A Nationwide Survey of Gastroenterologists and Their Acquisition of Knowledge

Koczka, Charles; Geraldino‐Pardilla, Laura; Goodman, Adam; Gress, Frank G.

doi:10.1038/ajg.2012.309

Cited by 5 publications

(7 citation statements)

References 14 publications

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“… 16 In this study, the main sources of theoretical learning considered by fellows and attendings as potentially effective in the specialty knowledge acquisition were: local conferences (92%), attending national conferences (79%), and writing a manuscript (75 %). 16 Although, this study reported objective evidence regarding the landscape of information acquisition among fellows, it only evaluated one specialty. Moreover, in this study, objective endpoints such as quality of learning self-assessment, academic career achievement, and EBM practice were not assessed in relation to I-SB components.…”

Section: Discussionmentioning

confidence: 85%

“… 15 A national online survey assessing preference in knowledge acquisition was sent via e-mail to all directors of adult gastroenterology programs in the United States. 16 Among the 176 responders (85 fellows and 91 attendings), only about one-fifth stated that a designated textbook had been required during fellowship and 91% of these respondents indicated the same specialty textbook as required reading. 16 Asked how they acquire knowledge best, 45 fellows and 67 attendings responded; 42% of attendings favored journal articles, and 40% of fellows favored conferences.…”

Section: Discussionmentioning

confidence: 99%

“… 16 Among the 176 responders (85 fellows and 91 attendings), only about one-fifth stated that a designated textbook had been required during fellowship and 91% of these respondents indicated the same specialty textbook as required reading. 16 Asked how they acquire knowledge best, 45 fellows and 67 attendings responded; 42% of attendings favored journal articles, and 40% of fellows favored conferences. 16 In this study, the main sources of theoretical learning considered by fellows and attendings as potentially effective in the specialty knowledge acquisition were: local conferences (92%), attending national conferences (79%), and writing a manuscript (75 %).…”

Section: Discussionmentioning

confidence: 99%

“… 16 Asked how they acquire knowledge best, 45 fellows and 67 attendings responded; 42% of attendings favored journal articles, and 40% of fellows favored conferences. 16 In this study, the main sources of theoretical learning considered by fellows and attendings as potentially effective in the specialty knowledge acquisition were: local conferences (92%), attending national conferences (79%), and writing a manuscript (75 %). 16 Although, this study reported objective evidence regarding the landscape of information acquisition among fellows, it only evaluated one specialty.…”

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Information-seeking Behavior During Residency Is Associated With Quality of Theoretical Learning, Academic Career Achievements, and Evidence-based Medical Practice

et al. 2015

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Section: Discussionmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Information-seeking Behavior During Residency Is Associated With Quality of Theoretical Learning, Academic Career Achievements, and Evidence-based Medical Practice

et al. 2015

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“…The curriculum was developed jointly by the American Association for the Study of Liver Diseases (AASLD), American College of Gastroenterology (ACG), American Gastroenterological Association (AGA) Institute, and American Society for Gastrointestinal Endoscopy (ASGE) as a framework for an individual plan of study and meant to evolve over time as the field advances. Despite the Gastroenterology Core Curriculum, knowledge in IBD has been reported as suboptimal (9, 10) and quality of care and outcomes are highly variable across centers (11–13). No commonly accepted curriculum has been defined specifically for IBD training during fellowship or the advanced IBD fellowship training.…”

