A Prospective Multicenter Study of Competency Metrics and Educational Interventions in the Learning of Bronchoscopy Among New Pulmonary Fellows

Developments in Simulation Bronchoscopy Training

“…Although there is some evidence contrary to this [12]. These conflicting results may be explained by variations in e-learning programs, use of inappropriate assessment tools, or trainees' lack of time and motivation of receiving the educational material due to clinical work pressure [12]. Despite the shortfalls there is suggestion that in order to achieve these challenges training e-learning modules, didactic lectures or video material are essential tools that may be combined with other modes of learning using educational technological developments such as simulation [14][15][16].…”

“…For example, trainees may watch a video of a procedure or use a web-based e-learning module such as that available at British Thoracic Society (www.brit-thoracic.org.uk) or Essential Bronchoscopist (www.bronchoscopy.org) web sites [10][11][12]. Evidence suggests that instructional videotaped, web-based educational material or even simple question and answer exercises can improve visual perception and discrimination skills of the learner, and provide cognitive skills essential for performing the procedure most likely through acquisition of anatomical knowledge, recognition of pathological abnormalities, technical information such as consenting, or knowledge of sedation and use of local anesthesia [4,11,13].…”

“…Evidence suggests that instructional videotaped, web-based educational material or even simple question and answer exercises can improve visual perception and discrimination skills of the learner, and provide cognitive skills essential for performing the procedure most likely through acquisition of anatomical knowledge, recognition of pathological abnormalities, technical information such as consenting, or knowledge of sedation and use of local anesthesia [4,11,13]. Although there is some evidence contrary to this [12]. These conflicting results may be explained by variations in e-learning programs, use of inappropriate assessment tools, or trainees' lack of time and motivation of receiving the educational material due to clinical work pressure [12].…”

“…However, in order to provide most effective simulation training learners require to interact with the simulator and simulation environment as if they were real [20]. It can help trainees develop muscle memory and hand-eye co-ordination [12]. A proportion of higher medical trainers may have chosen a career in respiratory medicine in the hope of performing bronchoscopies [5].…”

Simulation in bronchoscopy training: are we there yet?

“…As the medical education model shifts to one of demonstrable competency-based learning [26,27], educators must adapt to a rapidly evolving information-technology and computer-simulation environment. Bronchoscopes and bronchoscopic procedures are changing as manufacturers move into GPS-like navigational devices, 3D stereoscopic instruments with enhanced optics, and multimodality devices that incorporate optical and acoustic and nano technology.…”