″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.0.47″ parallax=”off” parallax_method=”on”][et_pb_cta title=”Clinical Presentations” button_url=”https:\/\/www.pupdoc.ca\/abdominal-pain-abdominal-mass\/” button_text=”Get Started” _builder_version=”3.18.4″ use_background_color=”off” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_button=”on” button_text_color=”#ffffff” button_bg_color=”#961622″ button_border_color=”rgba(0,0,0,0)” button_font=”||||||||” background_layout=”light” button_text_color_hover=”#d22333″ button_text_size__hover_enabled=”off” button_one_text_size__hover_enabled=”off” button_two_text_size__hover_enabled=”off” button_text_color__hover_enabled=”on” button_text_color__hover=”#d22333″ button_one_text_color__hover_enabled=”off” button_two_text_color__hover_enabled=”off” button_border_width__hover_enabled=”off” button_one_border_width__hover_enabled=”off” button_two_border_width__hover_enabled=”off” button_border_color__hover_enabled=”off” button_one_border_color__hover_enabled=”off” button_two_border_color__hover_enabled=”off” button_border_radius__hover_enabled=”off” button_one_border_radius__hover_enabled=”off” button_two_border_radius__hover_enabled=”off” button_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover_enabled=”off” button_bg_color__hover_enabled=”off” button_one_bg_color__hover_enabled=”off” button_two_bg_color__hover_enabled=”off”]The canuc-paeds curriculum is comprised of 29 clinical presentations and their corresponding key conditions.
\n[\/et_pb_cta][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”3.0.74″ background_color=”#d22333″ background_image=”https:\/\/www.pupdoc.ca\/wp-content\/uploads\/2014\/03\/PUPDOC-watermark2.png”][et_pb_row _builder_version=”3.0.48″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″ _builder_version=”3.0.47″ parallax=”off” parallax_method=”on”][et_pb_text _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

Guiding Principles of canuc-paeds<\/h2>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row make_equal=”on” module_class_1=”vertical-align” module_class_2=”vertical-align” module_class_3=”vertical-align” _builder_version=”3.18.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”1_3″ _builder_version=”3.0.47″ parallax=”off” parallax_method=”on” module_class=”vertical-align”][et_pb_text _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

PROJECT DESIGN<\/strong>
\nThe curriculum will be based on the best practices in medical education. \u00a0It will be competency-based, succinct, and practical.<\/p>\n

[\/et_pb_text][et_pb_text _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

SCOPE<\/strong>
\ncanuc-paeds will encompass all of undergraduate paediatric medical education. \u00a0It will focus on generalism and core paediatric content. \u00a0It will have a Canadian context.<\/p>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”3.0.47″ parallax=”off” parallax_method=”on” module_class=”vertical-align”][et_pb_text _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

COST, PROFIT, ACCESS<\/strong>
\ncanuc-paeds will be open-access and free for the end user. \u00a0Maintenance and delivery of canuc-paeds will not be for profit. \u00a0If costs encur for the maintenance and delivery of the curriculum, they will be borne by institutions.<\/p>\n

[\/et_pb_text][et_pb_text _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

ALIGNMENT<\/strong>
\nIt will be aligned with the Medical Council of Canada objectives, the CanMEDS 2005 competency framework, the National Symposium on Child Health 2006 recommendations, and the Future of Medical Education in Canada 2010 recommendations.<\/p>\n

[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”3.0.47″ parallax=”off” parallax_method=”on” module_class=”vertical-align”][et_pb_text _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

CURRICULAR DECISION MAKING<\/strong>
\nEach school will decide how best to use the curriculum and resources to achieve the educational mission of its own institution.<\/p>\n

[\/et_pb_text][et_pb_text _builder_version=”3.0.87″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” background_layout=”dark” module_alignment=”left”]<\/p>\n

LANGUAGES<\/strong>
\nThe objectives, clinical presentations, and foundational knowledge will be bilingual (English and French). Educational resources will be in either English or French. <\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

The overarching curriculum objectives are based on the core competencies of the CanMEDS Framework of the Royal College of Physicians and Surgeons of Canada. The canuc-paeds curriculum is comprised of 29 clinical presentations and their corresponding key conditions. Guiding Principles of canuc-paeds PROJECT DESIGN The curriculum will be based on the best practices in medical […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

