To assess improvements in technical skills in a simulated setting, examine performance disparities based on gender among surgical and gastroenterology trainees, and evaluate the perceived value of the course.
Approach:
Study Design: Observational pre- and post-course design involving 19 trainees (10 females, 9 males) participating in a four-day introductory endoscopy course.
Training Method: Course integrated theoretical learning with practical simulator training using GI-Mentor II™ and Thompson Endoscopic Skills Trainer (TEST).
Assessment: Performance assessed pre- and post-course focusing on completion times, screening efficiency, and mucosal inspection quality.
Key Findings:
Significant improvements in technical skills were observed post-course.
Female participants reached the descending part of the duodenum faster than males (p = 0.0184).
Males showed greater enhancements in speed-related tasks, while females had larger gains in quality metrics.
89.5% of participants reported increased confidence in their endoscopy skills.
Interpretation:
89.5% of participants reported increased confidence in their endoscopy skills.
Limitations:
Small sample size (n = 19) may limit generalizability.
Assessment was not blinded and participation was voluntary.
Conclusion:
Differences in improvement patterns among participants suggest that tailoring training to individual learning profiles could enhance endoscopic education.
