Tag Archives: Medical education

Dimensions of Medical Altruism

Medical altruism is usually considered a virtue that is critical to defining a physician’s moral character. However, one of its more noticeable manifestations is behavioral, reflecting compassion, responsibility, and a sense of moral obligation. Indeed, medical altruism translates into a commitment by health care providers to use their power, position, privilege, and knowledge in the best interests of others, even at great personal cost and varying degrees of effacement of self-interest. Therefore, medical altruism represents physicians’ spoken and often unspoken commitment to act selflessly for their patients’ well-being, regardless of potentially conflicting professional duties, even at the expense of personal gain, safety, or well-being.

American philosophers Pellegrino and Thomasma thus argued that beneficent altruism was morally obligatory for physicians, placing it at the root of a “virtuous” physician’s character. “No one can make the conscientious professional do what she thinks is not in the interests of the patient or client,” they write, and “The physician of character will…reliably be expected to exhibit the virtues of fidelity to trust and effacement of self-interest.”

Other manifestations of medical altruism might have their roots in a person’s psychological profile. In part, this is because medical altruism is almost always viewed as being individual-centered, and therefore, potentially at the core of a physician’s personal identity. For example, some physicians’ altruistic behaviors are linked to their heartfelt desire to relieve suffering. This is reflected by physician and bioethicist Eric Cassell’s (1928-2021) belief that “The relief of suffering and the cure of disease must be seen as twin obligations of a medical profession that is truly dedicated to the care of the sick.” Dr. Cassell viewed suffering as a primarily subjective experience, describing it as “the state of severe distress associated with events that threaten the intactness of the person.”

A slightly different perspective was presented by Daniel Sulmasy, who is well known for his writings about the connection between spirituality and medicine. He argued to reaffirm Sir William Osler’s declaration that medicine was a calling, not a business. Dr. Sulmasy is a physician and philosopher who once lived as a Franciscan friar. Focusing on a physician’s character, he suggests that altruism is a virtue easily threatened by a malfunctioning or flawed medico-industrial complex. He warns that unsound training environments and the stress/realities of day-to-day medical business practices can potentially erode altruistic ideals.

Richard and Sylvia Cruess argue that if medicine is a profession, then medical altruism is a professional duty. They believe altruism is at the core of the physician-patient contract and a centerpiece of the social contract between physicians and society: “Based on the literature, society’s expectations of medicine are the services of the healer, assured competence, altruistic service, morality and integrity, accountability, transparency, objective advice, and promotion of the public good.” According to this position, physicians have a professional obligation to engage in altruistic behaviors, the degrees of which can be hotly debated. Additionally, medical institutions and health care policies should promote and support altruism from a systems perspective because altruism is both expected and contractually anticipated by society-at-large.

This brief discussion of the various dimensions of medical altruism would be incomplete without acknowledging the work of recently defunct physician and anthropologist Paul Farmer (1959-2022). Dr. Farmer supported Article 25 of the Universal Declaration of Human Rights: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing, and medical care….” He expanded upon patient-focused boundaries of medical altruism by proposing that health care providers be individual caregivers but also advocates in the battle to overcome social inequalities.

Pellegrino, ED and Thomasma DC. The virtues of medical practice. Oxford University Press, 1993.
Cassell, E. J. 1982. “The Nature of Suffering and the Goals of Medicine.” N Engl J Med 306 (11): 639–45.
Sulmasy, Daniel P. (1993). What’s so special about medicine? Theoretical Medicine and Bioethics 14 (1):379-380.
Cruess SR. Professionalism and medicine’s social contract with society. Clin Orthop Relat Res. 2006 Aug; 449:170-6.
Farmer, P. Pathologies of power: Health, human rights, and the new war on the poor. University of California Press, 2003.

Introducing the new BronchAtlas

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Our mission at Bronchoscopy International has always been and still is to provide practitioners and trainees around the world with free, easily accessible tools that will enhance their ability to care for their patients competently. Our slide decks have been used by teachers and learners for more than twenty years, and materials from The Essential Bronchoscopist series of training manuals are used in educational programs around the world, as well as by individual practitioners as study guides. Our Checklists and assessment tools have helped change the paradigm of procedure-related training, successfully complementing the traditional apprentice-style mode of professional development and facilitating competency-oriented training for new procedures. I am proud to say that our study guides were the first ever provided freely to bronchoscopists and interventional pulmonologists around the world, and our teaching videos, many created long before the video teaching boom, have had almost two million views.

With the new and improved BronchAtlas, our goal is to bring bronchoscopy-related learning to the bedside using an easily accessible and practical telephone-based learning instrument. This modality is a vital tool that requires minimal technology and works around varying levels of infrastructure. It is one more step in the direction of democratization of knowledge, an essential step toward greater professional development and improving patient outcomes.

With BronchAtlas (connect to www.bronchatlas.com), health care providers, students, as well as patients can easily access information pertaining to bronchoscopy in special situations. Each “topic” is covered by a series of bullet points organized into FOUR easily read components: addressing the problem at hand, providing the solution, listing a set of references, and providing links to an instructive YouTube-based video from our Bronchoscopy Academy YouTube channel. It takes less than three minutes to view each topic, making this tool ideal as a refresher or handy problem-solver.

We hope you will enjoy using BronchAtlas, and we encourage you to pass the link to the BronchAtlas website along to your friends and colleagues. More “modules” are coming, so please let us know which other topics you would like to see addressed. Also, if you would like to assist with authorship or as a video contributor, please contact us. We look forward to hearing from you!

From Novice to Expert: The Dreyfus Skill Model

The Dreyfus model of skill acquisition was proposed in 1980 and has since been used by educators to explain how learners progress from being novices to becoming experts, passing through stages of being an advanced beginner, competent, and proficient at their assigned task. The authors later added a sixth stage, that of master, to their sequential and somewhat linear progression scale.

