Evidence map›Paper›PMID 38507124›Full record

ArticleDigestive diseases and sciences2024

Implementation and Analysis of a 5-Year Online Esophageal Motility Curriculum for Gastroenterology Fellows.

Connie W Wang, Christopher R Lees, Myung S Ko, Justin L Sewell, Priya Kathpalia

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Article in Digestive diseases and sciences, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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4 · The record

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5 · Who and what money

Authors and funding

5 authors.

Connie W WangDivision of Gastroenterology and Hepatology, University of California San Francisco, San Francisco, CA, USA.
Christopher R LeesDepartment of Medicine, University of California Los Angeles Medical Center, Los Angeles, CA, USA.
Myung S KoDivision of Gastroenterology and Hepatology, University of California San Francisco, San Francisco, CA, USA.
Justin L SewellDivision of Gastroenterology, San Francisco General Hospital, University of California San Francisco, San Francisco, CA, USA.
Priya KathpaliaDivision of Gastroenterology and Hepatology, University of California San Francisco, San Francisco, CA, USA. priya.kathpalia@ucsf.edu.ORCID http://orcid.org/0000-0001-9231-6851

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundMotility disorders are frequently encountered in gastroenterology (GI) practice, yet a national structured training curriculum for GI fellows in motility disorders is lacking. Since GI fellowships vary considerably in opportunities for specialized esophageal motility (EM) training, novel educational technology may be leveraged to provide standardized EM curriculum to train GI fellows in esophageal manometry.

methodsGI fellows participated in an online EM learning program at a single academic center from 2017 to 2022. Fellows answered case-based questions and were provided with evidence-based, corrective feedback related to core EM learning objectives. The primary outcome was change in knowledge and comfort in interpretation and clinical application of EM studies.

resultsSixty-nine fellows actively participated in the online EM curriculum. 65 fellows completed a pre-curriculum test, and 54 fellows completed a post-curriculum test. There was a cumulative improvement between pre-curriculum test and post-curriculum test scores from 70 to 87%, respectively (p < 0.001). Fellows had a mean improvement of 19% in questions as they progressed through the curriculum. Prior to enrolling in the EM course, 26% of fellows felt comfortable in interpreting EM studies compared to 54% of fellows after completion of the program (p < 0.001).

conclusionAn online, technology-based curriculum was effective in educating GI fellows on core competencies of EM. Fellows demonstrated improvement in proficiency of clinically important EM studies and increased comfort in interpreting EM studies. Further studies are needed to evaluate the use of technology-based learning to widely disseminate a structured training curriculum in EM, particularly in training programs without a motility presence.

Indexed as

CurriculumEsophageal Motility DisordersFellowships and ScholarshipsGastroenterologyClinical CompetenceEducation, DistanceEducation, Medical, GraduateHumansManometryEsophageal manometryFellowship trainingGastroenterology educationMotility

Identifiers

PMID38507124

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.