Best Practices in Teaching Endoscopy Based on a Delphi Survey of Gastroenterology Program Directors and Experts in Endoscopy Education

Kumar, Navin L.; Smith, Benjamin; Lee, Linda; Sewell, Justin L.

doi:10.1016/j.cgh.2019.05.023

Cited by 19 publications

(15 citation statements)

References 14 publications

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“…We specifically designed our learning objectives to address education concepts that have been identified as areas needing improvement for endoscopy. 3,[16][17][18][19] The 1-hour duration provided ample time for interactive elements, such as video cases and large-group discussion, while still being brief enough to be easily incorporated into educational conferences. We found that video cases and largegroup discussions kept learners engaged.…”

Section: Discussionmentioning

confidence: 99%

Standardizing Endoscopy Training: A Workshop for Endoscopy Educators

et al. 2020

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Introduction Endoscopy education in the US traditionally follows the apprenticeship model, in which educators often have little formal training in education, and the acquisition of procedural skills by trainees relies heavily on procedure volume and learning by doing. A growing appreciation of the need to formally educate endoscopy trainers has led to the development of mandatory training curricula in other countries, but the implementation of such courses in the US has been limited. This 1-hour workshop aimed to provide educators the rationale and skills to offer a more standardized approach to procedural training. Methods We implemented a 1-hour interactive workshop designed for both gastroenterology faculty and trainees. The four sections of the workshop focused on: (1) rationale for standardized approach, (2) verbal and physical preparation for training, (3) training using standardized language and avoidance of cognitive overload, and (4) providing feedback. Four interactive video cases followed by large-group discussion were included. Results A total of 13 gastroenterology faculty and trainees attended the workshop. Eight additional members of the gastroenterology faculty watched an online video of the workshop. Survey data revealed that the workshop was effective in helping faculty set goals with trainees ( M pre = 2.4, M post = 3.6), identify standardized language to use during endoscopy ( M pre = 3.1, M post = 3.8), and give feedback after sessions ( M pre = 3.4, M post = 4.1). Discussion A 1-hour lecture-based interactive workshop with video cases was an engaging and effective introduction to formal endoscopy education techniques. The format was easy to incorporate into faculty conferences and can help bridge the current gap in formal endoscopy faculty training.

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Section: Discussionmentioning

confidence: 99%

Standardizing Endoscopy Training: A Workshop for Endoscopy Educators

et al. 2020

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“…Yet, part of providing informed consent is discussing the risks and benefits of all aspects of the procedure, including fellows' participation. 10 Whereas in the past, the conflicting data on the impact of fellows' involvement did not lend itself to a fruitful discussion with patients, we now have highquality evidence that allowing a fellow to participate not only has similar outcomes to attending-only procedures but may actually improve the quality of the procedure with more-experienced fellows. In addition to reassuring patients that the attending will be present for the entire portion of the procedure and ready to assume control at any point, these additional data can highlight to patients the benefit that they can personally derive from fellows' involvement.…”

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confidence: 94%

Want to improve your adenoma detection rate? Work with a fellow!

Kumar

Saltzman

2020

Gastrointestinal Endoscopy

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“…Two challenges of this model are that these relationships vary in length, encompassing everything from a single endoscopic procedure to a multi-month partnership, and trainees vary in experience depending on when the interaction occurs during the course of their training. Though a recent study helped to identify the key competencies of trainers that best facilitated endoscopic teaching, there is limited literature on how trainers can create an optimal clinical learning environment (CLE) for this teaching and learning to occur [2].…”

Section: Introductionmentioning

confidence: 99%