Abstract: Poster Presentations |


Gordon H. Downie, MD, PhD*; Mark Bowling, MD; Gerard Silvestri, MD; Scott Ferguson, MD; Coakley Ray, MD; John Conforti, DO; Momen Wahidi, MD
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Brody School of Medicine at ECU, Greenville, NC


Chest. 2007;132(4_MeetingAbstracts):664. doi:10.1378/chest.132.4_MeetingAbstracts.664
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PURPOSE: Pulmonary specialists require years of rigorous training to acquire the clinical skills to manage airway disorders. In fellowship programs bronchoscopy evaluation is an integral component of the overall education experience. Skills acquisition has not been standardized and currently relies solely on procedure logbooks and subjective letters of competency from program directors. The multi-state bronchoscopy education project is a format of competency-based measurements for bronchoscopic cognitive and skills acquisition. We report the initial data on cognitive skills acquisition in the first cohort of first year pulmonary fellows.

METHODS: Study description: A prospective 2-year study evaluating the impact of training modalities for bronchoscopy skills acquisition. Null Hypothesis: By end of Year 1, pulmonary fellows are optimally trained in the cognitive aspects of basic bronchoscopy. Sites: East Carolina University, Duke University, University of North Carolina School at Chapel Hill, Wake Forest University. Medical University of South Carolina, University of Iowa, Virginia Commonwealth University. Cohort 1: First year fellows starting at their respective institutions July 1st 2006, n =25 First year fellows from the seven institutions were tested on cognitive parameters in July, December of 2006 and May 2007. 25 question multiple choice tests (all 3 had original questions) were given from a pool of 125 questions covering current board topics in bronchoscopy.

RESULTS: Tests from July and December 2006 have been scored (N=25). The mean from July and Decembers’ tests were 55% and 50% respectively. Scores ranged from 40-65% in July and from 40-75% in December. The third test will be given in May 2007.

CONCLUSION: These test results suggest an inadequate cognitive bronchoscopy cirriculum that is a shared fellowship experience.

CLINICAL IMPLICATIONS: The pedagogical method is ingrained as the preferred educational method in pulmonary medicine. Each institution has its own best curriculum with significant heterogeneity in content, application and skills acquisition from one to another. The study's 2nd cohort will have a standardized curriculum. By developing assessment data in both cohorts debate on bronchoscopy curriculum can be evidence driven.

DISCLOSURE: Gordon Downie, No Financial Disclosure Information; No Product/Research Disclosure Information

Wednesday, October 24, 2007

12:30 PM - 2:00 PM




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