Training the Trainers: Setting Standards for Faculty in Gastroenterology

Umar, Sarah B.; Oxentenko, Amy S.

doi:10.1016/j.cgh.2021.01.008

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…To standardize endoscopic training through a process of skill acquisition and assessment, it is critical to ensure the effectiveness of those who teach endoscopic skills 29 . Recognition of the importance of defined instructor competence has led to the development of train-the-trainer courses 30 , while improvement in procedural outcomes can be achieved if formal curricula for teaching endoscopic skills are developed 31 . Surprisingly, we found that training curricula and training leads to supervise training programs were lacking in 22 % and 18 % of training centers, respectively, while official certification of competence in endoscopy at the end of training was mandatory only in the UK.…”

Section: Discussionmentioning

confidence: 99%

Pediatric endoscopy training across Europe: a survey of the ESPGHAN National Societies Network 2016–2019

et al. 2022

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Background and study aims The ability to perform endoscopy procedures safely and effectively is a key aspect of quality clinical care in Pediatric Gastroenterology, Hepatology and Nutrition (PGHN). The aim of this survey, which was part of a global survey on PGHN training in Europe, was to assess endoscopy training opportunities provided across Europe. Methods Responses to standardized questions related to endoscopy training were collected from training centers across Europe through the presidents/representatives of the European Society for Paediatric Gastroenterology, Hepatology and Nutrition National Societies from June 2016 to December 2019. Results A total of 100 training centers from 19 countries participated in the survey. In 57 centers, the endoscopy suit was attached to the PGHN center, while in 23, pediatric endoscopies were performed in adult endoscopy facilities. Ninety percent of centers reported the availability of specialized endoscopy nurses and 96 % of pediatric anesthetists. Pediatric endoscopies were performed by PGHN specialists in 55 centers, while 31 centers reported the involvement of an adult endoscopist and 14 of a pediatric surgeon. Dividing the number of procedures performed at the training center by the number of trainees, ≤ 20 upper, lower, or therapeutic endoscopies per trainee per year were reported by 0 %, 23 %, and 56 % of centers, respectively, whereas ≤ 5 wireless capsule endoscopies per trainee per year by 75 %. Only one country (United Kingdom) required separate certification of competency in endoscopy. Conclusions Differences and deficiencies in infrastructure, staffing, and procedural volume, as well as in endoscopy competency assessment and certification, were identified among European PGHN training centers limiting training opportunities in pediatric endoscopy.

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Section: Discussionmentioning

confidence: 99%

Pediatric endoscopy training across Europe: a survey of the ESPGHAN National Societies Network 2016–2019

et al. 2022

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“…The ATA model combines external feedback with selfassessment and self-reflection. This model is utilized across the nation in medical education (French et al, 2015;Hannon & Timme, 2019;Umar & Oxentenko, 2021), and it involves three steps of dialogue following an experience, such as a medical student examining a patient (Hannon & Timme, 2019):…”

Section: Self-assessment Self-reflection and The Ata Feedback Modelmentioning

confidence: 99%

“…The ATA model combines external feedback with self‐assessment and self‐reflection. This model is utilized across the nation in medical education (French et al., 2015; Hannon & Timme, 2019; Umar & Oxentenko, 2021), and it involves three steps of dialogue following an experience, such as a medical student examining a patient (Hannon & Timme, 2019): Step 1—Ask: Ask the student for self‐assessment (e.g., their strengths and areas of improvement, how they think the experience went). Step 2—Tell: Provide feedback to the student. Step 3—Ask: Ask the student for self‐reflection (e.g., what they are taking from the feedback and what the next steps might be). …”

Section: Designing An Effective Feedback Intervention To Successfully...mentioning

confidence: 99%

Teaching virtual presentation with a theory‐based feedback intervention: An experiential class project for the postpandemic era

Rua,

Aytug

2023

Decision Sci J Innov Edu

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This study draws from feedback intervention theory and professional communications theory to present a versatile, experiential class project to develop and improve students’ virtual communications and presentation skills by combining hard and soft‐skill development, multisource feedback, and self‐reflection. After successfully using this class project for four semesters, data were collected from six graduate classes (N = 145) to assess the project's effectiveness and students’ perceptions. Positive student feedback, control group–trained group comparisons, and the trained group's Time 1–Time 2 performance comparisons provide supportive evidence for the effectiveness of the project as a valuable learning tool in helping students develop virtual communication and presentation skills. As companies and institutions across industries continue to utilize virtual work arrangements, this project will be a useful tool for preparing students for the postpandemic digital business world.

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Self-management education for children with epilepsy and their caregivers. A scoping review

Leviton

Patel

Loddenkemper

2023

Epilepsy & Behavior

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Training the Trainers: Setting Standards for Faculty in Gastroenterology

Cited by 3 publications

References 11 publications

Pediatric endoscopy training across Europe: a survey of the ESPGHAN National Societies Network 2016–2019

Pediatric endoscopy training across Europe: a survey of the ESPGHAN National Societies Network 2016–2019

Teaching virtual presentation with a theory‐based feedback intervention: An experiential class project for the postpandemic era

Self-management education for children with epilepsy and their caregivers. A scoping review

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