Background

Motility 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.

Methods

GI 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.

Results

Sixty-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).

Conclusion

An 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.

中文翻译：

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胃肠病学研究员五年在线食管动力课程的实施和分析

背景

胃肠病学（GI）实践中经常遇到动力障碍，但缺乏针对胃肠道研究员的动力障碍国家结构化培训课程。由于 GI 奖学金在专门的食管动力 (EM) 培训机会方面差异很大，因此可以利用新颖的教育技术来提供标准化 EM 课程，以培训 GI 研究员进行食管测压。

方法

2017 年至 2022 年，GI 研究员在单一学术中心参加了在线 EM 学习计划。研究员回答了基于案例的问题，并获得了与核心 EM 学习目标相关的基于证据的纠正性反馈。主要结果是 EM 研究的解释和临床应用的知识和舒适度的变化。

结果

六十九名研究员积极参与在线 EM 课程。 65 名研究员完成了课程前测试，54 名研究员完成了课程后测试。课前测试和课后测试分数分别从 70% 累积提高到 87% ( p  < 0.001)。随着课程的进展，研究员的问题平均提高了 19%。在参加 EM 课程之前，26% 的学员对解释 EM 研究感到满意，而在完成课程后，这一比例为 54% ( p  < 0.001)。

结论

基于技术的在线课程有效地教育了 GI 研究员关于 EM 的核心能力。研究人员证明了临床重要的 EM 研究的熟练程度有所提高，并且解释 EM 研究的舒适度有所提高。需要进一步的研究来评估基于技术的学习的使用，以广泛传播 EM 结构化培训课程，特别是在没有流动性的培训项目中。