MRCPCH Theory Examination Syllabi v2 0

RCPCH Progress
Paediatric curriculum for excellence
MRCPCH Theory
Examination Syllabi
Version 1
The Royal College of Paediatrics and Child Health is a registered charity

in England and Wales (105774) and in Scotland (SCO38299)
Contents
This document outlines the syllabus for the MRCPCH theory examinations. It accompanies the
RCPCH Progress curriculum and assessment strategy.
This is Version 1.0. As the document is updated, version numbers will be changed, and content
changes noted in the table below.
Introduction ....................................................................................................................................................................................... 4
Version number Date issued Summary of changes How to use this syllabus and useful resources .......................................................................................................... 5
Theory Examination blueprints............................................................................................................................................. 6
Examination blueprint for Foundation of Practice (FOP)................................................................................... 7
Examination blueprint for Theory and Science of Practice (TAS).................................................................. 8
Examination blueprint for Applied Knowledge in Practice (AKP)................................................................ 9
Adolescent Health/Medicine................................................................................................................................................... 10
Behavioural Medicine/Psychiatry........................................................................................................................................ 11
Cardiology............................................................................................................................................................................................ 13
Dermatology...................................................................................................................................................................................... 16
Diabetes Mellitus............................................................................................................................................................................. 18
Emergency Medicine (including accidents and poisoning)............................................................................. 20
Endocrinology and Growth...................................................................................................................................................... 23
Ethics and Law.................................................................................................................................................................................. 25
Gastroenterology and Hepatology (including surgical abdominal conditions).................................. 26
Genetics and Dysmorphology............................................................................................................................................... 29
Haematology and Oncology................................................................................................................................................... 30
Infection, Immunology and Allergy................................................................................................................................... 32
Metabolism and Metabolic Medicine (including fluid management and acid base balance). 35
Musculoskeletal............................................................................................................................................................................... 37
Neonatology....................................................................................................................................................................................... 39
Nephro-urology................................................................................................................................................................................ 42
Neurodevelopment and Neurodisability........................................................................................................................ 44
Neurology............................................................................................................................................................................................. 45
Nutrition................................................................................................................................................................................................ 47
Ophthalmology................................................................................................................................................................................ 49
Palliative Care and Pain Management............................................................................................................................ 50
Patient Safety and Clinical Governance.......................................................................................................................... 51
Pharmacology................................................................................................................................................................................... 53
Respiratory Medicine with ENT............................................................................................................................................. 55
Safeguarding..................................................................................................................................................................................... 58
Science of Practice......................................................................................................................................................................... 60
This information is correct and up to date at time of Publication.

©RCPCH 2017
2 3
Introduction How to use this syllabus
This syllabus is intended to act as a guide for those undertaking the theory examinations, which The syllabus should be used in conjunction with our background information on the theory
for most individuals are a prerequisite for membership of the Royal College of Paediatrics and examination which can be found on the RCPCH web pages. The blueprint section in this
Child Health (MRCPCH). The theory examinations are now entirely computer-based and consist document may be useful in identifying the relative importance/weighting given to each
of 3 parts. These are not sequential and candidates can choose to sit the examinations in any syllabus item and we recommend that all those planning to undertake the theory examinations
order. Acquisition of these examinations is essential for competency progression for UK trainees read these carefully. There are several recommended RCPCH publications, which are used by
and we expect those in training programmes to have completed all their theory examinations examiners for setting and ‘fact-checking’ of our theory questions. These help to add depth and
by the end of the second year of training (ST2). detail to the level of knowledge required.
Our experience is that some doctors take parts of the theory examination before entry to
the paediatric training programme and the Foundation of Practice and Theory and Science
examinations do not necessarily require the trainee to have significant clinical experience. The 3
parts of the examination are: Useful resources
• The Foundation of Practice Examination (FOP). This is intended to test the knowledge of
doctors seeking to provide clinical care for children. It covers a wide range of commoner
The following publications have been produced by RCPCH to support doctors preparing for the
conditions that are frequently encountered and it also continues as the theoretical
MRCPCH examinations. These can be purchased from the RCPCH online shop:
component of the DCH.
https://www.rcpch.ac.uk/shop-publications.
• The Theory and Science of Practice Examination (TAS). The emphasis of the examination
is to test the basic scientific, physiological and pharmacological principles upon which
• Clinical Cases for MRCPCH Foundation of Practice, Dr Chris Dewhurst
clinical practice is based.
• The Applied Knowledge of Practice Examination (AKP) aims to test clinical decision
• Clinical Cases for MRCPCH Theory and Science, Dr Will Carroll
making and management. Candidates benefit from clinical experience in paediatrics
before undertaking this examination.
• Clinical Cases for MRCPCH Applied Knowledge in Practice, Dr Robert Dinwiddie
This syllabus aims to clarify for learners and teachers the core knowledge requirements for
• The Science of Paediatrics, MRCPCH Mastercourse, by Dr Tom Lissauer and Dr Will Carroll
paediatricians attempting the theory examinations. It should be read in combination with the
existing Curriculum for Paediatric Training in General Paediatrics.
We also run regular exam preparation courses. Please see https://www.rcpch.ac.uk/education/courses
We have reviewed, shortened and harmonised the existing syllabi and we hope this version will for details of upcoming courses and to book your place.
be more user friendly, allowing trainees to link their learning with their training.
“Learn about all issues relevant to the children and young people’s life –
school, work, university, physical, mental health, friends and family”
RCPCH &Us® Voice Bank 2016
4 5
Theory Examination blueprints Examination blueprint for Foundation
of Practice (FOP)
RCPCH strives to ensure that all examinations are valid and reliable, through consistency in
the way that examinations are created and with a detailed standard setting process once the
examination has been sat. The blueprints in this document support this, allowing specific The FOP examinations consist of 70 best of 5 (BO5) questions and 10 extended matching (EMQ)
mapping of questions to the syllabus, and ensuring adequate selection across the entire questions. Below is the percentage of each sub-specialty used in the FOP examinations.
syllabus, with consistency of subject content, depth and difficulty over time.
Adolescent Health/Medicine
These blueprints have been used to construct the RCPCH theory examinations from summer Behavioural Medicine/Psychiatry
2016 onwards as part of our ongoing quality improvement work. It is hoped they will be of Cardiology
value for trainees as they prepare to sit the Foundation of Practice (FOP), Theory and Science of
Ethics and Law
Practice (TAS) and Applied Knowledge in Practice (AKP) examinations.
Genetics and Dysmorphology
Percentage of questions to be included Metabolism and Metabolic Medicine (including
in examinations fluid management and acid base balance)
[25% min-38% max] Neurology
Ophthalmology
Palliative Care and Pain Management
Patient Safety and Clinical Governance
Safeguarding
Science of Practice
Dermatology
Diabetes Mellitus
Endocrinology and Growth
Emergency Medicine (including accidents and
poisoning)
Percentage of questions to be included
Haematology and Oncology
in examinations
Musculoskeletal
[44% min-53% max]
Neonatology
Nephro-urology
Neurodevelopment and Neurodisability
Nutrition
Pharmacology
Gastroenterology and Hepatology (including
Percentage of questions to be included surgical abdominal conditions)
in examinations
Infection, Immunology and Allergy
[18% min-22% max]
Respiratory Medicine with ENT
6 7
Examination blueprint for Theory and Examination blueprint for Applied
Science of Practice (TAS) Knowledge in Practice (AKP)
The TAS examinations consist of 70 best of 5 (BO5) questions and 10 extended matching (EMQ) The AKP examinations consist of 120 questions which can be tested on short history, clinical with
questions. Below is the percentage of each sub-specialties used in the TAS examinations. images, x-ray, data, data with ECG, evidence based medicine and extended matching (EMQ)
questions. Below is the percentage of each sub-specialties used in the AKP exams.
Adolescent Health/Medicine
Behavioural Medicine/Psychiatry Adolescent Health/Medicine
Dermatology Behavioural Medicine/Psychiatry
Diabetes Mellitus Dermatology
Emergency Medicine (including accidents and Ethics and Law
poisoning) Percentage of questions to be included Genetics and Dysmorphology
Ethics and Law in the examinations Musculoskeletal
in the examinations
Musculoskeletal [21% min-34% max] Nutrition
[28% min-40% max]
Neurodevelopment and Neurodisability Ophthalmology
Nutrition Palliative Care and Pain Management
Ophthalmology Patient Safety and Clinical Governance
Palliative Care and Pain Management Science of Practice
Patient Safety and Clinical Governance Cardiology
Safeguarding Diabetes Mellitus
Cardiology Endocrinology and Growth
Endocrinology and Growth Emergency Medicine (including accidents and
Genetics and Dysmorphology poisoning)
Haematology and Oncology Gastroenterology and Hepatology (including
Percentage of questions to be included surgical abdominal conditions)
Metabolism and Metabolic Medicine (including Percentage of questions to be included
in the examinations
fluid management and acid base balance) in the examinations Haematology and Oncology
[36% min-43% max]
Nephro-urology [48% min-58% max] Metabolism and Metabolic Medicine (including
Neurology fluid management and acid base balance)
Pharmacology Nephro-urology
Science of Practice Neurodevelopment and Neurodisability
Gastroenterology and Hepatology (including Neurology

