Competency-based medical education in interventional pulmonology: current state and future opportunities

Area of Science:

• Medical Education
• Pulmonology
• Procedural Skills Training

Background:

• Traditional interventional pulmonology training relied on apprenticeship models with inconsistent outcomes.
• Lack of standardized curricula and assessment tools led to variability in trainee competency.

Purpose of the Study:

• To examine the evolution and current status of competency-based medical education (CBME) in interventional pulmonology.
• To focus on procedural skills assessment and training within this evolving educational framework.

Main Methods:

• Review of traditional apprenticeship models and their limitations.
• Analysis of competency-based medical education (CBME) principles and outcome-based assessments.
• Evaluation of various procedural skills assessment tools (e.g., global rating scales, checklists, simulation).
• Discussion of specific procedures (EBUS-TBNA, ENB, rigid bronchoscopy) and their assessment.

Main Results:

• CBME offers a standardized approach to ensure trainees achieve necessary competencies.
• Various assessment tools show effectiveness in skill acquisition and clinical evaluation.
• Standardized tools and entrustable professional activities (EPAs) are crucial for improved competency evaluation.
• Specific procedures have unique learning curves and require tailored assessment strategies.

Conclusions:

• Interventional pulmonology is transitioning from traditional apprenticeship to CBME.
• Advancements in procedural skills assessment are enhancing training effectiveness.
• Future directions include AI feedback, addressing low-volume procedures, and improving workplace-based assessments for better patient care.