Care of children with medical complexity and technology dependence

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Target exams

Red flags

• Change from the child’s personal baseline interaction, work of breathing, colour, seizures or feeds
• Possible device failure: tracheostomy obstruction or dislodgement, ventilator disconnect, pump failure, oxygen off, line problem
• Caregiver concern that the child is getting worse, even if numbers look near baseline
• Fever or lethargy in a central-line or TPN-dependent child
• Diagnostic overshadowing: every symptom blamed on the known diagnosis
• Unsafe discharge without supplies, trained caregivers, emergency plan or follow-up contact
• Caregiver crisis, missed safeguarding cues, or discrimination delaying escalation because the child is ‘always complex’

Life stages

Care settings

Clinical exam formats

Board mappings

• General and Community Paediatrics
• Current 2026 PREP curriculum — Learning Objective related to chronic complex care and disability
• Renewed curriculum for first-year trainees from 2027 — Learning goal 5: Clinical assessment – essential general paediatrics
• Renewed curriculum for first-year trainees from 2027 — Learning goal 6: Clinical management – essential general paediatrics
• Renewed curriculum for first-year trainees from 2027 — Learning goal 10: Clinical assessment and management – developmental and behavioural paediatrics
• Renewed curriculum for first-year trainees from 2027 — Learning goal 12: Communication with patients, families, and health professionals
• Renewed curriculum for first-year trainees from 2027 — Learning goal 14: Regional, rural, and remote paediatric care
• Renewed curriculum for first-year trainees from 2027 — Learning goal 15: Essential general paediatrics
• Clinical Applications
• Long Cases
• Short Cases
• 2. Professional skills and knowledge: Communication
• 4. Professional skills and knowledge: Patient management
• 6. Leadership and team working
• 7. Patient safety, including safe prescribing
• Health promotion and illness prevention
• General Paediatrics: Coordinates care for children and young people with complex needs
• Foundation of Practice (FOP)
• Theory and Science (TAS)
• Applied Knowledge in Practice (AKP)
• Clinical
• History
• Communication
• General Pediatrics Content Outline — Domain 1: Preventive Pediatrics/Well-Child Care
• General Pediatrics Content Outline — Domain related to chronic disease, disability and complex care
• General Pediatrics Content Outline — Domain 24: Patient Safety, Quality Improvement, and Research Methods
• General Pediatrics EPA: Provide a medical home for patients with complex, chronic, or special health care needs
• General Pediatrics EPA 8: Executing Clinical Handovers Within or Across Settings
• General Pediatrics EPA 10: Leading Interprofessional Teams to Provide Collaborative, Family-Centered Care
• Patient Care 3: Organize and Prioritize Patient Care
• Patient Care 4: Clinical Reasoning
• Patient Care 5: Patient Management
• Systems-Based Practice 1: Patient Safety
• Systems-Based Practice 3: System Navigation for Patient Centered Care – Coordination of Care
• Systems-Based Practice 4: System Navigation for Patient-Centered Care – Transitions in Care
• Interpersonal and Communication Skills 1: Patient- and Family-Centered Communication
• Interpersonal and Communication Skills 2: Interprofessional and Team Communication
• Medical Expert
• Pediatrics: Core EPA #11 — Coordinating transitions of care for patients with medical or psychosocial complexity
• Pediatrics: Foundations EPA #8 — Communicating assessment findings and management plans to patients and/or families
• Pediatrics: Foundations EPA #10 — Transferring clinical information between health care providers during handover
• Pediatrics: Core EPA #10 — Leading discussions with patients, families and/or other health care professionals in emotionally charged situations