can be used to teach and/or reinforce various tasks depending on how they are used and integrated within a curriculum. As mentioned, a “progressive” learning strategy, which involves planned and gradual increases in the difficulty and complexity of tasks as learners’ abilities improve, can be used by educators to help guide the selection of simulators for educational programs. A stepwise progression enables trainees to build upon previously attained skills by engaging in activities of increasing difficulty without being cognitively overloaded [16]. As with clinical training, instruction and feedback are crucial to facilitate learning [22].
In developing new simulators, task deconstruction is important to ensure key tasks are integrated within the model and focused on as points of instruction [3]. Similarly, it aids in formulating simulator‐derived metrics that can serve as objective performance feedback for trainees.
Summary
The training of endoscopic skill is an important component of residency training that has not been the focus of extensive study. In this chapter, we have attempted to illustrate that although performing endoscopy involves highly complex psychomotor skills, a structured approach to training using deconstruction of relevant skill sets can be a useful starting point to designing training. Although current training programs are no doubt producing competent endoscopists, and many have learned endoscopy on their own in the past, observations from a variety of perspectives have demonstrated that there is room for improvement. A careful examination of current training methods using a framework for both endoscopy and training, such as that described in this chapter as a starting point, can assist endoscopy trainers in providing efficient, timely, and comprehensive training to future endoscopists.
Videos
Video 2.1 Acquisition of technical and procedural skills: lessons learned from teaching laparoscopic surgery.
Video 2.2 Demonstration of the Thompson Endoscopic Skills Trainer (TEST), developed to emphasize fundamental endoscopic technical skills for basic maneuvers including retroflexion, tip deflection, torque, polypectomy, navigation, and loop reduction.
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3 Training to Become a High‐Quality Endoscopist: Mastering the Nonprocedural Aspects
Sahar Ghassemi1 and Douglas O. Faigel2
1 University of Washington, Seattle, WA, USA
2 Mayo Clinic, Scottsdale, AZ, USA
Quality is not an act, it is a habit
— Aristotle
It is quality rather than quantity that matters
— Seneca
In training programs across the country, there is a growing pressure to perform a higher volume of procedures in a patient population that is often new to the institution