surgical abdominal conditions) Pharmacology
in the examinations Infection, Immunology and Allergy Safeguarding
[24% min-29% max] Neonatology Percentage of questions to be included Infection, Immunology and Allergy
Respiratory Medicine with ENT in the examinations Neonatology
[18% min-22% max] Respiratory Medicine with ENT
These ranges were calculated by the Delphi approach at the November 2015 Examination
Boards. The expert panel consist of Dr Will Carroll, Dr Rob Primhak, Dr Jean Glass and Dr Colin
Campbell. This panel went through the syllabi systematically determining the ranges that would
8 be used in the theory examinations. 9
Adolescent Health/Medicine Behavioural Medicine/Psychiatry
Defined by the RCPCH Progress Level 1 Generic Syllabus: Defined by the RCPCH Progress Level 1 Generic Syllabus:
• Domain: Professional Skills and Knowledge: Patient Management • Domain: Professional Skills and Knowledge: Patient Management
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
Professional Capabilities (GPC) 2 & 3 Professional Capabilities (GPC) 2 & 3
Illustrations supporting this Learning Outcome that are relevant to the exam Illustrations supporting this Learning Outcome that are relevant to the exam
syllabus area below include: 12. Drug and alcohol related medicine, 15. Growth and syllabus area below include: 19. Mental health
development, 25. Respiratory and sleep medicine and 27. Young people’s health
• Domain: Capbilities in Health Promotion and Illness Prevention
Foundation of Practice Applied Knowledge in Curriculum Learning Outcome 5 : Advises on and promotes healthy behaviour from
Theory and Science (TAS)
(FOP) Practice (AKP) early years to adulthood
Illustrations supporting this Learning Outcome that are relevant to the exam
[FAh1] Know how the health
[AAh1] Know how to syllabus area below include: 1. Child health inequalities and 2. Environment, economy
needs of adolescents are
manage transition of and culture
different from other age
adolescents with chronic
groups and know about good
health needs to adult
practice in transition to adult • Domain: Patient Safety, including Safe Prescribing
services
services Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and

[FAh2] Know about risk- [AAh2] Know how to prescribes commonly used medications in an appropriate manner, recognises when a
taking behaviours including [TAh1] Understand how assess and diagnose patient has been exposed to risk and escalates care in accordance with local procedures
non-adherence, deliberate ongoing dynamic brain risk taking behaviours Illustrations supporting this Learning Outcome that are relevant to the exam

self-harm and substance development affects including non-adherence, syllabus area below include: 8. Applies knowledge of the pharmacological basis for
misuse and understand cognition, risk taking self-harm, alcohol and common treatments to prescribing practice
how these present and are and decision making in substance misuse and
managed within Health and adolescence make appropriate referral
Social Services to specialist services Foundation of Practice Applied Knowledge in
[AAh3] Know how to assess, (FOP) Practice (AKP)
[FAh3] Know about the diagnose and manage
[FBp1] Know the
clinical presentation of young eating disorders and know determinants of child and
people with eating disorders the risks and complications adolescent mental health
of treatment
[ABp1] Know about the
[FAh4] Know about [AAh4] To be able to assess, [FBp2] Know about the effects of physical diseases
contraceptive and sexual diagnose and manage effects of physical diseases on behaviour and vice versa
[TAh2] Understand the
health issues including problems relating to on behaviour and vice versa including somatisation
pathophysiology of sexually
sexually transmitted sexual health including including somatisation disorders as they occur in
transmitted diseases and
infections and teenage contraception, sexually disorders secondary care and when
their treatment to refer to specialist services
pregnancy and how to transmitted disease and
provide appropriate advice teenage pregnancy [FBp3] Understand how common
emotional and behavioural
“Make me better” problems may evolve

10 11
[FBp4] Know about the role
of Child and Adolescent
[ABp2] Understand the role
of Child and Adolescent Cardiology
Mental Health Services
Mental, Health Services
(CAMHS) and know how to
(CAMHS)
refer appropriately
[FBp5] Understand the Defined by the RCPCH Progress Level 1 Generic Syllabus:
[ABp3] To be able to assess,
principles of managing
diagnose and manage
common emotional and • Domain: Professional Skills and Knowledge: Patient Management
common emotional and
behavioural problems such Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
behavioural problems
as temper tantrums, breath- diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
[TBp1] Understand the such as sleep problems,
holding attacks, sleep problems,
scientific basis of the feeding problems, Professional Capabilities (GPC) 2 & 3
feeding problems, the crying
management of emotional disruptive behaviour, eating Illustrations supporting this Learning Outcome that are relevant to the exam
baby, oppositional behaviour,
and behavioural problems disorders, chronic fatigue syllabus area below include: 9. Cardiology
enuresis and encopresis,
syndrome, as they present
excessive water drinking, school
in secondary care, and
refusal, bullying and chronic • Domain: Capbilities in Health Promotion and Illness Prevention
understand when to refer
fatigue syndrome and know Curriculum Learning Outcome 5 : Advises on and promotes healthy behaviour from
to specialist services
when to refer
early years to adulthood – Generic Professional Capabilities (GPC) 4
[ABp4] Know the signs and
[FBp6] Know about the signs [TBp2] Know the scientific Illustrations supporting this Learning Outcome that are relevant to the exam
symptoms of Attention
and symptoms of Attention basis of the treatment syllabus area below include: 1. Child health inequalities
Deficit Hyperactivity
Deficit Hyperactivity Disorder for Attention Deficit
Disorder (ADHD) and the
(ADHD) and appropriate Hyperactivity Disorder
principles of diagnosis and • Domain: Patient Safety, including Safe Prescribing
referral pathways (ADHD)
management Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and

[ABp5] To be able to assess prescribes commonly used medications in an appropriate manner; recognises when a
and diagnose important patient has been exposed to risk and escalates care in accordance with local procedures
mental health problems in
[FBp7] Know the features of – Generic Professional Capabilities (GPC) 6
children and adolescents
depression in children and Illustrations supporting this Learning Outcome that are relevant to the exam
including depression,
adolescents and when to syllabus area below include: 8. Applies knowledge of the pharmacological basis for
psychosis and early
refer to specialist services
onset schizophrenia and common treatments to prescribing practice
understand when to refer
to specialist services
Foundation of Practice Applied Knowledge in
[ABp6] Know and Theory and Science (TAS)
(FOP) Practice (AKP)
understand the
presentation of conduct [TCard1] Know the anatomy
disorders/antisocial and embryology of the
behaviour
normal heart and vascular
[ABp7] To be able to system
identify anxiety disorders,
[TCard2] Understand the [ACard1] Know the various
phobias, panic attacks, [FCard1] Know the clinical
development of the heart presentations of congenital
and obsessive-compulsive features of common
disorders and know when and know the abnormalities heart problems at all ages
congenital heart conditions
to refer to specialist services that are associated with and to be able to assess,
and understand the
[TBp3] Be aware of the common congenital heart diagnose and manage and
principles of management
pharmacology of the main diseases make appropriate referrals
medications used in child and
adolescent mental health
12 13
[TCard3] Know the genetic [TCard10] Understand how
[FCard6] Know the causes [ACard5] To be able to
and environmental factors blood pressure is generated,
and clinical features of assess, diagnose and
in the aetiology of heart measured and interpreted
hypertension and how to manage hypertension
diseases in health and disease and
measure and interpret blood (pulmonary and systemic)
[TCard4] Know the normal the pathophysiological
pressure in different age and make appropriate
fetal circulation and mechanisms resulting in
groups referrals
transitional changes after hypertension
birth [ACard6] Know the cardiac
[FCard2] Know the common [TCard5] Understand the complications of other
causes of cyanosis and how physiological basis of system disorders
to assess these myocardial function [ACard7] Know the
[TCard11] Understand the
[TCard6] Understand indications and common
pharmacology of drugs used
how the anatomy of the side-effects of drugs used
to treat common cardiac
heart relates to changes to treat common cardiac
conditions including duct
in physical signs including conditions including duct
dependant cyanosis, heart
what underlies the heart dependent cyanosis, heart
failure and arrhythmias
sounds and murmurs failure and arrhythmias
[FCard3] Know the causes [TCard7] Understand the [FCard7] Know the [ACard8] To be able
[ACard2] To be able to [TCard12] Understand the
of murmurs palpitations, pathophysiology of cardiac recommendations regarding to assess, diagnose
assess, diagnose and scientific basis of infective
syncope and chest pain, conditions including endocarditis prophylaxis in and manage infective
manage murmurs, chest endocarditis
understand the principles cyanosis, heart failure, shock, children with heart diseases endocarditis
pain, palpitations, cardiac
of management and know syncope, myocarditis and
arrhythmias and syncope
when to refer unexpected cardiac death
[FCard4] Know the causes [ACard3] To be able to
and clinical features of heart assess diagnose and
failure, understand the manage heart failure,
principles of management myocarditis and pericardial
and know when to refer diseases
[ACard4] Understand
[TCard8] To be able to
[FCard5] Know the value investigation of cardiac
interpret appropriate
of oxygen saturation diseases e.g. ECG,
investigations in a child
measurement in the ECHO, catheterisation
with suspected cardiac
assessment of possible and their appropriate
pathologies including
congenital heart diseases selection in diagnosis and
hypertension
management
[TCard9] Understand how
the electrical activity of the
heart translates to the ECG
14 15
Dermatology [FDerm1] Know the causes [TDerm4] Understand the
[ADerm2] To be able to
assess, diagnose and
and management of skin role of infective agents in
manage skin infections in
infections and cellulitis skin disease
children
Defined by the RCPCH Progress Level 1 Generic Syllabus: [FDerm2] Know the side
[TDerm5] Understand the
pharmacology of agents
effects and different
• Domain: Professional Skills and Knowledge: Patient Management used to treat common skin
potencies of topical steroids
diseases
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
assess and diagnose
Professional Capabilities (GPC) 2 & 3
systemic disorders that
involve the skin and know
syllabus area below include: 10. Dermatology
when to refer
[FDerm3] Know the common
causes of fever and rash – e.g.
Curriculum Learning Outcome 5 : Advises on and promotes healthy behaviour from
exanthemata, Kawasaki
Illustrations supporting this Learning Outcome that are relevant to the exam [FDerm4] To be able to
syllabus area below include: 1. Child health inequalities assess simple birth marks
manage birth marks, naevi,
such as strawberry naevi and
neurocutaneous lesions
• Domain: Patient Safety, including Safe Prescribing Mongolian blue spots and
and make appropriate
refer when appropriate
Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and
referrals
prescribes commonly used medications in an appropriate manner; recognises when a [FDerm5] Know the causes
patient has been exposed to risk and escalates care in accordance with local procedures features and management
– Generic Professional Capabilities (GPC) 6 of rashes- HSP, erythema [ADerm5] To be able to
Illustrations supporting this Learning Outcome that are relevant to the exam nodosum and multiforme assess, diagnose and
syllabus area below include: 4. Applies knowledge of the basics of topical treatments and the association between manage drug eruptions,
for eczema and psoriasis, including emollients and soap skin rashes and common urticaria and dermatitis
systemic diseases and when
to refer
Theory and Science (TAS) [FDerm6] To be able to
diagnose, investigate and
[TDerm1] Understand the manage common skin rashes [ADerm6] Understand the
anatomy of the skin e.g. eczema, acne, impetigo, aetiology, presentation and
staphylococcal scalded skin management of eczema
[TDerm2] Know how syndrome, dermatitis, cradle
abnormalities in skin cap, and nappy rash
assess and diagnose
anatomy and physiology
ectodermal dysplasia and [FDerm7] Understand the
relate to appearance,
epidermolysis emotional impact of severe
dysfunction and disease
dermatological problems
[TDerm3] Understand how
injuries to the skin including
burns affect function
16 17
Diabetes Mellitus [FDiaM2] Understand the
[TDiaM4] Understand the
pathophysiological basis
management of diabetes in
of diabetic emergencies
primary care including blood
including diabetic
sugar monitoring and insulin
ketoacidosis, hypoglycaemia,
Defined by the RCPCH Progress Level 1 Generic Syllabus: regimens
hyperglycaemia
• Domain: Professional Skills and Knowledge: Patient Management [TDiaM5] Understand the
pharmacological basis of
treatment of diabetes
[FDiaM3] Know the causes, [ADiaM2] To be able to
complications and treatment diagnose and manage
of hypoglycaemia in the hypoglycaemia in the
syllabus area below include: 11. Diabetes and endocrine
diabetic child diabetic child
• Domain: Patient Safety, including Safe Prescribing

