A survey was done on the participants of the previous education seminar. Eighty two endoscopists from 67 instituties had replied and 50 practitioners replied for a total of l32 that were surveyed and analyzed. (continue...)
Education* ; Endoscopy* ; Korea*

BACKGROUND/AIMS: We developed a new endoscopic biopsy training simulator and determined its efficacy for improving the endoscopic biopsy skills of beginners. METHODS: This biopsy simulator, which presents seven biopsy sites, was constructed using readily available materials. We enrolled 40 participants: 14 residents, 11 first-year clinical fellows, 10 second-year clinical fellows, and five staff members. We recorded the simulation completion time for all participants, and then simulator performance was assessed via a questionnaire using the 7-point Likert scale. RESULTS: The mean times for completing the five trials were 417.7±138.8, 145.2±31.5, 112.7±21.9, and 90.5±20.0 seconds for the residents, first-year clinical fellows, second-year clinical fellows, and staff members, respectively. Endoscopists with less experience reported that they found this simulator more useful for improving their biopsy technique (6.8±0.4 in the resident group and 5.7±1.0 in the first-year clinical fellow group). The realism score of the simulator for endoscopic handling was 6.4±0.5 in the staff group. CONCLUSIONS: This new, easy-to-manufacture endoscopic biopsy simulator is useful for biopsy training for beginner endoscopists and shows good efficacy and realism.
Biopsy* ; Education ; Endoscopy ; Stomach*

PURPOSE: The present study was aimed at evaluating the usefulness of box simulators for training novice endoscopists. MATERIALS AND METHODS: An explanation of the goals, contents, and features of the simulator was given to study participants. The participants then received "hands-on training" in gastrointestinal endoscopy techniques using a box simulator. Subsequently, they were asked to answer 19 structured questions about the simulator. Ratings were scored on a scale from 1 to 5 for questions concerning their first impression of the simulator. Questions on the usefulness of the simulator and the training course were answered as "agree", "disagree", or "no opinion". RESULTS: A total of 32 participants filled out the questionnaire. The mean scores on the simulator's usefulness, features, and realistic movements before the training were between 1.5 and 2.0. There were no significant differences between the mean values of the scores given by novice users compared to non-novice users. However, after receiving training on the simulator, 90.6% of the participants considered the box simulator a generally useful tool for learning basic endoscopic techniques, and 90.6% agreed that the simulator was useful for improving hand-eye coordination. CONCLUSION: Box simulators may be useful for training novice endoscopists in basic gastrointestinal endoscopic techniques.
*Computer Simulation ; Endoscopy/*education ; Endoscopy, Gastrointestinal/education ; Humans ; Questionnaires

No abstract available.
Congresses as Topic ; Education, Medical ; Endoscopy ; Internet

Endoscopy ; education ; Humans ; Skull Base ; surgery

PURPOSE: This study was conducted to identify the effects of educational video program delivered using Tablet PC on physical discomfort, uncertainty, state anxiety, and nursing education satisfaction among early gastric cancer patients undergoing endoscopic submucosal dissection. METHODS: The study design was nonequivalent control group pretest-posttest design. The subjects were 60 patients who were hospitalized to undergo endoscopic submucosal dissection. The experimental group watched educational video using Tablet PC (n=30) and the control group received only the usual education (n=30). The collected data were analyzed using independent t-test to examine study hypothesis. RESULTS: The level of physical discomfort (t=3.05, p=.003) and nursing education satisfaction (t=−2.20, p=.032) in the experimental group were significantly different from that of the control group. However, the level of uncertainty (t=−0.82, p=.418) and state anxiety (t=−1.69, p=.097) in the experimental group were not different from that of the control group. CONCLUSION: The study findings confirm that the educational video program delivered using Tablet PC as an effective intervention alleviating physical discomfort and improving satisfaction regarding nursing education among early gastric cancer patients undergoing endoscopic submucosal dissection. Based on the findings, we believe that the educational video program can be helpful in decreaseing physical discomfort, and it also can be utilized to improve nursing education satisfaction.
Anxiety ; Education ; Education, Nursing ; Endoscopy ; Humans ; Nursing ; Stomach Neoplasms ; Uncertainty

