BACKGROUND AND AIMS Teaching endoscopy is a key objective of gastroenterology (GI) fellowship programs but the best approach is not known. We sought to characterize which teaching competencies experts considered most critical for endoscopy education. METHODS We developed and refined 18 endoscopy teaching competencies based on literature review, personal experience, and interviews with experts. We invited GI fellowship program directors and endoscopy education experts to participate in a Delphi process to rate each proposed competency as essential, important but not essential, or not important using a 70% agreement threshold for consensus. Thirty-four GI fellowship program directors and 2 experts in endoscopy education participated (n = 36). RESULTS Most survey participants were male (61.8%), associate professors (55.9%), and had performed at least a quarter of procedures with fellows (80.6%). Survey response rates were 94% (34 of 36) for round 1 and 91% (31 of 34) for round 2 (overall 31 of 36; 86.1%). After 2 rounds we achieved the predefined consensus level for most competencies. Fourteen of 18 competencies (77.8%) reached consensus after round 2: 10 (55.6%) were deemed essential and 4 (22.2%) were deemed important but not essential. Essential competencies included the following: discusses patient history and plans for procedure with trainee (100%), assumes control of procedure when trainee is unable to progress or if patient safety concerns arise (100%), maintains attention throughout the case (96.8%), and discusses the next steps in management for the patient (96.8%). CONCLUSIONS In a national Delphi survey of endoscopy education experts, we identified 10 essential endoscopy teaching competencies. These can be used to frame faculty development and standardize GI fellowship programs to promote high-quality endoscopy education.

中文翻译：

---

基于对胃肠病学项目负责人和内窥镜教育专家进行的德尔福调查的内窥镜教学最佳实践。

背景和目标 教授内窥镜检查是胃肠病学 (GI) 奖学金计划的一个主要目标，但最佳方法尚不清楚。我们试图描述专家认为对内窥镜教育最重要的教学能力。方法 我们在文献回顾、个人经验和专家访谈的基础上，开发和完善了 18 项内窥镜教学能力。我们邀请 GI 奖学金计划主管和内窥镜教育专家参与 Delphi 流程，使用 70% 的共识阈值将每个提议的能力评定为必不可少、重要但不重要或不重要。34 名 GI 奖学金计划主任和 2 名内窥镜教育专家参加了 (n = 36)。结果 大多数调查参与者为男性 (61.8%)、副教授 (55.9%)、并与研究员进行了至少四分之一的程序 (80.6%)。第一轮的调查回复率为 94%（36 人中的 34 人），第二轮为 91%（34 人中的 31 人）（36 人中的 31 人；86.1%）。2 轮后，我们达到了大多数能力的预定义共识水平。在第 2 轮后，18 项能力中有 14 项 (77.8%) 达成共识：10 项 (55.6%) 被认为是必不可少的，4 项 (22.2%) 被认为是重要的但不是必不可少的。基本能力包括：与受训者讨论患者病史和手术计划 (100%)，在受训者无法进步或出现患者安全问题时控制手术 (100%)，在整个案例中保持关注 (96.8%) ，并讨论了患者管理的后续步骤 (96.8%)。结论 在一项针对内窥镜教育专家的全国德尔福调查中，我们确定了 10 项基本的内窥镜教学能力。这些可用于构建教师发展和标准化 GI 奖学金计划，以促进高质量的内窥镜教育。