Murgu, Septimiu

Abstract Interventional pulmonology (IP) fellowship training has undergone increased popularity and growth. The Accreditation Council of Graduate Medical Education recently recognized IP medicine as a new subspecialty, which leads to new challenges and opportunities for a young subspecialty. Although the specialty-specific requirements are in progress, IP fellowship programs must plan ahead for the known common program requirements and anticipated accreditation process. The educational leadership in IP must identify and execute solutions to sustain continued excellence. This includes transitioning to a new regulatory environment with issues of funding new fellowships, keeping up to date with training/assessment of new procedures, and shaping the future through recruitment of talent to lead the young subspecialty.

AbstractBronchoscopy education is undergoing significant changes in step with other medical and surgical specialties that seek to incorporate simulation‐based training and objective measurement of procedural skills into training programmes. Low‐ and high‐fidelity simulators are now available and allow learners to gain fundamental bronchoscopy skills in a zero‐risk environment. Testing trainees on simulators is currently possible by using validated assessment tools for both essential bronchoscopy and endobronchial ultrasound skills, and more tools are under development for other bronchoscopic techniques. Educational concepts including the ‘flipped classroom’ model and problem‐based learning exercises are increasingly used in bronchoscopy training programmes. These learner‐centric teaching modalities require well‐trained educators, which is possible thorough the expansion of existing faculty development programmes.