Gastrointestinal endoscopy is important in diagnosis, treatment, and prevention of many diseases of the digestive tract. The ability to perform esophagogastroduodenoscopy (EGD) safely, effectively, and efficiently has become the mainstay of gastroenterology practice. In Korea, EGD education is usually imparted as a component of gastroenterology training programs during fellowship. In this review, we discuss the general principles of EGD training. Formal curriculum development with devising clear goals and effective training methods should be developed in the future.
Curriculum ; Diagnosis ; Education ; Endoscopy* ; Endoscopy, Digestive System* ; Endoscopy, Gastrointestinal ; Fellowships and Scholarships ; Gastroenterology ; Gastrointestinal Tract ; Korea

BACKGROUND/AIMS: Laryngopharyngeal reflux (LPR) is an extraesophageal manifestation of gastroesophageal reflux disease. Endoscopic assessment of LPR is needed for convenient diagnosis and documentation of treatment efficacy. The aim of this study was to investigate the interrater reliability of LPR among endoscopists based on endoscopic laryngeal images. MATERIALS AND METHODS: Nineteen endoscopists participated in this study. Before the test, they completed an intensive education program by an otorhinolaryngologist on the reflux finding score (RFS), which is a validated laryngoscopic assessment of LPR. A total of 100 endoscopic laryngeal images were used for 3 tests of RFS. Cohen's and Fleiss' kappa coefficients were used to determine the degree of interrater agreement in the diagnosis of LPR. RESULTS: In the first test, the mean of Cohen's kappa coefficients for LPR diagnosis between the otorhinolaryngologist and each of the 19 endoscopists was 0.3. In the second test, after additional education, the mean kappa value was 0.32. Fleiss' kappa coefficients for diagnosis of LPR among the 19 endoscopists in the first and second tests were 0.30 and 0.26, respectively. CONCLUSIONS: A short-term education program for endoscopists did not result in an improvement of accuracy in the diagnosis of LPR. Further studies using advanced educational programs for endoscopists are required.
Diagnosis* ; Education ; Endoscopy* ; Gastroesophageal Reflux ; Laryngopharyngeal Reflux* ; Treatment Outcome

BACKGROUND/AIMS: We started a daily web-based E-mail learning program about gastrointestinal (GI) endoscopy. We surveyed the opinion of the E-mail recipients about the usefulness of the daily E-mail learning program. MATERIALS AND METHODS: Using the intranet system, PDF-file based education materials about interesting endoscopic cases were sent to 144 members of Samsung Medical Center every day. It included every resident of the Department of Medicine, and every fellow of the Division of Gastroenterology. They were invited to answer the questionnaires using E-mail. RESULTS: A total of 92 subjects replied the questionnaire (response rate: 64%). About half of the members (47%) answered that they read the education material in the morning. They answered that they read about more than 75% of the material (48%). It took less than 5 minutes to read a daily material (87%). However, only 13 percent answered that they have sent questions to the editor of the program via E-mail. The members wanted more information about GI pharmacologic treatment (54%). Also, they wanted more cases of benign and malignant upper GI diseases (54%). CONCLUSIONS: In our endoscopy unit, we have successfully established a daily E-mail learning program. It seems to be very useful for teaching and learning interesting cases during busy working hours.
Computer Communication Networks* ; Education ; Electronic Mail* ; Endoscopy ; Gastroenterology ; Learning*

BACKGROUND/AIMS: We used three-dimensional (3D) printing technology to create a new biopsy simulator for the stomach and investigated its efficacy and realism in endoscopic biopsy training. METHODS: A novel stomach biopsy simulator, with 10 biopsy sites, was produced using a 3D printer. We enrolled 26 participants, including 10 residents, six first-year fellows, five second-year fellows, and five faculty members. We recorded and reviewed five training sessions and evaluated the simulator with questionnaires using a 7-point Likert scale. RESULTS: The mean completion time (seconds) was 244.8±11.5 for the residents, 107.9±33.4 for the first-year fellows, 106.8±20.1 for the second-year fellows, and 103.8±19.2 for the faculty members. The completion time became shorter with repetition and was significantly lower for residents by the fifth trial (first trial, 347.0±159.5; fifth trial, 169.6±57.7; p=0.007). The faculty members strongly agreed that the simulator realistically reflected endoscopic handling and was reasonable for endoscopic training (scores of 6.2±0.8 and 6.4±0.9, respectively). Importantly, experienced endoscopists reported that the difficulty levels of the 10 biopsy sites in the simulator were a realistic match for the actual stomach. CONCLUSIONS: This endoscopic biopsy simulator created using a 3D printer is a realistic and useful method to improve the biopsy skills of trainee endoscopists.
Biopsy* ; Education ; Endoscopy ; Methods ; Printing, Three-Dimensional ; Stomach*