Thoracic oncology HERMES: European curriculum recommendations for training in thoracic oncology

The HERMES (Harmonising Education in Respiratory Medicine for European Specialists) project is funded by the European Respiratory Society (ERS) and has the declared aims of harmonising education in thoracic medicine, recognising diplomas and certificates of qualification, and improving free access and mobility for medical specialists across the European Union (EU). This takes into account Directive 2013/55/EU of the European Parliament and of the Council [1] on the recognition of professional qualifications, one of the pillars of EU legislation. Moreover, it conforms to the fact that there is a shortage of medical/surgical specialists in several European countries, which means that more physicians of other European and non-European countries will be needed to sustain the functioning and development of health services in future years and decades [2]. HERMES is working towards the development of harmonised and structured programmes for education across respiratory specialties to ensure that the best care is delivered for those suffering from respiratory diseases. Thoracic oncology HERMES: European curriculum recommendations for training in thoracic oncology http://ow.ly/mdqT300NHqO

[1]  Zubair Amin,et al.  Objective Structured Clinical Examination (OSCE) , 2006 .

[2]  Miguel A García-Pérez,et al.  Physicians' migration in Europe: an overview of the current situation , 2007, BMC Health Services Research.

[3]  D Osterweil,et al.  Objective structured clinical examination , 2001, BMJ.

[4]  J. Vansteenkiste,et al.  Thoracic oncology in Europe: the ERS action plan by the Thoracic Oncology Assembly , 2010, European Respiratory Journal.

[5]  Zubair Amin,et al.  Practical Guide To Medical Student Assessment , 2006 .

[6]  Erik Jakobsen,et al.  The European initiative for quality management in lung cancer care , 2014, European Respiratory Journal.

[7]  Tim Swanwick,et al.  Understanding Medical Education: Evidence, Theory and Practice, 1st edn , 2011 .

[8]  Jonathan Sherbino,et al.  Competency-based medical education in postgraduate medical education , 2010, Medical teacher.

[9]  Edward J. Wood.  Practical guide to medical student assessment , 2007 .

[10]  Benjamin S. Bloom,et al.  Taxonomy of Educational Objectives: The Classification of Educational Goals. , 1957 .

[11]  N. Adams.  Bloom's taxonomy of cognitive learning objectives. , 2015, Journal of the Medical Library Association : JMLA.

[12]  Sam M. Janes,et al.  Thoracic Oncology HERMES: a European syllabus towards a harmonised education and training of Thoracic Oncology specialists , 2013, Breathe.

[13]  R. Harden,et al.  AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning , 2001, Medical teacher.

[14]  G. Miller.  The assessment of clinical skills/competence/performance , 1990, Academic medicine : journal of the Association of American Medical Colleges.

[15]  Ivy Oandasan,et al.  Key elements for interprofessional education. Part 1: The learner, the educator and the learning context , 2005, Journal of interprofessional care.

[16]  Patricia Bluteau,et al.  Interprofessional Education: Making it Happen , 2009 .

[17]  B. Bloom.  Taxonomy of educational objectives , 1956 .

[18]  Paolo Boffetta,et al.  Thoracic Oncology HERMES syllabus: setting the basis for thoracic oncology training in Europe , 2013, European Respiratory Journal.

[19]  Charles A Powell,et al.  An official American Thoracic Society/European Respiratory Society statement: the role of the pulmonologist in the diagnosis and management of lung cancer. , 2013, American journal of respiratory and critical care medicine.

[20]  J. V. Von Roenn,et al.  ACCO: ASCO core curriculum outline. , 2005, Journal of clinical oncology : official journal of the American Society of Clinical Oncology.