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We read with interest the paper by Ekkelenkamp et al,1 who found that the early use of validated simulators during endoscopy training expedites the learning of procedural skills.
Indeed, traditional teaching concepts do not take full advantage of advanced technology. We therefore prospectively investigated the impact of our self-developed custom wireless-enabled tablet PC-based multimedia training and test system on gastrointestinal endoscopy self-assessment program (GESAP®) exam performance. Control and the tablet groups were tested at the beginning and the end of their rotation by administration of all 200 random generator selected, equally distributed questions from all 11 categories (biliary, colorectal, oesophagus, intestines, nutrition, pancreas, patient preparation, paediatrics, surgery) parsed from the current GESAP® pool.
Medical students and residents doing an inpatient service rotation were alternatingly assigned to either the active test (tablet PC) or traditional education (control) group, respectively. The multimedia training package included access to the institutional collaborative online course management systems (Moodle and Blackboard), eBooks, eJournals, educational slide kits, podcasts, videos, animations, images from major biomedical and scientific publishers or professional societies, as well as twitter …
Contributors DCB had the idea, designed and led the project. IW programmed the tablet PCs and collected the data. UG, IW and DCB performed the analyses and interpreted the results. DCB wrote the first draft, and all authors edited and finally approved the manuscript prior to submission.
Funding The tablet PCs and other hardware used in this project were provided as part of the Technology for Teaching Higher Education Grant Award to DCB. GESAP was provided under a special license free of charge by American Society for Gastrointestinal Endoscopy (ASGE) (Downers Grove, Illinois, USA). Springer Publishers (New York, New York, USA) provided access free of charge to its entire eBook collection for the duration of this project. This project received additional support by Charité's Vice Dean for Education Office and a grant of the eLWisMed initiative of the German Federal Ministry of Education and Research (BMBF, Berlin, Germany) to DCB.
Competing interests None declared.
Provenance and peer review Not commissioned; internally peer reviewed.
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