Validating questionnaire process

During the last two years of training residents select elective rotations involving at most three divisions, each lasting from six to twelve months.

The first three years of the program are meant to provide a common cultural and professional background in general paediatrics, and the last two consolidate their knowledge and experiences with a progressive assumption of clinical responsibilities and shape their career into specific areas of paediatric practice (ie, primary, secondary, or sub-specialty care).

The remaining learning activities include formal lectures, seminars, workshops and personal studies.

Residents rotate through 15 of the 25 Divisions/Services of the Department of Woman’s and Child’s Health of Padua and of the affiliated Hospitals during their first three years; rotations range in time from three to six months.

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In order to help assess resident performance during training, the Residency Affair Committee of the Pediatric Residency Program of the University of Padua (Italy) administered a Resident Assessment Questionnaire (Re AQ), which both residents and faculty were asked to complete.

The aim of this article is to present the Re AQ and its validation.

The Re AQ consists of 20 items that assess the six core competencies identified by the Accreditation Council of Graduate Medical Education (ACGME).

The evaluation of medical residents is a complex process.

In North America, it is largely based on a model developed by the North American Accreditation Council for Graduate Medical Education (ACGME), which uses six interrelated domains of competence: medical knowledge, patient care and procedural skills, professionalism, interpersonal and communication skills, practice-based learning and improvement, and Systems-Based Practice [ Indeed, the ideal processes to evaluate residents in a comprehensive manner should encompass the use of different tools to evaluate the various competences contributing to the profile of a “good pediatrician”.

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