From the Division of Pulmonary and Critical Care Medicine (Drs Kennedy and Maldonado), and the Division of General Internal Medicine (Dr Cook), Mayo Clinic; and the Office of Education Research (Dr Cook), Mayo Medical School.
Correspondence to: David A. Cook, MD, MHPE, Division of General Internal Medicine, College of Medicine, Mayo Clinic, Mayo 17-W, 200 First St SW, Rochester, MN 55905; e-mail: email@example.com
Financial/nonfinancial disclosures: The authors have reported to CHEST that no potential conflicts of interest exist with any companies/organizations whose products or services may be discussed in this article.
Reproduction of this article is prohibited without written permission from the American College of Chest Physicians. See online for more details.
We thank Dr Kastelik et al for their commentary and interest in our article.1 As they note, we found evidence that bronchoscopy simulation was effective compared with no intervention but found limited data comparing alternate simulation models. These authors’ experience with two different instructional designs during a bronchoscopy simulation course reflects a contribution in addressing that gap.
We repeat our proposition that the field would benefit from further work to study the effect of training features such as model type, feedback, mastery learning, and duration of training. Furthermore, evidence in the field remains limited with regard to higher-risk procedures, such as rigid bronchoscopy, transbronchial needle aspiration, and transbronchial biopsy. We encourage educational researchers to pursue these questions in future studies.
One other area we were not able to explore in our review is simulation-based assessment,2 which has been used to measure bronchoscopic skill.3,4 Further research in simulation-based assessment in bronchoscopy would complement the research agenda for training activities.
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