prescribes commonly used medications in an appropriate manner; recognises when a
patient has been exposed to risk and escalates care in accordance with local procedures
– Generic Professional Capabilities (GPC) 6
syllabus area below include: 7. Recognises the risk associated with insulin prescribing
and administration errors

[TDiaM1] Understand
[FDiaM1] To be able to
the aetiology and
recognise the features of [ADiaM1] To be able to
a child or young person assess, diagnose and
of diabetes mellitus types
presenting with diabetes manage diabetes and its
1 and 2 and MODY and
including diabetic complications including
the scientific basis of the
ketoacidosis and know the diabetic ketoacidosis
investigation of suspected
principles of management
diabetes
physiological actions of
hormones on glucose
homeostasis
anatomy, embryology and
function of the endocrine
pancreas
18 19
Emergency Medicine [FEmgM3] To be able to
recognise and provide
(including accidents and poisoning) initial management for life-

threatening airway, breathing
or circulatory compromise
[FEmgM4] Know about [TEmgM3] Understand
[AEmgM3] To be able to
Defined by the RCPCH Progress Level 1 Generic Syllabus: immediate care for children the scientific basis for
assess and provide initial
with burns and scalds, the recognition and
management for children
• Domain: Professional Skills and Knowledge: Patient Management recognising that they may management of the
presenting with burns and
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential be a presentation of non- seriously ill or injured child
scalds
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic accidental injury including burns and scalds
Professional Capabilities (GPC) 2 & 3 [AEmgM4] To be able
Illustrations supporting this Learning Outcome that are relevant to the exam to assess, diagnose
[TEmgM4] Understand
syllabus area below include: 8. Allergy, infection and infectious disease, 18. Intensive [FEmgM5] Know the causes and manage children
the pathophysiology and
care, 22. Neurodisability and neurology and 25. Respiratory and sleep medicine and features of anaphylaxis presenting with
the science, behind the
and its management anaphylaxis including acute
management of anaphylaxis
• Domain: Capbilities in Health Promotion and Illness Prevention life threatening upper
airways obstruction
Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from
[AEmgM5] To be able
[FEmgM6] Know how to to assess, diagnose and
recognise acute seizures and provide initial management
syllabus area below include: 1. Child health inequalities
initiate emergency treatment for children presenting with
acute seizures
Foundation of Practice Applied Knowledge in [AEmgM6] To be able
Theory and Science (TAS) [TEmgM5] Understand
(FOP) Practice (AKP) [FEmgM7] Know how to to assess, diagnose and
the anatomical and
recognise and initiate provide initial management
[FEmgM1] Know the common [AEmgM1] To be able to pathophysiological changes
treatment for children for children presenting
causes of cardiac arrest, [TEmgM1] Understand assess, diagnose and that lead to the signs and
presenting with neurological with acute neurological
the prognostic factors that the science and rationale manage shock and cardiac symptoms of neurological
emergencies emergencies e.g. coma and
influence the outcome and underpinning basic and arrest and able to teach injury
stroke
how to provide basic life advanced life support basic life support to a
[TEmgM6] Understand the,
support and advise others parent
epidemiology, physiological
[AEmgM2] To be [EmgM8] Be aware of [AEmgM7] To be able
and metabolic mechanisms,
able to manage life common causes of accidents to manage childhood
and consequences of
threatening haemorrhage in children and adolescents accidents including trauma
[TEmgM2] Understand accidents including trauma,
and understand the including safeguarding and drowning and able to
the pathophysiological drowning, and inhalation.
principles behind implications and understand advise parents on how to
[FEmgM2] Know how to processes of the Understand the science
different management prevention strategies avoid accidents
control acute blood loss until various types of shock, underpinning accident
considerations, such as
help arrives including haemorrhagic, prevention
permissive hypotension,
hypovolaemic, neurogenic [FEmgM9] Know how to [AEmgM8] To be able to
surgical referral, dilution of
and septic shock differentiate between life or [TEmgM7] Understand the differentiate between life
coagulation factors, early
limb threatening injuries and pathophysiology of bone or limb threatening injuries
use of platelets and blood
injuries that can be managed healing and injuries that can be
products
less urgently managed less urgently
20 21
[AEmgM9] To be able
to initiate appropriate
Endocrinology and Growth
[FEmgM10] Know the
management of limb
principles of managing limb
threatening injuries and
threatening injuries
know when to urgently
Defined by the RCPCH Progress Level 1 Generic Syllabus:
refer
[TEmgM8] Understand • Domain: Professional Skills and Knowledge: Patient Management
[FEmgM11] Know of the risks of radiological
[AEmgM10] To be able to Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
appropriate use of investigation and how to
interpret basic trauma diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
radiological investigations in mitigate these, including
x-rays Professional Capabilities (GPC) 2 & 3
trauma investigations that do not
use imaging
syllabus area below include: 11 Diabetes and endocrine 15. Growth and development
[FEmgM12] Know when to [TEmgM9] Understand the [AEmgM11] To be able to
suspect and how to safely pathophysiology of severe manage head and spine
initiate management in head head and spinal injury and trauma according to APLS/ Foundation of Practice Applied Knowledge in
and spinal injury neurogenic shock ATLS guidelines (FOP) Practice (AKP)
[TEmgM10] Understand
[AEmgM12] To be able to [TEndG1] Understand the
the mode of action,
[FEmgM13] Know the identify causes of poisoning anatomy, embryology and
physiological and
common causes of poisoning and their presentation, function of the important
metabolic mechanisms and
in children and adolescents know how to initiate endocrine organs e.g.
consequences of substances
including safeguarding appropriate management brain, thyroid, parathyroid,
taken without medical
implications and able to anticipate adrenals and gonads
advice for recreational use or
potential complications [FEndG1] Know the [TEndG2] Understand
self-poisoning [AEndG1] To be able to
presentation of disorders the pathophysiological
of the adrenal, thyroid and basis of disorders of the
manage disorders of
parathyroid glands and hypothalamus, pituitary,
the adrenal, thyroid and
understand the principles of thyroid, parathyroid and
parathyroid glands
management adrenal glands
[FEndG2] Know the
[AEndG2] Know the causes
presentation of disorders
and management of
of the pituitary gland and
pituitary and hypothalamic
understand the principles of
disorders
management
[TEndG3] Understand the
of endocrine emergencies
including adrenal crisis and
hypoglycaemia
[TEndG4] Understand the
physiological actions and
regulation of endocrine
hormones
22 23
[TEndG5] Understand
[AEndG3] To be able
to identify endocrine
Ethics and Law
the scientific basis of the
complications of other
investigation of endocrine
diseases and refer
diseases
appropriately
[FEndG3] Understand the
patterns of normal growth [TEndG6] Understand the • Domain: Professional Values and Behaviours
and development including physiological basis of growth
Curriculum Learning Outcome 1: In addition to the professional values and behaviours
puberty and its normal and puberty
required of all doctors (Good Medical Practice), a paediatric trainee must maintain
variations
confidentiality, but judges when disclosure may be required in relation to safeguarding,
[TEndG7] Know the genetic
taking into account the differing legislation and health services between the four
and environmental factors
countries – Generic Professional Capabilities (GPC) 1 & 3
that influence growth and
puberty
syllabus area below include: 1. Confidentiality, 2. Consent, 3. Law and ethics, 4. Advocacy
[FEndG4] Understand the
5. Compassion, empathy and respect
principles and practice [TEndG8] Understand the
of growth measurement, scientific and statistical basis
including plotting and of growth measurement and Foundation of Practice Applied Knowledge in
interpretation of growth charting (FOP) Practice (AKP)
charts
[FEthL1] Understand the
[FEndG5] Know the causes of principles of child advocacy
[AEndG4] Know the causes [AEthL1] To be able to apply
abnormal growth including i.e. that all decisions are to [TEthL1] Know the legal
of problems relating to legal rights of children and
short stature and slow be made in the best interest rights of children and young
growth and puberty. To be young people within the
or accelerated growth. of the child and issues people in the UK
able to assess, diagnose current UK legal framework
Know about appropriate relating to consent and
and manage, referring
assessment, investigation confidentiality
when appropriate
and treatment
“Know about support mechanisms available. Don’t have to do it all on