WHO WE ARE<\/h1>\r\n

The\u00a0Canadian Undergraduate Curriculum in Paediatrics, canuc-paeds, is a comprehensive curriculum in paediatrics designed to cover the span of undergraduate medical education.\u00a0The curriculum is the result of a collaborative effort from paediatric educators from medical schools across Canada, the Paediatric Undergraduate Program Directors of Canada (PUPDOC).<\/p>\r\n

The canuc-paeds curriculum is based on the\u00a0CanMEDS<\/a>\u00a0competency framework of the Royal College of Physicians and Surgeons of Canada, with content objectives developed based on clinical presentations.\u00a0 The curriculum also includes key conditions, linked to the clinical presentations, along with foundational knowledge that is essential for the Canadian medical student to have acquired in order to have a full understanding of the objectives.\u00a0 A comprehensive list of resources for medical students, linked to these objectives, is currently in development.\u00a0Each component of the curriculum, as well as resources and information about contributors and PUPDOC can be accessed using the links at the top of this page.<\/p>\r\n

\r\n
\r\n

clinical presentations & key conditions<\/h1>\r\n<\/div>\r\n<\/div>\r\n
\r\n

The canuc-paeds curriculum is comprised of 26 clinical presentations and their corresponding key conditions.\u00a0 \u201cKey conditions\u201d are the core conditions that the Paediatric Undergraduate and Clerkship Directors of Canada (PUPDOC) felt are essential for graduating medical students to know.\u00a0 The Key Conditions are neither a differential diagnosis nor a scheme (approach to the clinical presentation).\u00a0 They highlight conditions that may be unique to paediatrics, that are essential, or that are common.\u00a0 The clinical presentations are listed to the left, and selecting each one will reveal corresponding \u00a0key conditions.\u00a0 Please note that key conditions may not be exclusive to a single clinical presentation.<\/p>\r\n

\r\n
\r\n

foundational knowledge<\/h1>\r\n<\/div>\r\n<\/div>\r\n
\r\n

Foundational knowledge is that which is required to have a full understanding of the clinical presentations, and includes but is not limited to anatomy, physiology, embryology, pathophysiology and pharmacology.\u00a0 This knowledge maybe acquired in the preclinical component of medical education, or may be acquired along side clinical encounters.\u00a0 The foundational knowledge is aligned with the clinical presentations, and can be viewed by selecting the clinical presentations to the left. A comprehensive document is also attached below.<\/p>\r\n

\u00a0<\/p>\r\n

\r\n

guiding principles of canuc-paeds<\/h1>\r\n<\/div>\r\n
\r\n

Project Design
The curriculum will be based on the best practices in medical education. \u00a0It will be competency-based, succinct, and practical.<\/p>\r\n

Curricular Decision Making
Each school will decide how best to use the curriculum and resources to achieve the educational mission of its own institution.<\/p>\r\n

Cost, Profit, Access
canuc-paeds will be open-access and free for the end user. \u00a0Maintenance and delivery of canuc-paeds will not be for profit. \u00a0If costs encur for the maintenance and delivery of the curriculum, they will be borne by institutions.<\/p>\r\n

Scope
canuc-paeds will encompass all of undergraduate paediatric medical education. \u00a0It will focus on generalism and core paediatric content. \u00a0It will have a Canadian context.<\/p>\r\n

Alignment
It will be aligned with the Medical Council of Canada objectives, the CanMEDS 2005 competency framework, the National Symposium on Child Health 2006 recommendations, and the Future of Medical Education in Canada 2010 recommendations.<\/p>\r\n

Languages
The objectives, clinical presentations, and foundational knowledge will be bilingual (English and French). Educational resources will be in either English or French.<\/p>\r\n

\u00a0<\/p>\r\n

CURRICULUM OBJECTIVES<\/h1>\r\n

medical expert<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Demonstrate proficiency in acquiring a complete and accurate paediatric history with consideration of the child\u2019s age, development, and the family\u2019s cultural, socioeconomic and educational background.<\/p>\r\n

Describe differences between the medical management of paediatric patients versus adult patients.<\/p>\r\n

