# Use of simulation-based mastery learning to improve polypectomy outcomes

> **NIH NIH R21** · NORTHWESTERN UNIVERSITY · 2020 · $237,000

## Abstract

PROJECT SUMMARY
The maintenance of a high level of skill is required of healthcare providers performing medical procedures to
reduce patient suffering and decrease overall medical costs. Many studies of procedural skills have involved
medical trainees and demonstrate the crucial need to change the way doctors are trained. More recently
studies also have shown that attending physicians who have been practicing for years have a large variability
in their procedural skills. Specifically, a recent study evaluated the ability of gastroenterologists (GI) doctors to
remove polyps (polypectomy) from patients during routine colonoscopies for colon cancer screening, with a
focus on assessing successful and complete polyp removal. Complete polyp removal is critical because
polyps can turn into colon cancer over years. Study results demonstrated a wide variability in the skills of GI
doctors in adequately removing polyps, which required some patients to undergo another colonoscopy, need to
see another specialist, and resulted in increased procedure time—all of which can affect patient safety.
Medical educators use simulation to increase trainees' essential knowledge and clinical skills. This approach
assures competence without risk of patient harm. Simulation-Based Mastery Learning (SBML), a strict form of
competency-based education, has repeatedly resulted in improved performance and patient care quality
across a variety of clinical skills (e.g., putting in catheters into large central veins, draining fluid from the lungs).
In SBML, each learner must demonstrate a high level of skill in the simulated setting before performing actual
patient care. Mastery learning results in uniform learning outcomes with little variability and ensures that only
competent personnel deliver patient care.
The objective of this research project is to teach attending gastroenterologists using simulation technology and
the mastery learning model with the aim of improving colon polyp removal skills and patient safety, and
reducing healthcare costs. Our overall hypotheses are that SBML improves physician knowledge, promotes
skill acquisition and retention, and improves clinical outcomes of polyp removal.
Specific aims
Aim 1: Develop a Simulation-based Mastery Learning (SBML) curriculum designed to improve polypectomy
skills among gastroenterologists.
Aim 2: Evaluate skill acquisition, skill retention, and need for retraining at six and 12 months among
gastroenterologists completing the SBML polypectomy curriculum on both (a) simulator-based and (b) actual
video-recorded patient polypectomies.
Aim 3: Assess total procedure time, post-polypectomy site inspection, need for repeat colonoscopy, and
hospital charges for patients receiving a polypectomy before and after the SBML training of
gastroenterologists.

## Key facts

- **NIH application ID:** 9957663
- **Project number:** 1R21DK124816-01
- **Recipient organization:** NORTHWESTERN UNIVERSITY
- **Principal Investigator:** Jeffrey H Barsuk
- **Activity code:** R21 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $237,000
- **Award type:** 1
- **Project period:** 2020-06-01 → 2022-03-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/9957663

## Citation

> US National Institutes of Health, RePORTER application 9957663, Use of simulation-based mastery learning to improve polypectomy outcomes (1R21DK124816-01). Retrieved via AI Analytics 2026-05-23 from https://api.ai-analytics.org/grant/nih/9957663. Licensed CC0.

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