Abstract
PurposeThe European Society for Sports Traumatology, Knee Surgery and Arthroscopy (ESSKA) identified the need to develop a competency-based core curriculum for ESSKA specialists, against which all their educational activities, resources and priorities for development could be mapped. The aim of this study was to take a research-based approach to developing a competency-based core curriculum for ESSKA specialists.MethodsA Core Curriculum Working Group, with experts representing the ESSKA Board, Sections and Committees, reviewed existing curricula and literature in their own specialist areas and developed a draft list of 285 core competencies for ESSKA specialists. All ESSKA members were asked to comment and rate the importance of these competencies, and the Working Group used these results to refine the curriculum.ResultsFour hundred-forty responses to the online survey contained meaningful data. Almost all were ESSKA members, with broad representation of the countries, ages and backgrounds of the membership. All 285 core competencies were considered at least ‘Important’ for ESSKA specialists so are retained in the final curriculum, and no new competencies were added. 82 (29%) were considered ‘Essential’, constituting between 19% and 37% of the competencies within each specialist area. 96 (33.5%) were considered ‘Very Important’, and 107 (37.5%) ‘Important’.ConclusionsA competency-based core curriculum for ESSKA specialists was achieved through a systematic and scholarly approach, involving both expert opinion and engagement of the wider ESSKA membership. The core curriculum addresses the identified need in terms of educational development for ESSKA and should also be of interest to the wider orthopaedic and sports medicine communities.
Highlights
The European Society for Sports Traumatology, Knee Surgery and Arthroscopy (ESSKA, www.esska.org) is an international membership organisation for specialists in degenerative joint disease and sports medicine
Core Learning Outcomes / Competencies have been agreed across Europe for the Bachelor and Master in Medicine (e.g. Cumming and Ross 2008; Ross et al 2014a), for postgraduate training and continuing professional development [2] [3] [4], and for research in medicine and related disciplines up to Doctoral level [5]
Core Learning Outcomes, Competencies, Objectives, Aims and, increasingly, ‘Entrustable Professional Activities’ (EPAs), are typicially used to define the core content which successful participants should learn during an educational course or programme [6, 7]
Summary
The European Society for Sports Traumatology, Knee Surgery and Arthroscopy (ESSKA, www.esska.org) is an international membership organisation for specialists in degenerative joint disease and sports medicine It brings orthopaedic surgeons and other musculoskeletal specialists together to share best practice, collaborate in research and education, publish journals and other resources, and organise courses and meetings – all with. Because of the success of the ISTH projects, and similarities between these international societies, the ESSKA Board considered the ISTH approach as a helpful model to inform its own research This aim of the present study was to develop a competency-based core curriculum for ESSKA specialists, covering all areas of specialist interest within the Society, against which all educational activities, resources and priorities for development could be mapped
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