Recognize an acutely ill child.<\/p>\r\n

Demonstrate an approach (the generation of a differential diagnoses, appropriate initial diagnostic investigations, and management plan) to the following core clinical paediatric presentations:<\/p>\r\n

Paediatric Health Supervision
Newborn
Neonatal Jaundice
Fever
Dehydration
Respiratory Distress\/Cough
Developmental & Behavioural Problems
Growth Problems
Inadequately Explained Injury (child abuse)
Abdominal Pain
Vomiting
Diarrhea
Altered Level of Consciousness
Seizure\/Paroxysmal Event
Headache
Murmur
Rash
Bruising & Bleeding
Pallor (anemia)
Lymphadenopathy
Limp\/Extremity Pain
Urinary Complaints (polyuria\/frequency\/dysuria\/hematuria)
Edema
Sore Ear
Sore Throat\/Sore Mouth
Sore Eye\/Red Eye<\/p>\r\n

\u00a0<\/p>\r\n

Demonstrate physical examination skills that reflect consideration of the clinical presentation as well as the comfort, age, development, and cultural context of the infant, child, or adolescent.<\/p>\r\n

Demonstrate competence with the following paediatric physical examination skills in addition to general physical examination skills:<\/p>\r\n

Position and immobilize patient for certain physical exam skills
Measure and interpret height, weight, head circumference (incl. plotting on growth curve and calc. of BMI)
Measure and interpret vital signs
Palpate for fontanelles and suture lines
Perform red reflex and cover-uncover test
Perform otoscopy
Inspect for dysmorphic features
Elicit primitive reflexes
Perform infant hip examination
Assess the lumbosacral spine for abnormalities
Assess for scoliosis
Palpate femoral pulses
Examine external genitalia
Assess for sexual maturity rating (Tanner staging)<\/p>\r\n

professional<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Demonstrate professional behaviours in practice including:\u00a0 honesty, integrity, commitment, compassion, respect and altruism.<\/p>\r\n

Demonstrate a commitment to perform to the highest standard of care through the acceptance and application of performance feedback.<\/p>\r\n

Recognize and respond to ethical issues encountered in clinical practice.<\/p>\r\n

Fulfill legal obligations as they pertain to paediatric practice (reporting child maltreatment).<\/p>\r\n

Recognize the principles and limits of patient confidentiality as it pertains to paediatrics (age of consent, emancipated minors, disclosure of suicidal\/homicidal intent, and disclosure of abuse).<\/p>\r\n

Balance personal and professional responsibilities to ensure personal health, academic achievement, and the highest quality of patient care.<\/p>\r\n

Recognize factors such as fatigue, stress, and competing demands\/roles that impact on personal and professional performance.\u00a0 Seek assistance when professional or personal performance is compromised.<\/p>\r\n

communicator<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Demonstrate communication skills that convey respect, integrity, flexibility, sensitivity, empathy, and compassion.<\/p>\r\n

Communicate using open-ended inquiry, listening attentively and verifying for mutual understanding.<\/p>\r\n

Demonstrate a patient-centered and family-centered approach to communication which requires involving the family and patient in shared decision making, and involves gathering information about the patients\u2019 and families\u2019 beliefs, concerns, expectations and illness experience.<\/p>\r\n

Acquire and synthesize relevant information from relevant sources including:\u00a0 family, caregivers, and other health professionals.<\/p>\r\n

Demonstrate organized, complete, informative, legible, and accurate written\/electronic information related to clinical encounters (such as: admission histories, progress notes, and discharge summaries).<\/p>\r\n

Demonstrate clear, legible, and accurate \u2018doctors orders\u2019\u00a0<\/em>(such as investigations, medication orders and outpatient prescriptions).<\/p>\r\n

Demonstrate organized, complete, informative and accurate information in verbal patient presentations.<\/p>\r\n

Respect patient confidentiality, privacy and autonomy.<\/p>\r\n

Acknowledge\/demonstrate the principals of dealing with challenging communication issues including:\u00a0 obtaining informed consent, delivering bad news, disclosing adverse medical events, and addressing anger, confusion, and misunderstanding.<\/p>\r\n

collaborator<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Work effectively, respectfully, and appropriately in an inter-professional healthcare team.<\/p>\r\n

