The Impact of Remote Visualized Teaching on Clinical Competence Following Short-Term Bronchoscopy Training
Bibliographic record
Abstract
Objective: To evaluate the impact of remote visualized teaching (RVT) on trainees' confidence and clinical competence after short-term traditional simulation-based bronchoscopy training. Methods: In this prospective self-controlled quasi-experimental study, two cohorts, with 24 trainees each, completed a one-day traditional bronchoscopy course and voluntarily joined a one-month RVT program. Confidence and clinical competence were evaluated before and after RVT using the Bronchoscopy Operator Confidence Scale (BOCS) and a modified Ontario Bronchoscopy Assessment Tool (OBAT), with scores analyzed using the Wilcoxon signed-rank test. Results: 48 trainees from 43 hospitals (81.2% secondary-level) completed the RVT course. Median BOCS scores increased significantly from 60.0 (54.0-64.0) to 75.0 (72.0-81.0; p<0.001), with notable improvements in emergency response (2.00→3.50) and operational skills (2.75→3.50). Modified OBAT scores rose from 66.7 (60.7-74.4) to 79.7 (76.7-84.9; p<0.001), notably, there were significant improvements in the scores for operational skills, diagnostic abilities, and post-procedure management. Conclusion: Remote visualized teaching significantly enhances trainees' confidence and clinical competence, serving as a valuable adjunct to traditional bronchoscopy education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.036 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".