your own”
24 25
Gastroenterology and Hepatology [FGasH4] Know the causes of
acute diarrhoeal illness, how
[TGasH2] Understand the
pathological mechanisms of
[AGasH4] To be able to
(including surgical abdominal to assess and manage and

when to refer
infective agents in the gut
and liver
manage acute diarrhoeal
illness
conditions) [FGasH5] Know the common
[TGasH3] Understand
causes of chronic diarrhoea assess, diagnose and
the pathophysiology of
and its initial investigation manage chronic diarrhoea
diarrhoea
and management and its complications
Defined by the RCPCH Level 1 Generic Syllabus: [AGasH6] To be able to
[FGasH6] Know the common
causes of food allergies and [TGasH4] Understand the
• Domain: Professional Skills and Knowledge: Patient Management manage food allergies
intolerances, their initial pathophysiology of food
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential and intolerances and
management and when to allergies and intolerances
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic understand the role of the
appropriately refer
Professional Capabilities (GPC) 2 & 3 dietician
Illustrations supporting this Learning Outcome that are relevant to the exam [AGasH7] To be able to
[FGasH7] Know how to [TGasH5] Understand assess, diagnose and
syllabus area below include: 8 Allergy ,infection and infectious disease and 13.
diagnose and manage the pathophysiology of manage constipation
Gastroenterology, hepatology and nutrition
constipation constipation and encopresis and their
complications
[TGasH6] Understand the assess, diagnose and
prescribes commonly used medications in an appropriate manner; recognises when a [FGasH8] Know the causes of
pathophysiology of liver manage liver diseases
patient has been exposed to risk and escalates care in accordance with local procedures jaundice and when to refer
disorders including jaundice and disorders and make
appropriate referrals
[FGasH9] Know the common [AGasH9] To be able to
syllabus area below include: 11. Modifies prescribing within the context of renal and liver
causes of upper and lower assess, diagnose and
dysfunction gastrointestinal bleeding, manage bleeding from the
initial management and gastrointestinal tract and
Foundation of Practice Applied Knowledge in appropriate referral make appropriate referrals
(FOP) Practice (AKP) [TGasH7] Know the anatomy
[AGasH10] To be able assess,
and embryology of the
[AGasH1] To be able to diagnose and provide initial
[FGasH1] Know the causes gastrointestinal tract and
assess, diagnose and management of congenital
of acute abdominal pain, how variation relates to
manage acute abdominal malformations of the
and recognise when to refer, specific disorders e.g.
pain and make appropriate gastrointestinal tract and
including urgency of referral malrotation, atresias,
liver
referrals Hirschprung disease
[FGasH2] Know the [FGasH10] To be able to
[AGasH2] To able to assess, [AGasH11] To be able to
presentations, causes and recognise and understand
diagnose and manage assess and diagnose
management of chronic and the management of common
chronic and recurrent surgical disorders of the
recurrent abdominal pain surgical conditions including
abdominal pain gastrointestinal tract
including when to refer hernias, and pyloric stenosis
[FGasH3] Know the causes
of vomiting/regurgitation at [TGasH1] Understand
different ages and to be able the pathophysiology of
manage vomiting/
to assess, manage and refer vomiting/regurgitation
regurgitation
appropriately
26 27
[FGasH11] Know the varied
[TGasH8] Know the basic
histopathology and
[AGasH12] To be able to Genetics and Dysmorphology
presentations of coeliac cellular dysfunction of
manage conditions
disease and its investigation important disorders causing
resulting in malabsorption
and management malabsorption including
including coeliac disease Defined by the RCPCH Progress Level 1 Generic Syllabus:
coeliac disease
[TGasH9] Understand • Domain: Professional Skills and Knowledge: Patient Management
the physiological basis [AGasH13] To be able to
[FGasH12] Know the Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
of normal gut, liver and assess, diagnose and
presentation of disorders of diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
exocrine pancreatic function manage diseases and
the exocrine pancreas Professional Capabilities (GPC) 2 & 3
including motility, digestion, disorders of the pancreas
absorption and secretion
syllabus area below include: 14. Genetics and dysmorphology and 22. Neurodisability
[AGasH14] To be able
and neurology
to assess, diagnose
and manage chronic
inflammatory and
autoimmune diseases of Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from
the gastrointestinal tract early years to adulthood – Generic Professional Capabilities (GPC) 4
and know when to refer Illustrations supporting this Learning Outcome that are relevant to the exam
[AGasH15] To be able to syllabus area below include: 2 Environment,economy and culture
initiate management of Foundation of Practice Applied Knowledge in
the conditions that cause Theory and Science (TAS)
hepatitis and hepatic
cirrhosis, and make [FGenD1] Understand patterns [AGenD1] To be able to
[TGenD1] Understand the
appropriate referrals of disease inheritance and able explain and provide advice
scientific basis of genetic
to construct a family tree and regarding patterns of
[TGasH10] Understand disorders and inheritance
interpret patterns of inheritance inheritance
the anatomical and
[AGenD2] To be able to
physiological and hormonal [FGenD2] Know about
[TGenD2] Understand the diagnose and manage
changes in gut and liver that the features of common
chromosomal and molecular common genetic and
occur throughout childhood chromosome disorders e.g.
basis of genetic disorders dysmorphological
Down, Turner and Fragile X
[TGasH11] Understand and the principles of testing conditions and make
syndromes
the role of the gut in appropriate referrals
homeostasis and its [AGenD3] To be able to
[FGenD3] Know the basis
dysfunction advise regarding pre-
of genetic screening and
[TGenD3] Understand the natal and post-natal
[TGasH12] Know the genetic diagnosis, the common
scientific basis of genetic screening and demonstrate
and environmental factors in conditions for which they
screening and diagnosis understanding of
the aetiology of gut and liver are used and the ethical
subsequent referral and
disease dilemmas they pose
management
[TGasH13] Understand the [AGenD4] Understand the
pharmacological basis of [FGenD4] Know about
[TGenD4] Know the effects of environmental
environmental factors
treatment of gastrointestinal environmental factors factors which may affect
which may affect pre-natal
and hepatic disorders which may affect prenatal development of the fetus
development, e.g. maternal
development e.g. maternal health, drugs
health, alcohol and drugs
and alcohol
28 29
Haematology and Oncology [FHaeO4] Know how to
interpret haematological
[THaeO4] To be able
[AHaeO4] To be able to
to interpret commonly
investigations including full assess, diagnose and
reported haematological
blood count, blood film and manage neutropenia
investigations
coagulation studies
[THaeO5] Know the [AHaeO5] To be able to
genetic and environmental assess, diagnose and
• Domain: Professional Skills and Knowledge: Patient Management
[FHaeO5] Know the clinical factors in the aetiology of make appropriate referral
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential manifestations of acute haematological disorders of leukaemias and
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic leukaemia, lymphoma, and and malignancies and lymphoproliferative disorders.
Professional Capabilities (GPC) 2 & 3 solid tumours understand the molecular To be able to assess, diagnose
Illustrations supporting this Learning Outcome that are relevant to the exam basis of cell growth and and make appropriate
syllabus area below include: 16. Haematology and oncology regulation referral of solid tumours
[FHaeO6] Know how
[THaeO6] Know the anatomy
• Domain: Patient Safety, including Safe Prescribing to assess a child with
of the reticuloendothelial
Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and lymphadenopathy or other
system
prescribes commonly used medications in an appropriate manner; recognises when a masses and when to refer
patient has been exposed to risk and escalates care in accordance with local procedures [AHaeO6] To be able
– Generic Professional Capabilities (GPC) 6 to assess, diagnose
Illustrations supporting this Learning Outcome that are relevant to the exam and make appropriate
syllabus area below include: 8. Applies knowledge of the pharmacological basis for referral of side-effects of
[FHaeO7] Know about the [THaeO7] Understand the
treatment for malignancy
common treatments to prescribing practice risks and benefits of ionising tissue effects of ionising
e.g. chemotherapy and
radiation radiation
radiotherapy and understand
Foundation of Practice Applied Knowledge in the risks and benefits of the
(FOP) Practice (AKP) use of ionising radiation in
investigation and treatment
[THaeO1] Understand [AHaeO7] Understand the
[FHaeO1] Know the causes and assess, diagnose and
the physiology and disease associations of
presentations of anaemia and manage children with
pathophysiology of specific syndromes with
their initial investigation and anaemia including bone
haematopoiesis that occur propensity to malignancy
management marrow failure and know
throughout childhood e.g. hemihypertrophy,
when to refer
Fanconi anaemia
[THaeO2] Understand the
[AHaeO2] Understand [AHaeO8] Understand
[FHaeO2] Know and scientific basis of blood
the risks, benefits and [FHaeO8] Understand the the different roles of
understand safe transfusion transfusion including the
precautions involved in role of different health care individuals and services
practice role of major and minor
blood transfusion professionals in shared care involved in providing
blood antigens
for oncological conditions shared care for oncological
[FHaeO3] Know the causes conditions
of bleeding, purpura and [THaeO3] Understand [THaeO8] Understand the [AHaeO9] Understand the
bruising and recognise the pathophysiology of pharmacology of drugs practical application and
manage coagulation
features in the presentation coagulation disorders and used in the treatment potential complications
disorders, hypercoagulable
which suggest serious hypercoagulable states of haematological and associated with bone
states, purpura and bruising
underlying pathology oncological disorders marrow transplantation
including monoclonal and immunosuppressive
antibodies therapy
30 31
Infection, Immunology and Allergy [FIia3] Know and understand
[TIia2] Understand
microbiological
[AIia3] Know the principles
the basic principles of characteristics, including
of infection control
infection control, how antibiotic resistance,
including the control of
outbreaks of infection virulence and other
Defined by the RCPCH Progress Level 1 Generic Syllabus: nosocomial infection and to
including nosocomial mechanisms which lead
be able to implement them
infection occur, and how they to the spread of infection
• Domain: Professional Skills and Knowledge: Patient Management in clinical practice
should be investigated in communities and
populations
[FIia4] To be able to assess
Professional Capabilities (GPC) 2 & 3 [TIia3] Understand the
and manage a febrile child
Illustrations supporting this Learning Outcome that are relevant to the exam pathophysiology of fever
and have knowledge of
syllabus area below include: 1 Allergy, infection and infectous diseases and sepsis and the scientific
current evidence based
rationale for treatment
guidelines
[FIia5] Understand the
Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from principles and the rationale of
early years to adulthood – Generic Professional Capabilities (GPC) 4 [TIia4] Understand
immunisation programmes
the scientific basis of
Illustrations supporting this Learning Outcome that are relevant to the exam including the national
immunisation
syllabus area below include: 2 Environment,economy and culture and 3. Global health immunisation programme
for children in the UK
• Domain: Patient Safety, including Safe Prescribing [FIia6] Know and
[AIia4] To be able to advise
Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and understand the indications,
primary care professionals
prescribes commonly used medications in an appropriate manner; recognises when a contraindications,
on immunisation in
patient has been exposed to risk and escalates care in accordance with local procedures complications and
children with important
– Generic Professional Capabilities (GPC) 6 controversies of routine
medical conditions or in
Illustrations supporting this Learning Outcome that are relevant to the exam childhood immunisations
unusual circumstances and
syllabus area below include: 3. Recognises the indications for antimicrobial prophylaxis and able to advise parents
when complications occur
and 14. Applies knowledge of the mechanisms and problems of drug resistance about immunisations
[TIia5] Understand the
[FIia7] Know the common [AIia5] To be able to assess,
scientific basis of allergy
Foundation of Practice Applied Knowledge in allergies and advise on diagnose and manage
Theory and Science (TAS) and anaphylaxis and the
(FOP) Practice (AKP) management allergies
rationale for treatments
[TIia1] Know the [AIia1] To be able to assess, [AIia6] Know the causes
[FIia1] Know about common
epidemiology, pathology diagnose and manage and common presentations
infections of children in the
and natural history of infections acquired in the [TIia6] Understand host of vulnerability to
UK and important worldwide
common infections of UK and overseas including defence mechanisms and infection including
infections, e.g. TB, HIV, hepatitis
childhood including normal TB, HIV and know when to their pattern of development primary/secondary
B, malaria, polio
patterns of frequency refer immunodeficiency and
[AIia2] To be able to when to refer
[FIia2] Know the UK national
follow the UK national [TIia7] Know the
guidelines on notification of
guidelines on notification epidemiology, genetic and [AIia7] To be able to assess,
communicable diseases
of communicable diseases environmental triggers and diagnose and manage
natural history of atopic, auto-immune disorders
allergic and autoimmune with appropriate referral
diseases
32 33
[TIia8] Understand the
[AIia8] Understand
appropriate and judicious
Metabolism and Metabolic Medicine
(including fluid management and
pharmacology and rational
[FIia8] Know when use of antimicrobials
use of antimicrobials
antimicrobials are indicated including treatment,
including the problem of
resistance development
prophylaxis and drug acid base balance)
resistance
[FIia9] Understand the
[TIia9] Know the
normal patterns and
classification and essential
frequency of infections in Defined by the RCPCH Progress Level 1 Generic Syllabus:
features of infectious agents
childhood
syllabus area below include: 17. Inherited metabolic medicine

