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• W2198675222 abstract "I read the article by Wani et al1Wani S. et al.Clin Gastroenterol Hepatol. 2015; 13: 1318-1325 e2Google Scholar with great interest and wanted to share my views. Competency-based medical education certainly has led to a more objective approach to competency achievement, with a focus on outcomes, abilities, and greater learner centeredness, with a shift away from time-based training.2Frank J.R. et al.Med Teach. 2010; 32: 638-645Google Scholar Add to this the more recent concept of entrustable professional activities in gastroenterology fellowship training focused on the translation of theoretical competencies to clinical practice with a view of entrusting an individual to perform a competency unsupervised.3Rose S. et al.Gastrointest Endosc. 2014; 80: 16-27Google Scholar In all forms of training it is agreeable that people learn at different rates as noted by the study authors. It also is clear that for current trainees, technology plays a huge role in their learning. It now is uncommon to find a lecture hall or seminar room devoid of mobile devices. In addition, trainees use such devices to access the latest evidence, complete online learning modules, portfolios, and prepare for examinations. One recent example of technology-based learning is the concept of the flipped classroom, in which candidates are provided preparatory material typically in the form of videos before a teaching session. Class time then is spent problem solving cases among peers with the added benefit of peer-to-peer and instructor-to-peer feedback. The flipped classroom recently was used for pediatric gastroenterology teaching with positive outcomes.4Sahn B. et al.Gastroenterology. 2014; 146: S-763Google Scholar A second example of merit is that of spaced learning, in which questions are e-mailed to candidates in a spaced repetitive fashion with the onus of enhanced retention and understanding.5Kerfoot B.P. et al.J Am Coll Surg. 2010; 211: 331-337 e1Google Scholar A further example is that of adaptive learning, in which computer-based technology optimizes content for the learner, with a specific focus on the areas in which they are less knowledgeable.6McMahon G.T. et al.N Engl J Med. 2014; 370: 1648-1649Google Scholar Therefore, it would prove interesting to see an adjunct-based analysis of technology-enhanced learning in addition to endoscopic ultrasound procedure assessment among trainees. This may prove to increase the rate of competency achievement with the added benefit of being learner-specific. Variation in Aptitude of Trainees in Endoscopic Ultrasonography, Based on Cumulative Sum AnalysisClinical Gastroenterology and HepatologyVol. 13Issue 7PreviewStudies have reported substantial variation in the competency of advanced endoscopy trainees, indicating a need for more supervised training in endoscopic ultrasound (EUS). We used a standardized, validated, data collection tool to evaluate learning curves and measure competency in EUS among trainees at multiple centers. Full-Text PDF ReplyClinical Gastroenterology and HepatologyVol. 13Issue 13PreviewDr Sharma1 has highlighted the potential role of technology in learning and the impact this may have on the rate of competency achievement at the end of the training period. Three novel concepts were introduced in this letter: flipped classroom (eg, trainees watch video tutorials and actual time in the classroom is spent together working on problems interactively with the trainer), spacing effect (repetitive online education, spaced throughout training), and adaptive learning (computer-based technology focusing on areas in which trainees are less knowledgeable). Full-Text PDF" @default.
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• W2198675222 date "2015-12-01" @default.
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• W2198675222 title "Technology-Based Learning for Endoscopic Ultrasound" @default.
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• W2198675222 doi "https://doi.org/10.1016/j.cgh.2015.07.002" @default.
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