3 WORLD GASTROENTEROLOGY NEWS OCTOBER 2014 Editorial | Expert Point of View | Gastro 2015: AGW/WGO | WDHD News | WGO & WGOF News | WGO Global Guidelines | Calendar of Events Post Graduate Education in Gastroenterology Alejandro Piscoya, MD Professor of Medicine, Universidad Peruana de Ciencias Aplicadas (UPC) Gastroenterologist, Hospital Nacional Cayetano Heredia, Lima - Perú Member of the Editorial Board, Revista de Gastroenterología del Perú Medical education has become a ma-jor field all over the world; professors now need to improve their teaching skills by learning new ways to teach and assess students (1). As such, competency based medical education is now the standard in undergraduate studies and nearly every school in the USA and Europe and some in the less developed countries have developed their curriculums using competencies. Assessment remains an important issue since there are still no standards on how to perform research and whether there are new techniques needed to evaluate our students. There are several assessment tech-niques such as simulation, Mini-Cex and formative or summative assess-ment that may be used together to allow students to fulfill the require-ments of their studies (1). Postgraduate studies in general have moved towards the competency-based model. Most recently, the Blue Book of the European Board of Gastroenterology & Hepatology (EBGH) in 2012 (2) provided a list of basic competencies (Table 1). The recent implementation of the Next Accreditation System (NAS) has been launched by the Accredita-tion Council for Graduate Medical Education (ACGME) this year in the USA (3). The major gastroenterologi-cal societies have joined effort to fulfil the requirement of the ACGME and to create a large set of tools, the EPA (Entrustable Professional Activities) that will be completed by all post-graduate students from now on (4) (Table 2). Canada has the Canmeds Program that can be applied to most specialties, including core and specific competencies; they have a specific set for Gastroenterology (5). We have, however, little informa-tion on the rest of the world. In 2007, the WGO released its Standards in Gastroenterology Training that gathered information from all over the world and gave a framework of rec-ommendations (6). This is an ongoing effort; standards should be reviewed on the light of recent research, and the WGO may need to perform its own research in order to improve the guidelines and tailor the functioning of their educational programs. One approach may be the analysis of the different documents provided in order to update the current standards. Also some regional or member societies may change the importance of the competencies and perhaps add some more according to the most common pathologies in their area. One of the WGO’s two major educational programs, The Train the Trainers (TTT) course (7), provides tools for faculty development where competencies are quite important. There are several aspects of group teaching, skills teaching, assessment and Evidence Based Medicine taught in a unique way, giving faculty from all over the world a first impression of what is needed. Sometimes this course serves as a catalyst to change existing programs and continues as the trained faculty replicate the course or by shar-ing what they have learned with other Table 1. The Blue Book Basic Competencies in Gastroenterology & Hepatology (2012) Functional and Motility Disorders of the GI Tract Oro-Oesophageal Disorders Stomach & Duodenum Pancreatic disorders Biliary tract disorders Liver Small intestine Large intestine Inflammatory bowel disease Radiation and chemotherapy induced enteropathies Anorectal disease Conditions involving systemic diseases, genetic disease, multiple organs and the elderly Nutrition Fundamental Clinical and General Skills and Knowledge for Endoscopy Specific Endoscopy Skills
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