syllabus area below include: 8. Applies knowledge of the pharmacological basis for
common treatments to prescribing practice

[TMetM1] Understand [AMetM1] Know the

the biochemistry and biochemical features of
metabolism of fat, protein metabolic diseases and
and carbohydrate including able to undertake and
urea cycle, Krebs cycle, fatty interpret relevant metabolic
acid cycle investigations
[TMetM2] Know the genetic
in the aetiology of metabolic
disorders
34 35
[TMetM3] Understand
the pathophysiology
[AMetM2] To be able Musculoskeletal
[FMetM1] Know about fluid, to assess, diagnose
of metabolic disorders
acid-base and electrolyte and manage fluid and
e.g. electrolyte and
disturbances and their electrolyte disturbances
acid base disturbance,
management and disorders of acid-base Defined by the RCPCH Progress Level 1 Generic Syllabus:
hyperammonaemia,
balance
hypoglycaemia
[AMetM3] Have a good
understanding of the
[TMetM4] Understand diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
clinical presentation and
[FMetM2] Know the common the scientific basis of Professional Capabilities (GPC) 2 & 3
prognosis of metabolic
clinical presentations of investigations that are used Illustrations supporting this Learning Outcome that are relevant to the exam
diseases and to be able
metabolic disease in the diagnosis of metabolic syllabus area below include: 22. Neonates and 26. Rheumatology
to assess, diagnose and
disorders
initiate management and
refer appropriately
[TMetM5] Understand [AMetM4] To be able to Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and
[FMetM3] Know about prescribes commonly used medications in an appropriate manner; recognises when a
the physiology and assess, diagnose and
metabolic bone disease and patient has been exposed to risk and escalates care in accordance with local procedures
pathophysiology of bone manage metabolic bone
its management – Generic Professional Capabilities (GPC) 6
metabolism disease, including rickets
[AMetM5] Know the Illustrations supporting this Learning Outcome that are relevant to the exam
[FMetM4] Know about [TMetM6] Understand screening procedures syllabus area below include: 8. Applies knowledge of the pharmacological basis for
the screening procedures the scientific principles for inherited metabolic common treatments to prescribing practice
for inherited metabolic underlying screening for conditions and understand
conditions metabolic disease the implications of positive Foundation of Practice Applied Knowledge in
tests Theory and Science (TAS)
[TMetM7] Understand the
[FMsk1] Know the
principles of dietary, vitamin
normal variations of limb [TMsk1] Know and
and pharmacological
development e.g. bow legs understand the anatomy of
treatment of metabolic
and knock knees, in-toeing, the musculoskeletal system
diseases
flat feet
[TMsk2] Know the
[FMsk2] Know about the histology and understand
assessment, causes and the physiology and
initial management of joint pathophysiology of muscles
and limb pain, joint laxity and and joints in health and
swelling disease and understand how
structure relates to function
[AMsk1] To be able to assess,
diagnose and manage
[TMsk3] Know the science
musculoskeletal disorders
underlying investigations
including those with
used in the diagnosis of
systemic manifestations,
musculoskeletal disorders
acute and chronic arthritis
and know when to refer
36 37
[AMsk2] To be able to
Neonatology
[FMsk3] Be aware of the [TMsk4] Know the genetic
manage muscular
presentation of muscular and environmental
dystrophies, neuropathies,
disease including the factors in the aetiology of
myopathies and myalgia
dystrophies musculoskeletal disorders Defined by the RCPCH Progress Level 1 Generic Syllabus:
with appropriate specialist
advice
[FMsk4] Know the differential
diagnosis of pain on
walking and limp and initial
management
[FMsk5] Know the causes
syllabus area below include: 8.Allergy,infection and infectious disease and 20. Neonates
of back pain and initial
management
[FMsk6] Know the causes of [TMsk5] Understand the
Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from
acute and chronic arthritis pathophysiology underlying
[AMsk3] To be able to early years to adulthood – Generic Professional Capabilities (GPC) 4
including those with systemic disease associations of
assess, diagnose and Illustrations supporting this Learning Outcome that are relevant to the exam
manifestations (e.g. Henoch- rheumatological conditions
manage vasculitic disorders syllabus area below include: 1. Child health inequalities
Schönlein purpura) and with other conditions
with appropriate referral
understand the principles of including eye disease, and
management metabolic disorders • Domain: Patient Safety, including Safe Prescribing
[AMsk4] To be able to Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and
assess, diagnose and prescribes commonly used medications in an appropriate manner; recognises when a
[FMsk7] Know how to manage specific bone patient has been exposed to risk and escalates care in accordance with local procedures
recognise the various causes disorders such as scoliosis, – Generic Professional Capabilities (GPC) 6
of scoliosis and how they developmental dysplasia Illustrations supporting this Learning Outcome that are relevant to the exam
present of the hip, Perthe’s disease syllabus area below include: 10. Considers the risks for infants of some medications
and make appropriate in breastfeeding mothers and 17. Prescribes appropriate fluid for preterm and growth-
referral restricted babies, including the mother’s expressed milk and the option of donor milk
[FMsk8] Know how to from a milk bank
recognise developmental
dysplasia of the hip,
appropriate referral pathways Theory and Science (TAS)
and usual management
[TMsk6] Understand [ANeo1] To be able to advise
the pharmacology parents and colleagues
[FNeo1] Know and [TNeo1] Understand the
of agents, including about the prognosis and
understand the effects of normal physiological
monoclonal antibodies, likely complications of
antenatal and perinatal processes occurring during
used in the treatment of a high-risk pregnancy,
events the perinatal period
musculoskeletal disease including those involving
alcohol or drug abuse
[ANeo2] To be able to
[FNeo2] Know about
antenatal diagnosis of neural
manage congenital
tube defects
neurological malformations
38 39
[TNeo2] Understand the [FNeo10] Understand the
[FNeo3] Know the problems [ANeo3] Know the long-
scientific basis of common causes and features of [ANeo8] To be able to
associated with prematurity term outcome of the high-
diseases and conditions neonatal jaundice knowing [TNeo7] Understand the initiate and interpret
and the long-term sequelae risk neonate including
affecting the new born when to refer for further physiology of jaundice in diagnostic tests and plan
including the impact on the chronic lung disease and
including the consequences investigation and able to the neonatal period and initial management of
family and community retinopathy of prematurity
of prematurity recognise early presentation principles of treatment the conditions that cause
[FNeo4] To be able to of neonatal hepatitis and neonatal jaundice
recognise and initiate the biliary atresia
management of common [TNeo8] Understand the
disorders in the newborn causes and mechanism
[FNeo11] Know the [ANeo9] To be able to
including sepsis of brain injury in term
presentations of neonatal assess, diagnose and
[FNeo5] Understand the and preterm infants
seizures and recognise manage neurological
principles of new born and its relationship to
[TNeo3] Understand the [ANeo4] To be able to abnormal neurological disorders and make
feeding and growth short and long term
physiology underlying manage neonatal feeding features e.g. the floppy baby appropriate referral
recognising the importance neurodevelopmental
fluid and electrolyte and nutrition, fluid and
of breast feeding and sequelae
management and nutrition electrolyte disorders
being able to advise on [ANeo10] To be able to
in the neonate including hypoglycaemia [FNeo12] Know the principles [TNeo9] Understand the
lactation difficulties and assess and manage
and methods of neonatal physiological basis of
contraindications neonatal resuscitation and
resuscitation neonatal resuscitation
[ANeo5] To be able to its complications
[FNeo6] Be aware of the [TNeo4] Understand the assess, diagnose and [TNeo10] Understand the
occurrence and clinical science of acquired and manage and minimise principles of mechanical
features of maternal to fetal congenital infections in the the risk of congenital ventilation including the
transmission of infection newborn period and acquired neonatal interpretation of blood gases
infections including HIV [TNeo11] Understand [ANeo11] To be able
[FNeo13] Know how to
[FNeo7] Know about the the pathophysiology to assess, diagnose
recognise, assess and initially
support networks for families of respiratory disease and manage neonatal
manage respiratory disorders
and babies including those of the newborn and its respiratory disorders with
in the neonatal period
from socially disadvantaged complications appropriate referral
families [FNeo14] To be able to [ANeo12] To be able to
[FNeo8] Know the range of recognise and assess birth assess, diagnose and
newborn screening tests injury with appropriate manage birth injury with
used in the UK including [TNeo5] Understand the [ANeo6] Know the current referral appropriate referral
haematological and statistical principles and newborn screening [FNeo15] Know about [ANeo13] To be able to
metabolic conditions, cystic science of the practice of practices and to able to the identification, initial assess, diagnose and
fibrosis and the universal newborn screening manage abnormal results management and manage neonatal surgical
newborn hearing screening appropriate referral pathways problems and make
programme for neonatal surgical appropriate referral
[TNeo6] Understand the [ANeo7] To be able to problems including NEC including NEC
[FNeo9] Know about embryology of the human assess, diagnose and
common minor congenital fetus from conception to manage congenital
abnormalities and their initial birth and how errors in this anomalies presenting in
management process can lead to diseases the neonatal period and
or congenital anomalies make appropriate referral
40 41
Nephro-urology [FNeph3] Know the
manifestations and
[ANeph3] To be able to
management of urinary tract manage urinary tract
infections in different age infection with appropriate
groups referral
[FNeph4] Know the causes of
• Domain: Professional Skills and Knowledge: Patient Management haematuria and proteinuria
(including nephrotic
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential assess, diagnose and
syndrome and acute
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic manage nephritic and
nephritis) and recognise
Professional Capabilities (GPC) 2 & 3 nephrotic syndromes with
features in the presentation
Illustrations supporting this Learning Outcome that are relevant to the exam appropriate referral
which suggest serious or
syllabus area below include: 11. Diabetes and endocrine and 21. Nephrology
significant pathology
• Domain: Patient Safety, including Safe Prescribing [FNeph5] Know the principles
Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and of managing enuresis
manage enuresis
[FNeph6] Know the causes
and assessment of polyuria
and polydipsia and when to
Illustrations supporting this Learning Outcome that are relevant to the exam refer
syllabus area below include: 5. Applies knowledge of the rationale for prescribing
[TNeph4] Understand [ANeph6] To be able
common antimicrobials, including knowledge of the indications for antimicrobial
the scientific basis of to select imaging
prophylaxis and mechanisms of drug resistance and 11. Modifies prescribing within the
imaging and physiological investigations of the
context of renal and liver dysfunction
investigations used in renal urogenital system and
disorders interpret the results
Foundation of Practice Applied Knowledge in [ANeph7] To be able to
Theory and Science (TAS) [TNeph5] Understand the
(FOP) Practice (AKP) assess, diagnose and
physiological basis of renal
manage acute and chronic
[FNeph1] Understand the [ANeph1] To be able to dialysis and hemofiltration
renal failure
principles of management of [TNeph1] Know the anatomy assess, diagnose and
[TNeph6] Understand the
disorders of urogenital tract and embryology of the manage congenital
pharmacology of agents
disorders and know when to urogenital system anomalies of the urogenital
commonly used in renal
seek surgical referral system
disorders
[TNeph2] Know the genetic
in the aetiology of renal and
bladder disorders
[TNeph3] Understand the
physiology of the normal
[FNeph2] Know the manage nephro-urological
kidney and bladder and
manifestations of acute and disorders, including
the pathophysiological and
chronic renal diseases those with systemic
histopathological changes
manifestations and make
that occur in renal disorders
appropriate referral
42 43
Neurodevelopment and Neurodisability Neurology
• Domain: Professional Skills and Knowledge: Patient Management • Domain: Professional Skills and Knowledge: Patient Management
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
Professional Capabilities (GPC) 2 & 3 Professional Capabilities (GPC) 2 & 3
syllabus area below include: 15. Growth and development ,19. Mental health and 22. syllabus area below include: 22. Neurodisability and neurology
Neurodisability and neurology
• Domain: Capbilities in Health Promotion and Illness Prevention Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and
Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from prescribes commonly used medications in an appropriate manner; recognises when a
early years to adulthood – Generic Professional Capabilities (GPC) 4 patient has been exposed to risk and escalates care in accordance with local procedures
Illustrations supporting this Learning Outcome that are relevant to the exam – Generic Professional Capabilities (GPC) 6
syllabus area below include: 1. Child health inequalities Illustrations supporting this Learning Outcome that are relevant to the exam
syllabus area below include: 2. Applies knowledge of the pharmacokinetics and
pharmacodynamics of commonly prescribed drugs (e.g. paracetamol, antibiotics and
Theory and Science (TAS) antiepileptic medications)
[TNdevN1] Know the

