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Implementation and Analysis of a 5-Year Online Esophageal Motility Curriculum for Gastroenterology Fellows.
Wang, Connie W; Lees, Christopher R; Ko, Myung S; Sewell, Justin L; Kathpalia, Priya.
Afiliación
  • Wang CW; Division of Gastroenterology and Hepatology, University of California San Francisco, San Francisco, CA, USA.
  • Lees CR; Department of Medicine, University of California Los Angeles Medical Center, Los Angeles, CA, USA.
  • Ko MS; Division of Gastroenterology and Hepatology, University of California San Francisco, San Francisco, CA, USA.
  • Sewell JL; Division of Gastroenterology, San Francisco General Hospital, University of California San Francisco, San Francisco, CA, USA.
  • Kathpalia P; Division of Gastroenterology and Hepatology, University of California San Francisco, San Francisco, CA, USA. priya.kathpalia@ucsf.edu.
Dig Dis Sci ; 69(5): 1661-1668, 2024 May.
Article en En | MEDLINE | ID: mdl-38507124
ABSTRACT

BACKGROUND:

Motility disorders are frequently encountered in gastroenterology (GI) practice, yet a national structured training curriculum for GI fellows in motility disorders is lacking. Since GI fellowships vary considerably in opportunities for specialized esophageal motility (EM) training, novel educational technology may be leveraged to provide standardized EM curriculum to train GI fellows in esophageal manometry.

METHODS:

GI fellows participated in an online EM learning program at a single academic center from 2017 to 2022. Fellows answered case-based questions and were provided with evidence-based, corrective feedback related to core EM learning objectives. The primary outcome was change in knowledge and comfort in interpretation and clinical application of EM studies.

RESULTS:

Sixty-nine fellows actively participated in the online EM curriculum. 65 fellows completed a pre-curriculum test, and 54 fellows completed a post-curriculum test. There was a cumulative improvement between pre-curriculum test and post-curriculum test scores from 70 to 87%, respectively (p < 0.001). Fellows had a mean improvement of 19% in questions as they progressed through the curriculum. Prior to enrolling in the EM course, 26% of fellows felt comfortable in interpreting EM studies compared to 54% of fellows after completion of the program (p < 0.001).

CONCLUSION:

An online, technology-based curriculum was effective in educating GI fellows on core competencies of EM. Fellows demonstrated improvement in proficiency of clinically important EM studies and increased comfort in interpreting EM studies. Further studies are needed to evaluate the use of technology-based learning to widely disseminate a structured training curriculum in EM, particularly in training programs without a motility presence.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Trastornos de la Motilidad Esofágica / Curriculum / Becas / Gastroenterología Límite: Humans Idioma: En Revista: Dig Dis Sci Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Trastornos de la Motilidad Esofágica / Curriculum / Becas / Gastroenterología Límite: Humans Idioma: En Revista: Dig Dis Sci Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos