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Setting standards for colonoscopic teaching and training
Author(s) -
TEAGUE ROBIN,
SOEHENDRA NIB,
CARRLOCKE DAVID,
SEGAL EDUARDO,
NAGY GABRIEL,
CHAO WILLIAM,
SAKAI YOSHIHIRA
Publication year - 2002
Publication title -
journal of gastroenterology and hepatology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.214
H-Index - 130
eISSN - 1440-1746
pISSN - 0815-9319
DOI - 10.1046/j.1440-1746.17.s1.17.x
Subject(s) - carr , citation , library science , medicine , computer science , ecology , biology
and technical staff. When these requirements are met, a palpable atmosphere of encouragement and expectation of success is generated and the training process becomes enjoyable and successful. It is impossible to expose a trainee to all the nuances of therapeutics and pathology during the training period, so that some sort of pathology library (slides, videos, CD-ROMs or DVDs) is helpful but there is no reason why this should not be held centrally via OMED. A number of videos and CD-ROMs are available to illustrate colonoscopic technique. These can be valuable adjuncts to training, especially during the early stages. But, of course, these provide only visual and not tactile instruction. Validation of training units is a difficult problem which some countries are beginning to address, but the process can have benefits as well as penalties. For example, if a certain standard is suggested, such as the provision of modern equipment, then the recommendation can be used as a lever to obtain funding. Most units will be judged on their finished product, that is the quality of trainees that they produce, and poorly performing units can be identified by trainee feedback to the central authority, or the assessments of the visiting faculty. In this respect, the regional training unit must lead by example with good teaching resulting in happy and competent trainees. Identified good practice is then disseminated throughout a region by the use of exchange of faculty, observers and television links. There is also considerable merit in a trainee attending more than one unit during their training period. If the training ethos is accepted and welcomed throughout a region, standards of practice and training are invariably high. Finally, we all agreed that training units should have a medico-legal responsibility for the quality and competence of their trainees. This means that a structured, criteria based assessment of a trainee at the end of the training program is essential. INTRODUCTION