Continuum, la plataforma de Formación Basada en Competencias / Continuum, the continuing education platform based on a competency matrix

La Formación Basada en Competencias es una modalidad formativa que ha cambiado el enfoque tradicional centrado en la enseñanza por otro basado en el aprendizaje. Los alumnos son el centro del proceso, en el que deben aprender a aprender, a resolver problemas y a adaptarse a los cambios en su entorno. El objetivo es lograr un aprendizaje que integre el saber, el saber hacer, el saber ser y el saber estar. A este conjunto de saberes se les denomina competencias. Es fundamental disponer de una referencia de las competencias requeridas para identificar la necesidad de las mismas. Su adquisición se aborda a través de módulos docentes en los que se pueden adquirir una o más competencias. Esta estrategia docente ha sido adoptada por Continuum, la plataforma de formación a distancia de la Asociación Española de Pediatría, que ha desarrollado una matriz de competencias, basada en el programa de formación del Global Pediatric Education Consortium. En este artículo repasaremos los fundamentos de la Formación Basada en Competencias y cómo se aplica en Continuum

Competency-Based Education is a learning method that has changed the traditional teaching-based focus to a learning-based one. Students are the centre of the process, in which they must learn to learn, solve problems, and adapt to changes in their environment. The goal is to provide learning based on knowledge, skills (know-how), attitude and behaviour. These sets of knowledge are called competencies. It is essential to have a reference of the required competencies in order to identify the need for them. Their acquisition is approached through teaching modules, in which one or more skills can be acquired. This teaching strategy has been adopted by Continuum, the distance learning platform of the Spanish Paediatric Association, which has developed a competency matrix based on the Global Paediatric Education Consortium training program. In this article, a review will be presented on the basics of Competency-Based Education and how it is applied in Continuum

[Continuum, the continuing education platform based on a competency matrix]. / Continuum, la plataforma de Formación Basada en Competencias.

Competency-Based Education is a learning method that has changed the traditional teaching-based focus to a learning-based one. Students are the centre of the process, in which they must learn to learn, solve problems, and adapt to changes in their environment. The goal is to provide learning based on knowledge, skills (know-how), attitude and behaviour. These sets of knowledge are called competencies. It is essential to have a reference of the required competencies in order to identify the need for them. Their acquisition is approached through teaching modules, in which one or more skills can be acquired. This teaching strategy has been adopted by Continuum, the distance learning platform of the Spanish Paediatric Association, which has developed a competency matrix based on the Global Paediatric Education Consortium training program. In this article, a review will be presented on the basics of Competency-Based Education and how it is applied in Continuum.

El aprendizaje basado en problemas: el reto de la educación activa aplicada a la Pediatría / No disponible

No disponible

Presentación de «Continuum»: el portal de formación continuada de la Asociación Española de Pediatría / Presentation of «Continuum»: The continuing education portal of the Spanish Paediatric Association

No disponible

Documento de consenso sobre el diagnóstico y tratamiento de la faringoamigdalitis aguda / Consensus document on the diagnosis and treatment of acute tonsillopharyngitis

La faringoamigdalitis aguda (FAA) es una de las enfermedades más comunes en la infancia. La etiología más frecuente es vírica. Entre las causas bacterianas, el principal agente responsable es Streptococcus pyogenes o estreptococo beta hemolítico del grupo A (EbhGA). Las escalas de valoración clínica son una buena ayuda para seleccionar a qué niños se deben practicar las técnicas de detección rápida de antígeno estreptocócico (TDR) y/o el cultivo de muestras faringoamigdalares. Sin su empleo, se tiende al sobrediagnóstico de FAA estreptocócica, con la consiguiente prescripción innecesaria de antibióticos, muchas veces de amplio espectro. Los objetivos del tratamiento son: acelerar la resolución de los síntomas, reducir el tiempo de contagio y prevenir las complicaciones supurativas locales y no supurativas. Idealmente, solo deben tratarse los casos confirmados. En caso de no disponibilidad de la TDR, o en algunos casos, ante un resultado negativo, se recomienda obtener cultivo e iniciar tratamiento a la espera de los resultados, solo si la sospecha clínica es alta. Los antibióticos de elección para el tratamiento de la FAA estreptocócica son penicilina y amoxicilina. Amoxicilina-clavulánico no está indicado de forma empírica en la infección aguda. Los macrólidos tampoco son un tratamiento de primera elección; su uso debe reservarse para pacientes con alergia inmediata a penicilina o como tratamiento erradicador, en los casos indicados. Es urgente y prioritario en nuestro país adecuar la prescripción de antibióticos a la evidencia científica disponible (AU)

Acute tonsillopharyngitis is one of the most common childhood diseases. Viruses are the most frequent origin. Group A Streptococcus (Streptococcus pyogenes) is the main bacterial cause. A culture or a rapid antigen-detection test of a throat-swab specimen should only be done on the basis of clinical scores, in order to avoid over-diagnosis of bacterial origin and unnecessary antibiotic prescription. The objectives of treatment are: the reduction of symptoms, reduce the contagious period, and prevent local suppurative and systemic complications. Ideally, only confirmed cases should receive antibiotics. If there is no possibility to perform a rapid antigen-detection test, or in some cases if the result is negative, it is recommended to perform a culture and, if there is high suspicious index, to prescribe antibiotics. Penicillin is the treatment of choice, although amoxicillin is also accepted as the first option. Amoxicillin/clavulanate is not indicated in any case as empirical treatment. Macrolides are not a first choice antibiotic, and should be reserved for those patients with immediate penicillin allergy reaction or for the treatment of streptococcal carriers. It is of primordial importance to adapt the prescribing of antibiotics to the scientific evidence (AU)

[Consensus document on the diagnosis and treatment of acute tonsillopharyngitis]. / Documento de consenso sobre el diagnóstico y tratamiento de la faringoamigdalitis aguda.

