Faculty Development Workshop for Endoscopic Teaching Techniques

Introduction Given the substantial variability in endoscopy teaching that gastroenterology fellows can be expected to encounter over the course of their fellowship, it is important to identify a standard set of behaviors that faculty can adopt to help trainees gain competence in endoscopy at an effi...

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Autores principales:	Kamron Pourmand, Satish Nagula, Laurie Keefer, Brijen Shah
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Endoscopy Faculty Development Gastroenterology Physician Clinical/Procedural Skills Training Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/42c4608e043043c5ae8d41a81fce0f69
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spelling	oai:doaj.org-article:42c4608e043043c5ae8d41a81fce0f692021-11-19T14:13:09ZFaculty Development Workshop for Endoscopic Teaching Techniques10.15766/mep_2374-8265.109602374-8265https://doaj.org/article/42c4608e043043c5ae8d41a81fce0f692020-09-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10960https://doaj.org/toc/2374-8265Introduction Given the substantial variability in endoscopy teaching that gastroenterology fellows can be expected to encounter over the course of their fellowship, it is important to identify a standard set of behaviors that faculty can adopt to help trainees gain competence in endoscopy at an efficient rate. There remains a scarcity of easily distributed, effective tools for faculty development in regard to teaching endoscopy. Methods Based on a prior qualitative study, we developed a three-part trigger video to be used for discussion during a faculty development session. We utilized three role-play scenarios between a fellow and supervisor managing a gastrointestinal bleed in the endoscopy suite. We summarized the implementation and instructions in a faculty guide. We used a postsession survey to measure effectiveness of the faculty development session. Results This workshop has been successfully administered twice in 2018 with over 30 gastroenterologists and hepatologists involved in endoscopic teaching. Overall, all faculty have found the workshop useful in learning about endoscopic teaching behaviors and helpful in adjusting their own behaviors in endoscopic teaching. Discussion We developed a faculty development workshop specifically for teaching endoscopy to gastroenterology trainees that is widely generalizable to other programs. Overall, we found a high level of satisfaction amongst the participants who have completed it. The tools we created can be easily tailored to complement any existing faculty development session and extrapolated to similar procedural disciplines.Kamron PourmandSatish NagulaLaurie KeeferBrijen ShahAssociation of American Medical CollegesarticleEndoscopyFaculty DevelopmentGastroenterologyPhysicianClinical/Procedural Skills TrainingMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Endoscopy Faculty Development Gastroenterology Physician Clinical/Procedural Skills Training Medicine (General) R5-920 Education L
spellingShingle	Endoscopy Faculty Development Gastroenterology Physician Clinical/Procedural Skills Training Medicine (General) R5-920 Education L Kamron Pourmand Satish Nagula Laurie Keefer Brijen Shah Faculty Development Workshop for Endoscopic Teaching Techniques
description	Introduction Given the substantial variability in endoscopy teaching that gastroenterology fellows can be expected to encounter over the course of their fellowship, it is important to identify a standard set of behaviors that faculty can adopt to help trainees gain competence in endoscopy at an efficient rate. There remains a scarcity of easily distributed, effective tools for faculty development in regard to teaching endoscopy. Methods Based on a prior qualitative study, we developed a three-part trigger video to be used for discussion during a faculty development session. We utilized three role-play scenarios between a fellow and supervisor managing a gastrointestinal bleed in the endoscopy suite. We summarized the implementation and instructions in a faculty guide. We used a postsession survey to measure effectiveness of the faculty development session. Results This workshop has been successfully administered twice in 2018 with over 30 gastroenterologists and hepatologists involved in endoscopic teaching. Overall, all faculty have found the workshop useful in learning about endoscopic teaching behaviors and helpful in adjusting their own behaviors in endoscopic teaching. Discussion We developed a faculty development workshop specifically for teaching endoscopy to gastroenterology trainees that is widely generalizable to other programs. Overall, we found a high level of satisfaction amongst the participants who have completed it. The tools we created can be easily tailored to complement any existing faculty development session and extrapolated to similar procedural disciplines.
format	article
author	Kamron Pourmand Satish Nagula Laurie Keefer Brijen Shah
author_facet	Kamron Pourmand Satish Nagula Laurie Keefer Brijen Shah
author_sort	Kamron Pourmand
title	Faculty Development Workshop for Endoscopic Teaching Techniques
title_short	Faculty Development Workshop for Endoscopic Teaching Techniques
title_full	Faculty Development Workshop for Endoscopic Teaching Techniques
title_fullStr	Faculty Development Workshop for Endoscopic Teaching Techniques
title_full_unstemmed	Faculty Development Workshop for Endoscopic Teaching Techniques
title_sort	faculty development workshop for endoscopic teaching techniques
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/42c4608e043043c5ae8d41a81fce0f69
work_keys_str_mv	AT kamronpourmand facultydevelopmentworkshopforendoscopicteachingtechniques AT satishnagula facultydevelopmentworkshopforendoscopicteachingtechniques AT lauriekeefer facultydevelopmentworkshopforendoscopicteachingtechniques AT brijenshah facultydevelopmentworkshopforendoscopicteachingtechniques
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Faculty Development Workshop for Endoscopic Teaching Techniques

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