1.Standardized program for Clinical and Research Fellowship Training in Adult Interventional Cardiovascular Medicine 2023
Eric Oliver D. Sison ; Agapito S. Fortuno Jr. ; Lauro L. Abrahan IV ; Regidor R. Encabo ; Frederick Philip B. Gloria ; Rodney M. Jimenez ; Rhandy P. Panganiban ; Rowena Cacas Rebollido ; Eduardo L. Tin Hay ; Alexander D. Ang ; Julius I. Baquiran ; Jose Jonas D. Del Rosario ; Paterno F. Dizon Jr. ; Timothy C. Dy ; Alvin C. Lim ; Juan G. Reganion ; Michelangelo L. Sabas ; Marc Josef S. So
Philippine Journal of Cardiology 2025;53(2):98-106
The country’s cardiology centers have been producing subspecialists in the field of Invasive and Interventional Cardiology. To date, 11 hospitals and/or medical centers are involved in training these subspecialists in a 1 to 2-year program. And to this date, there have been no uniform standards and guidelines as to what comprises the basic and/or acceptable training outcomes for the interventionalist in training. This paper describes the development of the core curriculum for an interventional cardiovascular training program to prepare its trainees to be competent in performing invasive diagnostic and interventional cardiovascular procedures as part of comprehensive patient care. The task force for the core curriculum of the interventional training program gathered several officers and leaders of the PSCCI, the training heads of the various interventional programs in the country, as well as experts in the field of cardiology education. Through a series of meetings, consultations, and workshops, the task force laid out the template on which all the training programs would be based. Such a framework considered the international standards regarding minimum caseloads for interventional training and the peculiar situation of each training institution. International standards like the Core Cardiovascular Training Statement (COCATS 4) Task Force 10: Training in Cardiac Catheterizations and the 2020 EAPCI Core Curriculum for Percutaneous Cardiovascular Interventions served as the reference framework for key recommendations. A consensus was achieved that upheld the highest standards of competence without disenfranchising certain institutions due to intricacies and uniqueness of hospital set-up and training situation.
Training ; Education ; Curriculum
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