Section: Introductionmentioning

confidence: 99%

State of Adult Trainee Inflammatory Bowel Disease Education in the United States

Cohen

Ananthakrishnan

et al. 2016

Inflammatory Bowel Diseases

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Introduction The fundamentals of inflammatory bowel disease (IBD) education begin during gastroenterology (GI) fellowship training. We performed a survey of GI fellowship program directors (PD) and trainees with the aim to further examine the current state of IBD training in the United States. Materials and Methods A 15-question PD survey and 19-question trainee survey was performed using an online platform. Results Surveys were completed by 43/161 (27%) PDs and 160 trainees. All trainee years were equally represented. A significant proportion of trainees was unsure or felt their inpatient (32%) or outpatient (43%) training was inadequate. Only 28% of trainees were satisfied with their current level of IBD exposure during training. Fewer than half the trainees reported comfort in the management of pouch or stoma issues, the pregnant IBD patient, or post-operative management. The proportion of PDs viewing a competency as essential for trainee education strongly correlated with trainee comfort in that area (Pearson’s rho = 0.793, p<0.01). In multivariate logistic regression, monthly IBD didactics was the only variable independently associated with satisfaction with current level of training (OR 4.1, 95% CI 1.9–9.0). Conclusions Over one-third of participating GI trainees did not feel “confident” or “mostly comfortable” with their level of IBD training, with varying comfort regarding different competencies in IBD management. These findings suggest that specific areas of IBD training may require additional focus during training and can provide the basis for the development of an IBD core competency curriculum.

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Training in basic gastrointestinal endoscopic procedures: a European Society of Gastrointestinal Endoscopy (ESGE) and European Society of Gastroenterology and Endoscopy Nurses and Associates (ESGENA) Position Statement

Antonelli,

Voiosu,

Pawlak

et al. 2023

Endoscopy

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Main StatementsThis ESGE Position Statement provides structured and evidence-based guidance on the essential requirements and processes involved in training in basic gastrointestinal (GI) endoscopic procedures. The document outlines definitions; competencies required, and means to their assessment and maintenance; the structure and requirements of training programs; patient safety and medicolegal issues. 1 ESGE and ESGENA define basic endoscopic procedures as those procedures that are commonly indicated, generally accessible, and expected to be mastered (technically and cognitively) by the end of any core training program in gastrointestinal endoscopy. 2 ESGE and ESGENA consider the following as basic endoscopic procedures: diagnostic upper and lower GI endoscopy, as well as a limited range of interventions such as: tissue acquisition via cold biopsy forceps, polypectomy for lesions ≤ 10 mm, hemostasis techniques, enteral feeding tube placement, foreign body retrieval, dilation of simple esophageal strictures, and India ink tattooing of lesion location. 3 ESGE and ESGENA recommend that training in GI endoscopy should be subject to stringent formal requirements that ensure all ESGE key performance indicators (KPIs) are met. 4 Training in basic endoscopic procedures is a complex process and includes the development and acquisition of cognitive, technical/motor, and integrative skills. Therefore, ESGE and ESGENA recommend the use of validated tools to track the development of skills and assess competence. 5 ESGE and ESGENA recommend incorporating a multimodal approach to evaluating competence in basic GI endoscopic procedures, including procedural thresholds and the measurement and documentation of established ESGE KPIs. 7 ESGE and ESGENA recommend the continuous monitoring of ESGE KPIs during GI endoscopy training to ensure the trainee’s maintenance of competence. 9 ESGE and ESGENA recommend that GI endoscopy training units fulfil the ESGE KPIs for endoscopy units and, furthermore, be capable of providing the dedicated personnel, infrastructure, and sufficient case volume required for successful training within a structured training program. 10 ESGE and ESGENA recommend that trainers in basic GI endoscopic procedures should be endoscopists with formal educational training in the teaching of endoscopy, which allows them to successfully and safely teach trainees.

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A Nationwide Survey of Gastroenterologists and Their Acquisition of Knowledge

Abstract: We believe the Gastroenterology Core Curriculum provides trainees with essential tools for becoming an autonomous gastroenterologist who can appreciate various learning modalities.

Cited by 5 publications

References 14 publications

Information-seeking Behavior During Residency Is Associated With Quality of Theoretical Learning, Academic Career Achievements, and Evidence-based Medical Practice

Information-seeking Behavior During Residency Is Associated With Quality of Theoretical Learning, Academic Career Achievements, and Evidence-based Medical Practice

State of Adult Trainee Inflammatory Bowel Disease Education in the United States

Training in basic gastrointestinal endoscopic procedures: a European Society of Gastrointestinal Endoscopy (ESGE) and European Society of Gastroenterology and Endoscopy Nurses and Associates (ESGENA) Position Statement

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