Bronchoscopy Education: An Experiential Learning Theory Perspective

Septimiu D Murgu; Jonathan S Kurman; Omar Hasan

doi:10.1016/j.ccm.2017.11.002

Bronchoscopy Education: An Experiential Learning Theory Perspective

Clin Chest Med. 2018 Mar;39(1):99-110. doi: 10.1016/j.ccm.2017.11.002.

Authors

Septimiu D Murgu¹, Jonathan S Kurman², Omar Hasan³

Affiliations

¹ Department of Pulmonary and Critical Care, University of Chicago, 5841 South Maryland Avenue, MC 6076, Chicago, IL 60637, USA. Electronic address: smurgu@medicine.bsd.uchicago.edu.
² Department of Pulmonary and Critical Care, University of Chicago, 5841 South Maryland Avenue, MC 6076, Chicago, IL 60637, USA.
³ Department of Pulmonary and Critical Care, Swedish Covenant Hospital, 5145 North California Avenue, Chicago, IL 60625, USA.

PMID: 29433728
DOI: 10.1016/j.ccm.2017.11.002

Abstract

Bronchoscopy programs implementing the experiential learning model address different learning styles. Problem-based learning improves knowledge retention, critical decision making, and communication. These modalities are preferred by learners and contribute to their engagement, in turn leading to durable learning. Follow-up after live events is warranted through spaced education strategies. The objectives of this article are to (1) summarize and illustrate the implementation of experiential learning theory for bronchoscopy courses, (2) discuss the flipped classroom model and problem-based learning, (3) illustrate bronchoscopy checklists implementation in simulation, and (4) discuss the importance of feedback and spaced learning for bronchoscopy education programs.

Keywords: Bronchoscopy; Checklists; Education; Experiential learning theory; Flipped classroom model; Problem-based learning; Simulation.

Publication types

Review

MeSH terms

Bronchoscopy / methods*
Humans
Problem-Based Learning / methods*