RCEMCurriculum RCEMCurriculum
  • Introduction
    • Purpose Statement
    • How to use the Curriculum
    • Governance and Strategic Support / Forum
    • Quality management
    • Intended use of curriculum by trainers and trainees
    • Supervision and feedback
    • Equality and diversity
  • Generic Professional Capabilities Framework
  • Specialty Learning Outcomes
    • SLO 1 – Care for physiologically stable adult patients presenting across the full range of complexity
    • SLO 2 – Support the clinical team by answering clinical questions and making safe decisions
    • SLO 3 – Identify sick adult patients, be able to resuscitate and stabilise and know when it is appropriate to stop
    • SLO 4 – Care for acutely injured patients across the full range of complexity
    • SLO 5 – Care for children of all ages in the ED, at all stages of development and children with complex needs
    • SLO 6 – Deliver key EM procedural skills
    • SLO 7 – Deal with complex or challenging situations in the workplace
    • SLO 8 – Lead the ED shift
    • SLO 9 – Support, supervise, mentor and educate the ED team
    • SLO 10 – Participate in research and manage data appropriately
    • SLO 11 – Participate in and promote activity to improve the quality and safety of patient care and clinical outcomes
    • SLO 12 – Administer, manage and lead
    • ACCS Learning outcome: Provide safe basic anaesthetic care including sedation
    • ACCS learning outcome: Manage patients with organ dysfunction and failure
  • Syllabus
  • Assessment
    • Programme of Learning
    • Programme of Assessment
    • Assessment Strategy
    • WPBA Tools
  • Resources
January 28, 2019 / Home

SLO 2 – Support the ED team by answering clinical questions and making safe decisions

Support the clinical team with a safe and comprehensive approach

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A73hp_Fh357 January 28, 2019
January 28, 2019 / Home

SLO 1 – Care for physiologically stable adult patients presenting to acute care across the full range of complexity

Care for patients presenting with physical ill health, mental health concerns, and be able to manage the most complex presentations

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A73hp_Fh357 January 28, 2019

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© Copyright Royal College of Emergency Medicine 2019

  • Introduction
    • Purpose Statement
    • How to use the Curriculum
    • Governance and Strategic Support / Forum
    • Quality management
    • Intended use of curriculum by trainers and trainees
    • Supervision and feedback
    • Equality and diversity
  • Generic Professional Capabilities Framework
  • Specialty Learning Outcomes
    • SLO 1 – Care for physiologically stable adult patients presenting across the full range of complexity
    • SLO 2 – Support the clinical team by answering clinical questions and making safe decisions
    • SLO 3 – Identify sick adult patients, be able to resuscitate and stabilise and know when it is appropriate to stop
    • SLO 4 – Care for acutely injured patients across the full range of complexity
    • SLO 5 – Care for children of all ages in the ED, at all stages of development and children with complex needs
    • SLO 6 – Deliver key EM procedural skills
    • SLO 7 – Deal with complex or challenging situations in the workplace
    • SLO 8 – Lead the ED shift
    • SLO 9 – Support, supervise, mentor and educate the ED team
    • SLO 10 – Participate in research and manage data appropriately
    • SLO 11 – Participate in and promote activity to improve the quality and safety of patient care and clinical outcomes
    • SLO 12 – Administer, manage and lead
    • ACCS Learning outcome: Provide safe basic anaesthetic care including sedation
    • ACCS learning outcome: Manage patients with organ dysfunction and failure
  • Syllabus
  • Assessment
    • Programme of Learning
    • Programme of Assessment
    • Assessment Strategy
    • WPBA Tools
  • Resources

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