Copyright
©The Author(s) 2019.
World J Gastrointest Endosc. Mar 16, 2019; 11(3): 209-218
Published online Mar 16, 2019. doi: 10.4253/wjge.v11.i3.209
Published online Mar 16, 2019. doi: 10.4253/wjge.v11.i3.209
Educational Strategy | Key points |
Deliberate practice with mastery learning | Deliberate practice: repetitive performance of a skill, constructive feedback, and exercises to correct errors and improve performance |
Mastery learning: consistently demonstrating a predefined level of proficiency in a task. Key principles include: baseline assessment; clear and progressive learning objectives; minimum passing standards; educational activities based on predefined objectives and standards; and serial formative assessments to gauge progress | |
Feedback and debriefing | Endoscopic simulation in the absence of feedback may be ineffective |
Feedback should be simple, goal-directed, based on observable behaviors, and ideally delivered during a debrief at the end of a simulated procedure | |
Educators may supplement feedback with validated endoscopic assessment tools and input from other sources, such as nurses, anesthesiologists, and standardized patients | |
Debriefing should be a two-way process through which trainees and their trainers identify gaps in performance, explore the basis of those gaps, and establish tasks to improve performance | |
Contextual learning | Initial training should focus on acquisition of basic skills such as endoscope navigation and torque steering, and progress to simulated tasks of increasing complexity and difficulty |
The introduction of team-based practice through hybrid simulation models can allow trainees to practice non-technical skills, such as communication, decision making, leadership, and crisis management | |
Varying tasks during training can better prepare trainees to handle variation in anatomy, pathology, and difficulty during real procedures | |
Innovative educational design | Endoscopy simulation curricula grounded in educational theory and empirical data have been shown to improve transfer of learning outcomes to the clinical environment |
Training programs can improve learning by implementing simulation sessions at more widely spaced intervals | |
Just-in-time simulation training may be used to allow trainees to “warm-up” before performing complex tasks in the clinical environment | |
Novel educational strategies emerging in simulation include the application of game design elements and the use of head-mounted displays to create an immersive experience |
- Citation: Khan R, Scaffidi MA, Grover SC, Gimpaya N, Walsh CM. Simulation in endoscopy: Practical educational strategies to improve learning. World J Gastrointest Endosc 2019; 11(3): 209-218
- URL: https://www.wjgnet.com/1948-5190/full/v11/i3/209.htm
- DOI: https://dx.doi.org/10.4253/wjge.v11.i3.209