Abstract

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.

Original languageEnglish
Pages (from-to)10960
Number of pages1
JournalMedEdPORTAL : the journal of teaching and learning resources
Volume16
DOIs
StatePublished - 23 Sep 2020

Keywords

  • Clinical/Procedural Skills Training
  • Endoscopy
  • Faculty Development
  • Gastroenterology
  • Physician

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