[FNdevN1] Understand Foundation of Practice Applied Knowledge in
anatomy and understand the Theory and Science (TAS)
normal development (FOP) Practice (AKP)
physiology of the central and
including common variants
peripheral nervous systems [TNeuro1] Know the genetic
[TNdevN2] Understand the [ANdevN1] To be able and environmental factors in
scientific basis of normal and to assess, diagnose and the aetiology of neurological
[FNdevN2] Know the causes disordered neurodevelopment manage developmental
disorders
of disability, disordered in childhood including disorders, learning
[ANeuro1] Know
development and learning theories of pathophysiology difficulties and causes of
difficulties recognising the known disability including cerebral the indications for
genetic and environmental palsy and abnormal [TNeuro2] Understand and limitations of
factors movement disorders the scientific principles of neurophysiological studies
[FNdevN3] Know the causes [ANdevN2] Understand neurophysiological studies e.g. e.g. EEG, EMG, BAER,
of speech and language delay the features of speech and EEG, EMG, BAER, otoacoustic otoacoustic emissions and
or disorder and principles language disorders including emissions to be able to recognise
of management including autism spectrum disorder, common abnormal EEG
autism spectrum disorder and know when to refer patterns
[TNdevN3] Understand
[ANdevN3] To be able
[FNdevN4] Understand the the scientific basis of non-
to assess a child with
definition and effects of pharmacological and
neurodisability and
neurodisability on children pharmacological treatments
understand the principles
and families for the management of
of management
neurodisability
44 45
[TNeuro3] Understand
the physiological and
Nutrition
[ANeuro2] Know the
pathophysiological changes
investigation and
[FNeuro1] Know the causes of that occur in neurological
management of headache
headache and to be able to disorders including
including unusual causes Defined by the RCPCH Progress Level 1 Generic Syllabus:
treat or refer as necessary migraine, raised intracranial
such as raised intracranial
pressure, idiopathic
pressure • Domain: Professional Skills and Knowledge: Patient Management
intracranial hypertension,
epilepsy
[TNeuro4] Understand the
[FNeuro2] Know the likely [ANeuro3] To be able to Professional Capabilities (GPC) 2 & 3
causes of abnormalities
causes and management of assess, diagnose and Illustrations supporting this Learning Outcome that are relevant to the exam
seen in the CSF used in the
meningitis/encephalitis and manage acute infections of syllabus area below include: 13. Gastroenterology, hepatology and nutrition and 20.
diagnosis of neurological
altered consciousness the nervous system Neonates
conditions including infections
[ANeuro4] To be able
[FNeuro3] Know the to assess, diagnose and
[TNeuro5] Understand the Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from
causes of hydrocephalus, understand the principles
causes of abnormalities early years to adulthood – Generic Professional Capabilities (GPC) 4
macrocephaly and of management for
seen in the production and
microcephaly and when to children with microcephaly, Illustrations supporting this Learning Outcome that are relevant to the exam
resorption of CSF
refer macrocephaly and syllabus area below include: 1. Child health inequalities
hydrocephalus
[ANeuro5] To be able to Foundation of Practice Applied Knowledge in
recognise abnormalities Theory and Science (TAS)
seen on neuroimaging
[TNutr1] Understand
[TNeuro6] Understand
[FNeuro4] Know the causes the principles of body
the scientific basis of [ANeuro6] To be able to
and presentation of seizure composition in children and
pharmacological and non- assess, diagnose and
disorders, their differential its basic assessment e.g.
pharmacological treatments manage seizure disorders
diagnosis, the principles of weight, BMI
for the management of and conditions which may
management and when to [FNutr1] Know the
neurological disorders e.g. mimic them
refer constituents of a healthy
AEDs or ketogenic diet [TNutr2] Understand the
diet at all ages including
scientific basis of nutrition
breast and formula feeding in
infancy
[TNutr3] Know the
[FNutr2] Understand the constitution of infant feeds
principles of infant feeding commonly used in health
and disease
[TNutr4] Know the principles
of nutritional management
in childhood disease e.g.
neonates, intensive care, cystic
fibrosis
46 47
[FNutr3] Know the causes of
[TNutr5] Know the
nutritional consequences
[ANutr1] To be able to Ophthalmology
malnutrition and understand assess, diagnose and
of being underweight and
the epidemiology and public manage malnutrition,
overweight on other body
health consequences of obesity and their
systems e.g. cardiac and on
obesity complications Defined by the RCPCH Level 1 Generic Syllabus:
long term health
[FNutr4] To be able • Domain: Professional Skills and Knowledge: Patient Management
to recognise obesity,
Curriculum Learning Outcome 4: Conducts and assessment, makes a differential
understand the
consequences of obesity
[TNutr6] Know the Professional Capabilities (GPC) 2 & 3
on health and well-being in
epidemiology of obesity and Illustrations supporting this Learning Outcome that are relevant to the exam
the short and long term and
malnutrition in global child syllabus area below include: 23. Ophthalmology
advise young people and
health
their families on effective
strategies to manage this Foundation of Practice Applied Knowledge in
and use BMI measurements Theory and Science (TAS)
and charts
[TOphth1] Know the
[TNutr7] Know the [ANutr2] To be able [FOphth1] Know the
[FNutr5] Know the anatomy and embryology of [AOphth1] To be able to
scientific basis of dietary to assess, diagnose presenting features of
clinical presentation, and the eye and understand how assess, diagnose and
supplementation including and manage specific visual impairment and the
management of vitamin structure of the eye relates manage visual impairment
with calories, vitamins, vitamin and mineral and principles of management
deficiencies to function
minerals micronutrient deficiencies
[AOphth2] To be able
[FOphth2] Know the causes to assess, diagnose and
[TOphth2] Know the genetic
and management of eye manage ophthalmological
and environmental factors in
infections and inflammatory conditions including
the aetiology of eye disorders
disorders glaucoma and papilloedema
[FOphth3] Know the
[TOphth3] Understand the [AOphth3] Know the
common causes of an absent
normal development of vision presentation, diagnosis
red reflex, to able to refer
and the pathophysiology of and management of eye
appropriately and be aware of
visual impairment tumours and cataract
management options
[FOphth4] Know the [AOphth4] To be able to
common causes of ptosis and assess and diagnose ptosis
proptosis and the principles and proptosis and know
of management when to refer
[TOphth4] Know the [AOphth5] To be able to
[FOphth5] Know the causes
physiology of the eye and assess and diagnose causes
and presentations of
its movement e.g. pupillary of abnormal movement
strabismus and the principles
reflexes, anisocoria, strabismus, of the eyes including
of management
refractive errors, nystagmus nystagmus and strabismus
[TOphth5] Understand
the pharmacology of
agents commonly used
in eye disease including
antimicrobials and mydriatics
48 49
Palliative Care and Pain Management Patient Safety and Clinical Governance
• Domain: Professional Values and Behaviours • Domain: Professional Skills and Knowledge: Patient Management
Curriculum Learning Outcome 1: In addition to the professional values and behaviours Curriculum Learning Outcome 4: Conducts an assessment, makes a differential
required of all doctors (Good Medical Practice), a paediatric trainee must maintain diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
confidentiality, but judges when disclosure may be required in relation to safeguarding, Professional Capabilities (GPC) 2 & 3
taking into account the differing legislation and health services between the four Illustrations supporting this Learning Outcome that are relevant to the exam
countries – Generic Professional Capabilities (GPC) 1 & 3 syllabus area below include: 8. Allergy, infection and infectious diseases: Follows local
Illustrations supporting this Learning Outcome that are relevant to the exam and national guidelines in the notification of infectios diseases,including the policies for
syllabus area below include: 3. Law and ethics, 4. Advocacy and 5. Compassion, notifying communicable diseases
empathy and respect
• Domain: Capabilities in Leadership and Team Working
• Domain: Professional Skills and Knowledge: Patient Management Curriculum Learning Outcome 6: Recognises why leadership and team working are
Curriculum Learning Outcome 4: Conducts an assessment, makes a differential important in the paediatric clinical environment; works constructively within a team,
diagnosis, plans appropriate investigations and initiates a treatment plan – Generic valuing the contributions of others and developing personal leadership skills - Generic
Professional Capabilities (GPC) 2 & 3 Professional Capabilities (GPC) 5
syllabus area below include: 24. Palliative care syllabus area below include: 4. Clinical goverance

Theory and Science (TAS) Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and
[TPalC1] Understand the patient has been exposed to risk and escalates care in accordance with local procedures
[FPalC1] Know about end of
science and rationale [APalC1] Understand the – Generic Professional Capabilities (GPC) 6
life care and bereavement
underpinning termination of ethics of palliative care
counselling and understand Illustrations supporting this Learning Outcome that are relevant to the exam
resuscitation and withdrawal in life limiting conditions
the opportunities for respite syllabus area below include: 3. Recognises the indications for antimicrobial prophylaxis
of care including the criteria and in the withdrawal or
care, including the role of and 7. Recognises the risk associated with insulin prescribing and administration errors
for diagnosis of brain stem withholding of care
children’s hospices
death
[FPalC2] Understand Foundation of Practice Applied Knowledge in
[TPalC2] Understand the [APalC2] Understand Theory and Science (TAS)
the principles of pain (FOP) Practice (AKP)
principles of pharmacological and able to apply
management and be aware [FPSCG1] Know the role
and non-pharmacological pharmacological and [TPSCG1] Understand the [APSCG1] To be able
of the treatment options of patient safety and
interventions in symptom non-pharmacological concepts of patient safety to apply patient safety
available to children of all clinical governance in safe
control for children interventions in children and clinical governance thinking
ages healthcare delivery
[TPSCG2] Know about
[FPSCG2] To be able to
the human factors and [APSCG2] Understand
describe the impact of
physiological stressors how human factors can be
human factors on delivering
(e.g. fatigue, hunger) that minimised in practice
safe clinical care
contribute to adverse events
50 51
[FPSCG3] Know how to
[APSCG3] To be able to
lead a safe and effective
Pharmacology
exchange information in a [TPSCG3] Understands how
handover to communicate
timely manner to establish effective communication
key patient concerns and
a shared understanding has been shown to reduce
enable prioritising of sick
among appropriate members clinical risk Defined by the RCPCH Progress Level 1 Generic Syllabus:
patients, allocation of
of the team
resources
[TPSCG4] Know the main
[FPSCG4] Know what to do to Curriculum Learning Outcome 7: Establishes the importance of safe prescribing and
routes of transmission of
minimise risk of transmission prescribes commonly used medications in an appropriate manner; recognises when a
hospital acquired infections
of infection patient has been exposed to risk and escalates care in accordance with local procedures
and their prevention
[TPSCG5] Understand the
factors that drive pandemic/ [APSCG4] Know the current
syllabus area below include:
epidemic infections and infection control strategies
1. Explains the complications of the long-term use of asthma medications
appreciate how this is used for epidemic/pandemic
2. Applies knowledge of the pharmacokinetics and pharmacodynamics of commonly
in clinical practice to prevent infections
prescribed drugs (e.g. paracetamol, antibiotics and antiepileptic medications)
them
3. Recognises the indications for antimicrobial prophylaxis
[TPSCG6] Understand the [APSCG5] Know about
4. A
pplies knowledge of the basics of topical treatments for eczema and psoriasis,
ethical implications of patient risk stratification and how
including emollients and soap
testing in the event of a to use this in relation to
5. Applies knowledge of the rationale for prescribing common antimicrobials, including
needle stick injury prophylactic antiretrovirals
knowledge of the indications for antimicrobial prophylaxis and mechanisms of drug
resistance
6. Applies knowledge of the factors affecting concordance of medicine use and analyses
the factors behind the issues in relation to medicines in children
7. Recognises the risk associated with insulin prescribing and administration errors
8. Applies knowledge of the pharmacological basis for common treatments to
prescribing practice
9. Considers the possible drug interactions of commonly used drugs when more than
one drug is prescribed
10. Considers the risks for infants of some medications in breastfeeding mothers
11. Modifies prescribing within the context of renal and liver dysfunction
12. Applies knowledge about the licensing of medicines for paediatric patients and
unlicensed and off-label use
13. Considers the weight and BMI of the child as part of the prescribing process
14. Applies knowledge of the mechanisms and problems of drug resistance
15. Explains the importance of therapeutic drug monitoring and which medicines
require it
16. A
pplies knowledge of the roles of the regulatory agencies involved in drug use,
monitoring and licensing
17. Prescribes appropriate fluid for preterm and growth-restricted babies, including the
mother’s expressed milk and the option of donor milk from a milk bank
52 53
Foundation of Practice
(FOP)
Applied Knowledge in
Practice (AKP)
Respiratory Medicine with ENT
[FPharm1] Know how to find [TPharm1] Understand the
out information necessary for mode of action, physiological [APharm1] To be able to
safe prescribing through use and metabolic mechanisms initiate safe prescribing and
of paediatric formularies and of therapeutic agents drug prophylaxis
pharmacy liaison including intravenous fluids
[FPharm2] Know how to [APharm2] Know and
[TPharm2] Understand the diagnosis, plans appropriate investigations and initiates a treatment plan – Generic
prescribe safely and be understand the adverse
mechanisms of undesired Professional Capabilities (GPC) 2 & 3
aware of adverse effects and effects and interactions of
effects of therapeutic agents Illustrations supporting this Learning Outcome that are relevant to the exam
interactions of drugs drugs
syllabus area below include: 22. Neurodisabilty and neurology and 25. Respiratory and
[FPharm3] Know about the [APharm3] To be able to
sleep medicine
need to explain to parents explain to parents the
the unlicensed and off-label unlicensed and off-label
prescription of drugs prescription of drugs
[TPharm3] Understand the Curriculum Learning Outcome 5: Advises on and promotes healthy behaviour from
pharmacokinetic principles early years to adulthood – Generic Professional Capabilities (GPC) 4
of dosing and prescribing in Illustrations supporting this Learning Outcome that are relevant to the exam
children syllabus area below include: 1. Child health inequalities and 2. Environment, economy
and culture

