[Training of nuclear medicine specialists: current status and perspectives].

The training of an internal medicine resident (IMR) in nuclear edicine (NM) represents the integration of a recently licensed ndividual in the health care activities of a NM department, with ncreasing responsibility and decreasing supervision over time. To o this, tools and resources are necessary to guarantee that this ntegration is adequately planned and supervised. The Royal Decree (RD) 183/2008,1 which determines and clasifies the specialties in health sciences, developed determined spects of the specialized health care education system such as the eaching units, teaching committees, the supervision and responibility of the IMR and the systems of evaluation and provides he framework for training and evaluating competences, including, mong other aspects, the multiprofessional units and a controverial but fundamental topic, the core training. With this RD all the National Healthcare System found itself efore a great opportunity to develop and improve the systems f specialized health care training. However, this did not lead to parallel development in the systems of training and continuing valuation in the different autonomous communities. On the other hand, although the adequacy of the teaching ctivity corresponds to the autonomous communities, the primary esponsibility lays in the teaching unit and the tutor. Thus, each eaching unit of nuclear medicine (TUNM) has had to adapt the rogram of specialty prevailing since 1996. With the aim of obtaining the information required concerning he situation of teaching IMR in our specialty in Spain from the erspective of the tutors, a self-administered questionnaire was esigned including questions on different administrative aspects elated to the TUNM and the tutor responsible as well as on the rganization of the training activity of the residents. Finally, the pinion of the tutors was requested about the interest of unifying he training programs of the different centers. Theevaluationswereorganized indichotomicvariables (yes/no) ormost of the questions and continuous numerical questionswith alues from 1 to 5 were made to study opinions related to a deterined aspect. The questionnaires were sent to the 39 TUNM with IMR postions in 2012. A descriptive analysis of the results obtained was performed by PSSprogram. Thedifferences between the results related to teachngandorganizational aspects suchashavingdefinedcompetences, aving their own evaluation system, an improvement plan and IMR ook were compared with the differentiating characteristics of the