United European gastroenterology journal · 2025
Harmonising Gastroenterology Training: An Analysis of Gastroenterology Training Curricula of the United European Gastroenterology Member Societies.
СтатьяНаблюдательное исследованиеМногоцентровое исследованиеНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Schlosser-Hupf Sophie, Staudacher Jonas, Wagner Verena, Unger Mira, Sousa Paula, Donning Inga Marie, Müller-Schilling Martina, Heinrich Henriette, GENIUS Study Group (National Societies Forum, National Societies Committee, Young Talent Group & Friends, Education Committee)
Аннотация
INTRODUCTION: Gastroenterology is a dynamic speciality that manages a wide range of gastrointestinal disorders. With the rising burden of gastrointestinal diseases, high-quality and standardised training is essential. United European Gastroenterology (UEG) aims to harmonise gastroenterology training across Europe.
METHODS: This multicentre observational study analysed national gastroenterology training curricula from 51 UEG national member societies. Between February and December 2024, curricula were obtained via national societies and online resources. Analysis focussed on five domains: (1) clinical core knowledge, (2) technical and procedural skills, (3) research, (4) non-technical competencies and (5) mentoring and assessment structures.
RESULTS: Median training duration was 60 months (IQR 48-72). Only 7.1% of curricula allowed part-time training; fewer than 17% permitted early sub-specialisation. Clinical core knowledge: All curricula defined core clinical competencies, including hepatology, upper gastrointestinal disorders, pancreatic and IBD care. Technical and procedural skills: Basic endoscopy was universally required, with a median of 300 gastroscopies and 200 colonoscopies. Advanced procedures featured in 70.0% of curricula, with substantial variation.
RESEARCH: Research training appeared in 76.2% of curricula, though structure and depth varied. Non-technical competencies: Non-technical competencies were covered in only 11.9%; communication (64.3%), leadership (26.2%), and professionalism (23.8%) were most common. Areas like shared decision-making, interprofessional collaboration, AI, and sustainability were rarely included. Training, mentoring and assessment frameworks: Training centre and trainer requirements were specified in 26.2% and 23.8% of curricula, respectively. One-third included formal mentoring. Competency-based objectives were present in 78.6% and logbooks in 42.9%. Few used structured tools: EPAs (7.1%), DOPS (9.5%) and Mini-CEX (2.4%). Exams were common; 9.5% used the ESEGH. The UEG Blue Book was cited in 24%.
DISCUSSION: Competency-based training is widespread, but structured assessments and non-technical skills are inconsistently addressed. There is a need for minimum training standards and greater curricular alignment across UEG member societies to ensure consistent and high-quality gastroenterology training in Europe.
METHODS: This multicentre observational study analysed national gastroenterology training curricula from 51 UEG national member societies. Between February and December 2024, curricula were obtained via national societies and online resources. Analysis focussed on five domains: (1) clinical core knowledge, (2) technical and procedural skills, (3) research, (4) non-technical competencies and (5) mentoring and assessment structures.
RESULTS: Median training duration was 60 months (IQR 48-72). Only 7.1% of curricula allowed part-time training; fewer than 17% permitted early sub-specialisation. Clinical core knowledge: All curricula defined core clinical competencies, including hepatology, upper gastrointestinal disorders, pancreatic and IBD care. Technical and procedural skills: Basic endoscopy was universally required, with a median of 300 gastroscopies and 200 colonoscopies. Advanced procedures featured in 70.0% of curricula, with substantial variation.
RESEARCH: Research training appeared in 76.2% of curricula, though structure and depth varied. Non-technical competencies: Non-technical competencies were covered in only 11.9%; communication (64.3%), leadership (26.2%), and professionalism (23.8%) were most common. Areas like shared decision-making, interprofessional collaboration, AI, and sustainability were rarely included. Training, mentoring and assessment frameworks: Training centre and trainer requirements were specified in 26.2% and 23.8% of curricula, respectively. One-third included formal mentoring. Competency-based objectives were present in 78.6% and logbooks in 42.9%. Few used structured tools: EPAs (7.1%), DOPS (9.5%) and Mini-CEX (2.4%). Exams were common; 9.5% used the ESEGH. The UEG Blue Book was cited in 24%.
DISCUSSION: Competency-based training is widespread, but structured assessments and non-technical skills are inconsistently addressed. There is a need for minimum training standards and greater curricular alignment across UEG member societies to ensure consistent and high-quality gastroenterology training in Europe.