in 1997, there has been additional guidance by the Accreditation Council on Graduate Medical Education (ACGME) and greater accountability to the public that we, indeed, are producing competent and professional pediatric anesthesiologists. This has been influenced by the slow evolution from time-based educational curriculum to a competency-based paradigm. As with all ACGME-accredited specialties, education leaders in pediatric anesthesiology first convened in 2014 to design specialty-specific developmental trajectories within the framework of the 6 core competencies, known as milestones, on which fellows were to be tracked during the 1-year fellowship. With 5 years of implementation, and substantial data and feedback, it has become clear that an iterative improvement was necessary to mirror the evolution of the profession. It was evident that the community required brevity and clarity in the next version of the milestones and required additional resources for assessment and faculty development. We describe here the methodology and considerations of our working group, guided by ACGME, in the rewriting of the milestones. We also provide suggestions for implementation and collaboration to support the education and assessment of pediatric anesthesiology fellows across the country....

中文翻译：

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儿科麻醉学里程碑 2.0：更新、基本原理和未来计划

1997 年，研究生医学教育认证委员会 (ACGME) 提供了额外的指导，并对公众承担了更大的责任，我们确实正在培养有能力和专业的儿科麻醉师。这是受到从基于时间的教育课程到基于能力的范式缓慢演变的影响。与所有 ACGME 认证的专业一样，儿科麻醉学的教育领导者于 2014 年首次召开会议，在 6 项核心能力（称为里程碑）的框架内设计特定专业的发展轨迹，在为期 1 年的研究金期间对研究员进行跟踪。经过 5 年的实施以及大量数据和反馈，我们已经清楚地认识到，必须进行迭代改进才能反映行业的发展。显然，社区要求下一版本的里程碑简洁明了，并需要额外的资源用于评估和教师发展。我们在此描述我们的工作组在 ACGME 的指导下重写里程碑的方法和考虑因素。我们还提供实施和合作建议，以支持全国儿科麻醉学研究员的教育和评估......