Development of an endoscopy technician training certificate program in a community college

GI endoscopic reprocessing: maintaining public confidence in the face of decreasing reimbursements

The Gastroenterology Core Curriculum, Third Edition

How To Maximize Trainee Education During the Coronavirus Disease-2019 Pandemic: Perspectives From Around the World

Competence in gastrointestinal (GI) endoscopy correlates with the number of procedures performed by the endoscopist. For each GI endoscopic procedure, the American Society for Gastrointestinal Endoscopy (ASGE) guidelines recommend minimum numbers needed to assess competence. We conducted an anonymous mail survey to determine whether GI endoscopy centers in the United States follow ASGE or other guidelines for granting and renewing endoscopic privileges. Completed surveys were received from 479 respondents in 46 states, Puerto Rico, and the District of Columbia. Most respondents were either the physician director (24%) or nurse manager (57%) of the endoscopy center. Most centers have more than 5 endoscopists (62%), and gastroenterologists performed procedures in the majority of the centers (89%). For initial endoscopic credentialing, few centers require a minimum number of procedures and only 10% meet ASGE criteria. To maintain credentials, less than one third require a minimum number and only 2% require more than 25 procedures/year. Although three fourths report periodic review of procedures, less than 5% review them more frequently than every 6 months. Only 20% of centers had ever denied endoscopic privileges (poor skills [80%], no references [27%], poor communication [7%], and excess complications [6%]) for which half faced litigation. Most GI endoscopy centers responding to this survey have no minimum standards for determining endoscopic competence and may credential GI endoscopists with suboptimal training. Only 10% adhere to ASGE guidelines. Moreover, there is lack of uniformity to application of these guidelines, and few centers use resulting data to deny or renew credentials. To guarantee high-quality endoscopic practice, more stringent, universal credentialing standards are required.

Steven Yelton, PE, AS, BSEE, is a professor in the Electrical Engineering Technologies Department at Cincinnati State Technical and Community College in Cincinnati, OH. Email: steven.yelton@ cincinnatistate.edu Over time, the healthcare technology management (HTM) field has seen an expansion in the education credentials for certain positions. However, getting a college degree can be challenging for many professionals, even with extensive experience in the field and a previous college degree. One problem is that accreditation mismatches may exist between institutions, which often is a surprise for employees and employers. A thorough understanding of institutional accreditation is critical for successful career development. To begin, here is an important fact: Every one of the thousands of colleges and universities in this country is accredited (with a tiny number of exceptions, mainly religious schools). Accreditation is designed to ensure academic quality, ensure public confidence, and most importantly, serve as a gatekeeper for federal financial aid (Title IV funds). Because many students use financial support to pay for college, institutions need accreditation for enrollment to start to happen. An accreditation credential granted to institutions is associated with one of two bodies: the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education (USDE). CHEA is a nongovernmental organization that recognizes five regional groups (Accrediting Commission of Community and Junior Colleges Western Association of Schools and Colleges, Middle States Commission on Higher Education, Higher Learning Commission, New England Association of Schools and Colleges Commission on Institutions of Higher Education, and the Southern Association of Colleges and Schools Commission on Colleges) surveying about 3,000 schools. Colleges or universities with this accreditation type are deemed “regionally accredited.” Academic credits earned at one of the schools are transferrable to another regionally accredited school. (Of note, while regional accreditation ensures the transfer of courses between institutions, it does not guarantee that courses will meet the specific degree requirements.) The transfer of courses between institutions is a complicated and challenging process that also involves program accreditation (discussed later). A database of regionally accredited schools is accessible at www.chea.org. Approximately 85% of colleges have regional accreditation, including all public (state or federally supported) institutions. The other accreditation credential option comes from one of about 52 private agencies. The USDE has provided “deemed status” to this diverse group to accredit colleges and universities, many of which are faith-based (e.g., Association of Advanced Rabbinical and Talmudic Schools) or focused on specialty training (e.g., Accreditation Commission for Acupuncture and Oriental Medicine). Institutions accredited by one of these We Hear You! Our Complete Standards Collection Is Now Digital. Includes the current version of every standard and guidance document

The Road Ahead

Multisociety guideline on reprocessing flexible GI endoscopes: 2016 update

Recently Published Dissertations on Community and Junior Colleges

GI endoscopic reprocessing practices in the United States

Surgeons Are Doing More Endoscopic Procedures: Are They Being Appropriately Trained?

