Endoscopy has become a cornerstone of modern gastroenterology, serving both diagnostic and therapeutic purposes. As endoscopic procedures continue to grow in complexity, the need for structured and effective training systems has become increasingly important to ensure operator competence and patient safety.

In the article “Theories of Educational Strategies for Endoscopy,” written by Hasan Maulahela, MD, PhD, FACG; Prof. Ardi Findyartini, MD, PhD; and Prof. Roy Soetikno, MD, PhD, MS, MASGE, highlight the importance of theory-informed educational approaches in endoscopy training. The article was published on March 3, 2026, in Gastrointestinal Endoscopy Clinics of North America.

Unlike many areas of medicine that primarily emphasize cognitive knowledge, endoscopy training requires the integration of psychomotor skills, cognitive processing, and real-time clinical decision-making. This complexity makes endoscopy education particularly challenging and underscores the importance of structured learning strategies.

For decades, medical training has often relied on the traditional apprenticeship model summarized as “see one, do one, teach one.” However, this approach is increasingly considered insufficient for high-risk procedures such as endoscopy. Variability in case exposure, limited opportunities for practice, and concerns regarding patient safety represent major limitations of this model.

To address these challenges, the authors highlight several modern educational strategies grounded in established learning theories, including:

• Simulation-based training, allowing trainees to develop technical skills before performing procedures on patients

• Deliberate practice, involving structured and goal-oriented training to progressively improve performance

• Mastery learning, ensuring trainees achieve defined competency standards before advancing

• Cognitive load theory, which optimizes learning in complex procedural environments

• Competency-based training, which evaluates trainees based on demonstrated competence rather than procedure numbers alone

These approaches reinforce a key message in modern endoscopy education: clear competency standards and timely feedback are more important than simply counting the number of procedures performed.

By integrating evidence-based educational strategies, training programs can better prepare future endoscopists who are competent, safe, and ready to meet the demands of contemporary clinical practice.

Read the full article:
https://doi.org/10.1016/j.giec.2026.01.004

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