Outcomes From Pediatric Gastroenterology Maintenance of Certification Using Web‐based Modules

Sheu, Josephine; Chun, Stanford; O׳Day, Emily; Cheung, Sara; Cruz, Rusvelda; Lightdale, Jenifer R.; Fishman, Douglas S.; Bousvaros, Athos; Huang, Jeannie S.

doi:10.1097/mpg.0000000000001488

Cited by 7 publications

(8 citation statements)

References 31 publications

(51 reference statements)

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“…[124][125][126][127][128][129][130][131][132][133] Other studies focused on activities completed through web-based practice improvement (Part IV) modules that incorporated larger numbers of selfselected participants and their self-reported chart-audit data and found improvements relative to baseline in most documentation and process measures, as well as improvements on some intermediate outcome measures. [134][135][136][137][138][139][140][141][142][143][144] Other analyses of web-based specialty board modules were associated with self-assessed improvements in care or knowledge but did not report remeasurement of outcomes after the intervention. [145][146][147] Web-based modules constructed by other organizations and approved by specialty boards to provide practice improvement (Part IV) MOC credit showed improvement in most process and intermediate outcomes.…”

Section: Moc Practice Improvement Activities (Part Iv)mentioning

confidence: 98%

Identification of Alternative Physician Assistant Recertification Models: An Analysis of the Landscape and Evidence Surrounding Approaches to Recertification in the Health Professions

Reid¹,

Duffy²,

Cohen³

et al. 2018

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Section: Moc Practice Improvement Activities (Part Iv)mentioning

confidence: 98%

Identification of Alternative Physician Assistant Recertification Models: An Analysis of the Landscape and Evidence Surrounding Approaches to Recertification in the Health Professions

Reid¹,

Duffy²,

Cohen³

et al. 2018

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“…We, as well as others, suggest that the same training model for trainees is used for the evaluation of the entire endoscopy training (including certification of maintenance) (63). In this model, specific factors for paediatric endoscopists should be considered, such as the limited numbers of endoscopies and the wide variation of practises among various paediatric endoscopists and centres (58).…”

Section: Q12 How Canmentioning

confidence: 99%

European Society for Paediatric Gastroenterology, Hepatology and Nutrition Position Paper on Training in Paediatric Endoscopy

Broekaert

Tzivinikos

Narula

et al. 2020

J. pediatr. gastroenterol. nutr.

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What Is KnownEndoscopy Training is becoming an integral part of Paediatric Gastroenterology Training within Europe. There is a great degree of variation between European endoscopy training in terms of duration, content, procedural volume, assessment during and at the end of training. What Is New?Achievement of milestones in training more accurately assesses competency compared with procedural number. 'Train the trainers' courses and educational material, such as e-learning and endoscopy simulator training improve a structured approach in endoscopy teaching. Cooperation with the National Paediatric Gastroenterology, Hepatology and Nutrition Societies in Europe will facilitate dissemination, discussion and implementation of results of this position paper. E ndoscopy Training is an integral part of paediatric gastroenterology training within Europe as mentioned in the European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN) training syllabus (1). National training programmes are often at least partly based on the ESPGHAN syllabus, however, there are a number of countries where endoscopy training is not included in Paediatric Gastroenterology, Hepatology and Nutrition (PGHN) training. There is increasing evidence that achievement of milestones in training more accurately assesses competency compared with procedural number (2,3). The updated ESPGHAN Syllabus has been approved by the European Union of Medical Specialists (UEMS), suggesting that countries with National PGHN society should comply with the syllabus. The ESPGHAN syllabus lists the endoscopic procedures to be fulfilled in order to certify for paediatric gastroenterologist and does not specify procedural volume anymore (4). A group of experts within the ESPGHAN was tasked to define milestones of competency in diagnostic and therapeutic endoscopy by the Endoscopy Special Interest Group (SIG). In addition, other areas of possible

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“…Internationally, there are many different regulatory policies that pertain to endoscopy facilities that must also be followed to ensure local compliance. Facilities that support endoscopy services for children must also have processes in place for outcomes assessment, as well as continual quality improvement activities (10,11). Finally, pediatric endoscopy should only occur in facilities that can ensure a child-and family-centered approach to care, with personnel that have been specifically trained for this purpose (2).…”

mentioning

confidence: 99%

Pediatric Endoscopy Quality Improvement Network Quality Standards and Indicators for Pediatric Endoscopy Facilities

Lightdale

Walsh

Narula

et al. 2021

J. pediatr. gastroenterol. nutr.

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Introduction:There is increasing international recognition of the impact of variability in endoscopy facilities on procedural quality and outcomes. There is also growing precedent for assessing the quality of endoscopy facilities at regional and national levels by using standardized rating scales to identify opportunities for improvement.Methods:With support from the North American and European Societies of Pediatric Gastroenterology Hepatology and Nutrition (NASPGHAN and ESPGHAN), an international working group of the Pediatric Endoscopy Quality Improvement Network (PEnQuIN) used the methodological strategy of the Appraisal of Guidelines for REsearch and Evaluation (AGREE) II instrument to develop standards and indicators relevant for assessing the quality of facilities where endoscopic care is provided to children. Consensus was reached via an iterative online Delphi process and subsequent in-person meeting. The quality of evidence and strength of recommendations were rated according to the GRADE (Grading of Recommendation Assessment, Development and Evaluation) approach.Results:The PEnQuIN working group achieved consensus on 27 standards for facilities supporting pediatric endoscopy, as well 10 indicators that can be used to identify high-quality endoscopic care in children. These standards were subcategorized into three subdomains: Quality of Clinical Operations (15 standards, 5 indicators); Patient and Caregiver Experience (9 standards, 5 indicators); and Workforce (3 standards).Discussion:The rigorous PEnQuIN process successfully yielded standards and indicators that can be used to universally guide and measure high-quality facilities for procedures around the world where endoscopy is performed in children. It also underscores the current paucity of evidence for pediatric endoscopic care processes, and the need for research into this clinical area.

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Outcomes From Pediatric Gastroenterology Maintenance of Certification Using Web‐based Modules

Cited by 7 publications

References 31 publications

Identification of Alternative Physician Assistant Recertification Models: An Analysis of the Landscape and Evidence Surrounding Approaches to Recertification in the Health Professions

Identification of Alternative Physician Assistant Recertification Models: An Analysis of the Landscape and Evidence Surrounding Approaches to Recertification in the Health Professions

European Society for Paediatric Gastroenterology, Hepatology and Nutrition Position Paper on Training in Paediatric Endoscopy

Pediatric Endoscopy Quality Improvement Network Quality Standards and Indicators for Pediatric Endoscopy Facilities

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