syllabus area below include: 1. Explains the complications of the long-term use of
asthma medications

[FResE1] Recognise the

[TResE1] Know and [AResE1] To be able
presenting features of
understand the anatomy to assess, diagnose
hearing impairment and the
and embryology of the and manage hearing
principles of assessment and
“We would like more explanation on medication and tablets and what respiratory tract and the ear impairment
management
they do and what we should know about them, how they will help, when
they will help and what to do if it doesn’t help”. [FResE2] Know the causes [TResE2] Know the genetic
[AResE2] To be able to
and management of and environmental factors in
RCPCH &Us® Voice Bank 2016 manage conditions
conditions affecting the the aetiology of respiratory
affecting the ears, nose and
nose including epistaxis and diseases and disorders of the
throat including epistaxis
allergic rhinitis ears, nose and throat
54 55
[FResE3] Know the causes [TResE3] Understand [FResE9] Know the role
[AResE3] To be able to [AResE10] To be able to
and management of the physiology and of health promotion
assess, diagnose and assess, diagnose and
respiratory infection, earache, pathophysiology of the programmes in preventing [TResE7] Understand
manage lower respiratory manage acute life-
ear discharge, otitis media respiratory system in health respiratory morbidity e.g. the risks associated with
tract infection in children threatening events
and glue ear and disease smoking cessation, sudden smoking and passive
including the management
[AResE4] To be able to infant death and able to smoking exposure
[FResE4] Know about [TResE4] Understand the of sudden unexpected
assess and diagnose sleep advise parents on avoiding
obstructive sleep apnoea physiological changes that death in infancy
disordered breathing and risks
and the principles of occur in the respiratory
understand the principles [AResE11] Know and
management system during sleep [TResE8] Understand the
of management understand the indications
physiology of mechanical
[FResE5] Know how to for long term ventilation
ventilation
assess and manage children [AResE5] To be able to assess, and respiratory support and
with acute asthma and diagnose and manage able to assess and manage
wheeze and plan long term wheezing illnesses acute deterioration
management [TResE9] Understand
[FResE6] Know the causes of [AResE6] To be able to the pharmacology of
stridor and the principles of assess, diagnose and agents commonly used
[FResE10] Understand the
management manage stridor in respiratory disease
long-term complications of
[AResE7] Understand and the scientific basis
[TResE5] Know and medications used for asthma
[FResE7] Know the the diagnosis and of non-pharmacological
understand the interventions e.g.
presentations of cystic management of cystic
pathophysiology of cystic physiotherapy
fibrosis and the principles of fibrosis and common
fibrosis and principles of
treatment complications of the
treatment
disease
assess and manage
[FResE8] Understand the
chronic cough including
causes of chronic cough and
arranging and interpreting
appropriate investigations
investigation when
appropriate
select and interpret
[TResE6] Understand the
appropriate respiratory
physiological changes that
investigations e.g. blood
occur in respiratory disease
gases, lung function tests,
and how this is reflected in
bronchoprovocation
respiratory function tests
testing, and oximetry
recordings
56 57
Safeguarding [FSaf2] Know what steps
[TSaf3] Know the scientific
basis of investigations
[ASaf2] To be able to assess
and manage physical
should be taken when child recommended in the and emotional abuse and
abuse is suspected investigation of suspected fabricated and induced
non-accidental injury illness
[TSaf4] Know the scientific [ASaf3] Know the
• Domain: Professional Skills and Knowledge: Patient Management limitations of imaging emotional and behavioural
and investigations in the consequences of child
diagnosis of non-accidental abuse and neglect on the
injury child and young person
syllabus area below include: 10. Dermatology, 11. Diabetes and endocrine and 12. Drug
and alcohol-related medicine
• Domain: Capabilities in Safeguarding Vulnerable Groups

Curriculum Learning Outcome 9: Promotes the professional responsibilities of
safeguarding children and young people (CYP), documents accurately and raises
concerns to senior staff in a professional manner – Generic Professional Capabilities
(GPC) 7
syllabus area below include: Defined by the RCPCH Level 1 Generic Syllabus -
Capabilities in Safeguarding Valuable Groups: Illustrations 1. Recognition, 2. Guidance
and 3. Management

[ASaf1] Know the different

presentations of non-
[FSaf1] Know the accidental injury: physical,
presentations of physical, [TSaf1] Know the evidence emotional, sexual, neglect
emotional and sexual abuse, base for sound decision and fabricated and
neglect and fabricated and making in child protection induced illness and how
induced illness to differentiate these from
accidental injury, diseases
and variations of normality
[TSaf2] Know the
epidemiology of physical
“Empower young people to speak up”
abuse, sexual abuse neglect
and fabricated and induced
illness
58 59
Science of Practice
Defined by the RCPCH Level 1 Generic Syllabus:
• Domain: Research and Scholarship

Curriculum Learning Outcome 11: Adopts an evidence-based approach to paediatric
health practice and critically appraises existing published research - Generic Professional
Capabilities (GPC) 9
syllabus area below include: 1. Finding evidence and 2. Interpreting evidence

[TSop1] Understand research

methodologies
[TSop2] Understand the

[FSop1] Demonstrate principles of statistical [ASop1] To be able to apply
appropriate use of clinical testing, evidence based evidence based medicine
guidelines in practice medicine, its limitations and to clinical practice
applications in practice
[TSop3] To be able to
recognise appropriate
statistical testing and to
choose the correct test in
context
[TSop4] Know the principles
of clinical and research
governance
[ASop2] To be able to
[TSop5] Know the principles
interpret a research paper
of screening in research and
or systematic review
clinical practice
appropriately
60 61
RCPCH Progress: MRCPCH Theory Examination Syllabi
This information is correct and up to date at time of Publication. ©RCPCH 2018

MRCPCH Theory Examination Syllabi v2 0

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RCPCH Progress

Paediatric curriculum for excellence

The Royal College of Paediatrics and Child Health is a registered charity

This information is correct and up to date at time of Publication.

RCPCH &Us® Voice Bank 2016

Science of Practice Neurodevelopment and Neurodisability

Gastroenterology and Hepatology (including Neurology

RCPCH &Us® Voice Bank 2016

• Domain: Patient Safety, including Safe Prescribing

Foundation of Practice Applied Knowledge in

(including accidents and poisoning) initial management for life-

“Know about support mechanisms available. Don’t have to do it all on

RCPCH &Us® Voice Bank 2016

(including surgical abdominal to assess and manage and

• Domain: Patient Safety, including Safe Prescribing

Foundation of Practice Applied Knowledge in

[TMetM1] Understand [AMetM1] Know the

[TNdevN1] Know the

• Domain: Patient Safety, including Safe Prescribing

pharmacokinetic principles early years to adulthood – Generic Professional Capabilities (GPC) 4

• Domain: Patient Safety, including Safe Prescribing

Foundation of Practice Applied Knowledge in

[FResE1] Recognise the

• Domain: Capabilities in Safeguarding Vulnerable Groups

Foundation of Practice Applied Knowledge in

[ASaf1] Know the different

Defined by the RCPCH Level 1 Generic Syllabus:

• Domain: Research and Scholarship

Foundation of Practice Applied Knowledge in

[TSop1] Understand research

[TSop2] Understand the

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