Effect of individualized feedback on learning curves in EGD and colonoscopy: a cluster randomized controlled trial

Samuel Han, Joshua C. Obuch, Rajesh N. Keswani, Matt Hall, Swati G. Patel, Paul Menard-Katcher, Violette Simon, Eze Ezekwe, Eva Aagaard, Asyia Ahmad, Saad Alghamdi, Kerri Austin, Bryan Brimhall, Charles Broy, Linda Carlin, Matthew Cooley, Jack A. Di Palma, Anna M. Duloy, Dayna S. Early, Swan EllertEric A. Gaumnitz, Jatinder Goyal, Priya Kathpalia, Lukejohn Day, Najwa El-Nachef, David Kerman, Robert H. Lee, Tisha Lunsford, Mohit Mittal, Kirsten Morigeau, Stanley Pietrak, Michael Piper, Anand S. Shah, Alan B. Shapiro, Amandeep Shergill, William Sonnier, Cari Sorrell, Shivakumar Vignesh, Sachin Wani

Research output: Contribution to journalArticle

Abstract

Background and Aims: Gastroenterology fellowships need to ensure that trainees achieve competence in upper endoscopy (EGD) and colonoscopy. Because the impact of structured feedback remains unknown in endoscopy training, this study compared the effect of structured feedback with standard feedback on trainee learning curves for EGD and colonoscopy. Methods: In this multicenter, cluster, randomized controlled trial, trainees received either individualized quarterly learning curves or feedback standard to their fellowship. Assessment was performed in all trainees using the Assessment of Competency in Endoscopy tool on 5 consecutive procedures after every 25 EGDs and colonoscopies. Individual learning curves were created using cumulative sum (CUSUM) analysis. The primary outcome was the mean CUSUM score in overall technical and overall cognitive skills. Results: In all, 13 programs including 132 trainees participated. The intervention arm (6 programs, 51 trainees) contributed 558 EGD and 600 colonoscopy assessments. The control arm (7 programs, 81 trainees) provided 305 EGD and 468 colonoscopy assessments. For EGD, the intervention arm (–.7 [standard deviation {SD}, 1.3]) had a superior mean CUSUM score in overall cognitive skills compared with the control arm (1.6 [SD,. 8], P = .03) but not in overall technical skills (intervention, –.26 [SD, 1.4]; control, 1.76 [SD,. 7]; P = .06). For colonoscopy, no differences were found between the 2 arms in overall cognitive skills (intervention, –.7 [SD, 1.3]; control,. 7 [SD, 1.3]; P = .95) or overall technical skills (intervention,. 1 [SD, 1.5]; control, –.1 [SD, 1.5]; P = .77). Conclusions: Quarterly feedback in the form of individualized learning curves did not affect learning curves for EGD and colonoscopy in a clinically meaningful manner. (Clinical trial registration number: NCT02891304.)

Original languageEnglish (US)
Pages (from-to)882-893.e4
JournalGastrointestinal endoscopy
Volume91
Issue number4
DOIs
StatePublished - Apr 2020

ASJC Scopus subject areas

  • Radiology Nuclear Medicine and imaging
  • Gastroenterology

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    Han, S., Obuch, J. C., Keswani, R. N., Hall, M., Patel, S. G., Menard-Katcher, P., Simon, V., Ezekwe, E., Aagaard, E., Ahmad, A., Alghamdi, S., Austin, K., Brimhall, B., Broy, C., Carlin, L., Cooley, M., Di Palma, J. A., Duloy, A. M., Early, D. S., ... Wani, S. (2020). Effect of individualized feedback on learning curves in EGD and colonoscopy: a cluster randomized controlled trial. Gastrointestinal endoscopy, 91(4), 882-893.e4. https://doi.org/10.1016/j.gie.2019.10.032