Demonstrate understanding of roles and responsibilities in an inter-professional health care team; recognizing his\/her own responsibilities and limits.<\/p>\r\n

Effectively collaborate\/consult\/participate with members of the inter- and intra-professional team to optimize the health of the patient\/family.<\/p>\r\n

Effectively work with other health professional to prevent, negotiate, and resolve inter- and intra-professional conflict.<\/p>\r\n

manager<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Demonstrate priority setting, and time management skills that balance patient care, academic responsibilities, and personal well being.<\/p>\r\n

Employ information technology to maximize patient care.<\/p>\r\n

Demonstrate a rationale approach to finite resource allocation in patient management; apply evidence in cost-effective care.<\/p>\r\n

Develop management plans that demonstrate due attention to discharge planning, and recognition of key community resources to support the family once out of hospital.<\/p>\r\n

health advocate<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Engage in advocacy, health promotion and disease prevention with patients and families including:\u00a0\u00a0 mental health, child maltreatment, healthy active living, safety, and early literacy support.<\/p>\r\n

Identify emerging and ongoing issues for paediatric populations who are potentially vulnerable or marginalized including:\u00a0 First Nations People, new immigrants, disabled children, children with mental health issues, and populations living in poverty.<\/p>\r\n

Identify determinates of health for paediatric populations and the physician\u2019s role and points of influence in these issues.<\/p>\r\n

Identify barriers that prevent children from accessing health care including:\u00a0 financial, cultural, and geographic.<\/p>\r\n

scholar<\/h3>\r\n

The student is able to:<\/em><\/p>\r\n

Engage in self-directed lifelong learning strategies.<\/p>\r\n

Engage in self assessment through reflective practice.<\/p>\r\n

Apply the principals of critical appraisal of the literature to guide evidenced based patient care.<\/p>\r\n

Demonstrate integration of new learning into practice.<\/p>\r\n

Demonstrate effective teaching\/learning strategies and content that facilitate the learning of others (peers, patients, families, allied health professionals).<\/p>\r\n

\u00a0<\/p>\r\n

RESOURCES<\/h1>\r\n

This resource guide has been developed by the members of the Paediatric Undergraduate Program Directors of Canada (PUPDOC) to provide learners with a variety of resources that are aligned with canuc-paeds, the Canadian Undergraduate Curriculum in Paediatrics. Resources are intended to provide information at the level of the medical student.<\/p>\r\n

Resources are organized by the clinical presentations of the canuc-paeds curriculum, and within each presentation they are subsequently divided into type of resource. Overviews provide general information about the topic, and often include aspects of foundational knowledge \u2013 the basic science knowledge that is required to have an understanding of the topic. As such, these are grouped together in the resource tables. Clinical resources are those which can be referenced during the care of a patient, and often include guidelines and other highly clinically relevant information. Virtual patients or cases use these formats to allow the learners to engage in the topic. In addition, a section specific to physical examination resources has been included.<\/p>\r\n

The resources that have been identified have been evaluated for quality based on being: (a) aligned with the curriculum, (b) evidence based, (c) user friendly and (d) accessible. Free resources have been identified wherever possible; journal articles may or may not be free depending on institutional subscription. Due to copyright considerations, articles are noted by full reference and no links are provided for these unless free access is available. Website links, wherever possible, are provided for other resources. Some resources are available in both English and French, and where possible both links have been provided.<\/p>\r\n

It should be noted that this list of resources does not constitute required readings for medical students; rather, it provides a variety of resources that students may find helpful as they direct their studies. On the tables, contributors have included annotations to help learners determine if a particular resource will meet their personal learning need.<\/p>\r\n

Resources will be reviewed on a regular basis for accuracy, currency, and alignment with the canuc-paeds curriculum.<\/p>\r\n<\/div>\r\n<\/div>\r\n<\/div>","_et_gb_content_width":"","footnotes":""},"class_list":["post-48","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages\/48","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/comments?post=48"}],"version-history":[{"count":5,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages\/48\/revisions"}],"predecessor-version":[{"id":2130,"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/pages\/48\/revisions\/2130"}],"wp:attachment":[{"href":"https:\/\/www.pupdoc.ca\/en\/wp-json\/wp\/v2\/media?parent=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}