Background Accurate optical diagnosis of colorectal polyps is essential for decision-making during colonoscopy, yet it remains a key skills gap among trainees and practicing endoscopists. To address this gap, we developed a cognitive simulation platform using high-fidelity polyp images to systematically develop endoscopists’ diagnostic and management decision-making skills through deliberate practice. Aims To evaluate endoscopists’ learning curves for optical diagnosis and polyp management decision-making and to determine the number of cases required to achieve predefined performance benchmarks. Methods Residents, fellows, and practicing endoscopists were recruited through training programs and national societies. Participants reviewed endoscopic images (in white light, narrow band imaging [NBI], and near focus), classified polyps using Paris, laterally spreading tumor [LST], NBI International Colorectal Endoscopic [NICE], and Japanese NBI Expert Team [JNET] classifications, predicted histology, and selected appropriate resection techniques. The primary outcome was learning rate, measured by a composite score of classification, histology prediction, and management decision-making. Learning curves were modeled using a deterministic signal processing model that allowed prediction of the number of cases needed to reach predefined accuracy benchmarks of 50%, 80%, and 90% for composite score, histology, and management. Results A total of 248 participants completed 15,051 cases; 75 (30.2%) completed ≥50 cases and 46 (18.5%) completed all 135. Participants were attending physicians (n = 95, 38.3%), fellows (n = 133, 53.6%), residents (n = 6, 5.6%), and 2.4% unreported. Correct response rates and learning curves are shown in Table 1 and Figure 1, respectively. The mean number (±SD) of cases to reach 50%, 80%, and 90% accuracy for composite score were 16.2(±12.2), 40.0(±7.9), and 81.9(±11.9), respectively. Similar mean numbers of cases were observed to achieve 50%, 80%, and 90% accuracy for histology (16.3±12.5, 37.3±7.2, and 71.2±11.3) and management (16.3±11.8, 37.3±6.9, and 71.3±9.7). Conclusions This is the first report of a cognitive simulation-based training platform that effectively improves endoscopists’ colorectal polyp optical diagnosis and management skills. Rapid early learning with flattening of learning curves as participants approach high accuracy supports the validity of these findings. Funding Agencies American Society for Gastrointestinal Endoscopy; Physician Services Incorporated

GI multisociety strategic plan on environmental sustainability.

Endoscopic retrograde cholangiopancreatography (ERCP) is one of the most technically demanding and highestrisk procedures performed by gastrointestinal endoscopists. Hence, it requires significant focused training and experience to maximize success and safety (1, 2). ERCP has evolved from a purely diagnostic to a predominately therapeutic procedure (3). ERCP and ancillary interventions are effective in the nonsurgical management of a variety of pancreaticobiliary disorders, most commonly removal of bile duct stones and relief of malignant obstructive jaundice (4). The American Society for Gastrointestinal Endoscopy (ASGE) has published specific criteria for the training and granting of clinical privileges for ERCP (5, 6) The ASGE/American College of Gastroenterology task force has established the following indicators to aid in the recognition of ERCP examinations of high quality. The levels of evidence supporting these quality indicators were graded according to Table 1. Such indicators would permit the development of quality assurance programs and enable endoscopists who perform ERCP to share their personal quality measures with patients and other interested parties.

Well-educated and well-trained pharmacy technicians play an integral part in the operation of pharmacies. However, recently, the pharmacy technician workforce has been declining due to many factors, including low salary, limited career advancement, and increasing responsibilities. Here a pharmacy technician student education and training partnership among a state pharmacy association, a community college, and a healthcare system is described. Through this novel partnership, the state association provides the curriculum and instructors for the community college to offer the course and the health system provides real-world experiences. The dedicated course with didactic and simulation opportunities, coupled with the experiential learning opportunity, following successful course completion, can prepare pharmacy technician students to enter the workforce and potentially address recent workforce shortages. Collaboration among a state pharmacy association, a community college, and a healthcare system or pharmacy may be a viable model in providing pharmacy technician education and training programs. Partnered health systems or pharmacies may benefit from having a consistent pool of well-trained, diverse, and dedicated pharmacy technicians to add to the workforce.

OBJECTIVETo describe the research conducted to structure and develop a statewide tobacco training and certification programme for tobacco treatment specialists (TTSs) in Massachusetts.DESIGNQualitative research strategies were used to obtain information...