Acute tonsillopharyngitis is one of the most common childhood diseases. Viruses are the most frequent origin. Group A Streptococcus (Streptococcus pyogenes) is the main bacterial cause. A culture or a rapid antigen-detection test of a throat-swab specimen should only be done on the basis of clinical scores, in order to avoid over-diagnosis of bacterial origin and unnecessary antibiotic prescription. The objectives of treatment are: the reduction of symptoms, reduce the contagious period, and prevent local suppurative and systemic complications. Ideally, only confirmed cases should receive antibiotics. If there is no possibility to perform a rapid antigen-detection test, or in some cases if the result is negative, it is recommended to perform a culture and, if there is high suspicious index, to prescribe antibiotics. Penicillin is the treatment of choice, although amoxicillin is also accepted as the first option. Amoxicillin/clavulanate is not indicated in any case as empirical treatment. Macrolides are not a first choice antibiotic, and should be reserved for those patients with immediate penicillin allergy reaction or for the treatment of streptococcal carriers. It is of primordial importance to adapt the prescribing of antibiotics to the scientific evidence.

Psiquiatría infantil: patología prevalente en Atención Primaria, abordaje y tratamiento / Child Psychiatry: prevalent conditions in Primary care, approach and treatment

La Salud Mental Infantojuvenil (SMIJ) comprende el desarrollo de las capacidades sociales y emocionales del niño que le permiten experimentar, regular sus emociones, establecer relaciones próximas y seguras, y aprender. En España, la prevalencia de los trastornos de SMIJ se sitúa en torno al 20%. En el presente documento, partiendo de los trastornos psicopatológicos más frecuentes, se recogen las funciones de los profesionales de la salud que son depositarios de la solicitud de asistencia: pediatras, psiquiatras infantiles y psicólogos, con objeto de mejorar la continuidad asistencial y la coordinación entre niveles. Se describen las indicaciones de derivación y las recomendaciones generales en cuanto al tipo de intervención (AU)

The Child and Adolescent Mental Health (SMIJ) includes the development of social skills and emotional needs that allow them to experience, to regulate their emotions, to establish close and safe relationships, and to learn. In Spain, the prevalence of disorders SMIJ is around 20%. In this document, the roles of the health professionals who are custodians of the request for assistance, based on the most common mental diseases, are collected: pediatricians, child psychiatrists and psychologists aiming to improve the continuity of care and coordination between levels. We describe the indications for referral and general recommendations on the type of intervention (AU)

Trastornos del espectro autista. Detección precoz, herramientas de cribado / Autistic spectrum disorders. Early detection, screening tools

El término trastornos del espectro autista (TEA) agrupa cinco cuadros clínicos según el DSM-IV-TR, ocho si seguimos la Clasificación CIE-10 de la Organización Mundial de la Salud. Todos ellos se caracterizan por dificultades cualitativas de interacción social, con falta de empatía y reciprocidad social, incapacidad para reconocer y responder a gestos y expresiones, dificultades en la comunicación y falta de flexibilidad en razonamientos y comportamientos, con un repertorio restringido, estereotipado y repetitivo de actividades e intereses. Se trata de un trastorno prevalente, que predomina en varones y cuyos síntomas por lo general son evidentes entre los 18 y los 24 meses de edad; pese a ello es habitual que ocurra retraso en el diagnóstico. Desde Atención Primaria se ha de promover una intervención precoz mediante la vigilancia longitudinal del DPM, la realización de cribado sistemático entre los 18-24 meses de edad (M-CHAT) y considerando especialmente las preocupaciones expresadas por los padres como importante signo de alarma. El diagnóstico definitivo será llevado a cabo por un equipo multidisciplinar experto en los TEA que emplearán herramientas diagnósticas más específicas como ADI-R y ADOS. Existe evidencia de que las intervenciones son más efectivas cuando se inician precozmente, entre los 2 y los 4 años de edad. Además de lo anterior se han de atender los problemas médicos asociados, conocer las intervenciones farmacológicas y no farmacológicas para los comportamientos problemáticos y ofrecer formación y apoyo a las familias, las cuales han de conocer la existencia de terapias controvertidas, no sustentadas en evidencias científicas, a fin de que actúen con cautela frente a las mismas (AU)

The term, autistic spectrum disorder (ASD) groups 5 clinical conditions according to the DSM-IV-TR, eight if we follow the ICD-10 Classification of the World Health Organisation. All of them are characterised by qualitative social interaction difficulties, with lack of empathy and social reciprocity, inability to recognise and respond to gestures or expressions, communication difficulties, lack of flexibility in reasoning and behaviour, with a restricted, stereotyped and repetitive activities and interests. It is a prevalent disorder, which predominates in males and the symptoms are generally evident between 18 and 24 months of age, this being a reason for the delay in diagnosis. An early intervention program must be introduced to monitor PSD over the longterm, performing systematic screening between 18-24 months of age ( M-CHAT) and in particular, taking into account the concerns expressed by the parents as an important sign of alarm. The definitive diagnosis will be made by a multidisciplinary team expert in ASD, who will use more specific diagnostic tools like ADI-R and ADOS. There is evidence that interventions are more effective when started early, between 2 and 4 years of age. As well as all this, the associated medical problems have to be attended to. We must know the pharmacological and non-pharmacological interventions for problematic behaviours, and offer training and support ,to the families, who should be aware of controversial treatments, not supported by scientific evidence, so that they may act with caution with those (AU)