Robert A Mousset, Wouter H de Vos Tot Nederveen Cappel, Jurjen J Boonstra, Alexandra M J Langers, Paul L P Brand
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引用次数: 0
Abstract
Background and need for innovation: Train-the-trainer courses for procedural teaching, including gastrointestinal endoscopy, have been shown to improve trainer performance and learner outcomes. However, maintaining these gains over time is challenging. Refresher training has been proposed as a strategy to support long-term retention of procedural teaching skills; however, such training is currently lacking and its impact remains unclear.
Goal of innovation: We developed, implemented and evaluated a bespoke Training the Colonoscopy Trainers (TCT) refresher training to support sustained endoscopy teaching skills. In addition, facilitators and barriers influencing long-term retention and transfer of teaching skills were identified.
Steps taken for development and implementation of innovation: Sixteen endoscopy trainers who had previously completed the original TCT course participated in a one-on-one refresher training delivered 6-9 months after the initial training. Effectiveness was evaluated using Kirkpatrick levels 1 (reaction), 3 (behaviour) and 4 (results). Course participant interviews were thematically analysed to identify factors influencing sustained skill retention and transfer to practice.
Outcomes of innovation: Participants highly valued the refresher training. Although improvements in trainer performance were not statistically significant, post-refresher training video-analysis scores exceeded all previous measurements. Residents reported high satisfaction with supervision and perceived improvements in feedback quality and procedural guidance. Institutional support and opportunities to teach were identified as key facilitators, while time constraints were the primary barrier to sustained skill application.
Critical reflection: This study demonstrates the feasibility and added value of refresher training as part of faculty development for procedural teaching. While challenges remain regarding optimal timing and institutional support, this proof of principle highlights the potential of longitudinally embedded refresher training to advance teaching quality across medical education contexts.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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