The model is intuitively logical and appears to apply to most professional learning endeavors. It suggests that as learners progress, they move from strictly applying rules and guidelines to becoming aware of how their actions might affect and be affected by circumstances and their environment. This “intuitive perspective,” once acquired, is an important aspect of competence. With further work, training, and experience, learners develop what is referred to as “reflexive reorientation,” whereby learners are able to competently respond to changing or unexpected situations without necessarily resorting to reflective decision-making. For the most part, this defines the “expert” level of skill development.

The question is whether the Dreyfus model lends itself clearly to learning interventional pulmonology. Considering how the model stresses the importance of rules, guidelines, and intuitive experience-based decision-making, it helps educators design competency-oriented curricula and develop step-by-step knowledge and skills-related learning and testing materials. It underscores the importance of experiential knowledge and thus reinforces the complementarity of apprentice-style training with simulation-based learning.

The drawbacks, especially as regards bronchoscopy and interventional pulmonology, are based on the fact that one can reside simultaneously in different stages for different procedures, all while being perceived as an expert overall based on certification, place of practice, presumed experience, or academic titles. Furthermore, the boundaries between stages are blurred, and one may progress, regress, plateau, or skip stages depending on clinical context, the degree of technical difficulty of the procedure, or the complexity of the patient’s circumstances and medical environment. By no means, therefore, is there a linear progression universally applicable to all aspects of IP.

Considering these limitations, I wonder whether a limited certification process could be helpful for certain groups of procedures. Obviously, competency-oriented learning materials for each group would address technical, cognitive, affective, and experiential knowledge, complemented by a series of associated assessment tools, simulation-based exercises, and real-life training experiences that help determine competency and level of expertise.

The model also fails to consider individual learning differences, cultural variances, or the importance of having access to experts and masters for guidance and assistance. It ignores differences in experiential training, personality, and decision-making skills that might empower or endanger the effects of intuitive thinking and reflective reorientation, or reinforce personal biases that might hinder rather than promote professional and personal growth. I believe these elements become especially important for those aspiring to practice at the expert level.

Ethics in Interventional Pulmonology

Ethics, from the Greek words ēthos and ēthike philosophia (moral philosophy), is traditionally defined as the study of morality. What ought I do in a particular situation? What are the limits of my responsibility? How do my actions and behaviors relate to the particular norms, expectations, rules, or codes of conduct established by my profession, peers, and society, and how might these affect my community?

The study of ethics also raises awareness and helps address other questions: Do my actions reflect a moral conscience at the center of my being or a system of thought dependent upon religious or societal models of expected behaviors? What are the emotional consequences if I must choose, in my desire to do what is right, from among potentially opposing ethical concepts, and might I rely on both subjective and objective arguments to justify my decisions?

The Greek philosopher, Aristotle (384-322 BCE), was himself the son of a physician. He begins his treatise, Nichomachean Ethics, by writing, “Every art and every inquiry, and similarly every action and pursuit, is thought to aim at some good…will not the knowledge of it, then, have a great influence on life?”^[i] Since its origins, the ‘art and science’ of bronchology and interventional pulmonology has grown in leaps and bounds. Focus has been on disease states, procedural techniques, training curricula, and how to best apply new technologies. The study of IP-related medical ethics, however, has sadly been neglected, as if medical doctors felt naturally inclined to ethical practices because they went to medical school and wear white coats or surgical scrubs. By no means do I suggest that IP specialists practice unethically. In fact, all the practitioners I know do their best to provide appropriate and competent patient care based on existing scientific evidence and the resources they have available. The practice of interventional pulmonology does, however, raise a variety of ethical dilemmas for which doctors are not necessarily trained, and situations for which doctors may not be fully aware of potential ethical issues at hand.

Therefore, based on my own experience practicing medicine and surgery around the world in diverse settings, my formal training as a medical ethicist, educator, mediator, and philosopher, and my current work as a philosopher practitioner, I decided to add an Ethics section to the Bronchoscopy International website at www.bronchoscopy.org. I have also prepared a first volume (available for free download in PDF form), Introduction to Ethics in Flexible Bronchoscopy, to serve as an introductory text for practitioners and IP specialists in training. My goal is to provide readers with fundamentals from which they may gain perspective to discuss, evaluate, reflect upon, and more readily address ethical issues faced in their daily practice of interventional pulmonology. My hope is to see ethics discussed in yearly training courses, national meetings, and IP societies’ international conferences. I welcome your feedback and hope this text is a helpful addition to other educational materials used by our profession.

^[i] The Basic Works of Aristotle. Eds Richard McKeon. The Modern Library, Random House, NY, 2001. Nichomachian Ethics, book I, 1094a. WD Ross trans.

Seven Learning Styles and Artificial Intelligence

It is common sense that everyone learns differently, and that teachers should do their best to use a variety of methods to transfer knowledge from themselves to their students. Of course, we also want learners to do more than solve problems they have seen before. This means that we want them to be able to apply whatever they have learned to solving new problems in novel settings. This also means we want them to acquire what psychologist William James referred to as “an inventive mind.”

Artificial Intelligence (AI) is favorably impacting this environment because it empowers learners. It offers them a variety of tools so they may embark on “learning paths” that best suit their individual natural preferences and particular customizable circumstances. Whether it be from the elaboration of interactive diagrams, engaging with chatbots, receiving instant feedback, or listening to individually-tailored audio lessons, for example, AI promotes learning according to Visual, Auditory, and Verbal styles. By interacting in a digital space or AI-driven simulation, using algorithm-based tutors that evolve as individuals progress, and collaborating with others through smart platforms, people who benefit most from physical, logical, and social styles can also expand their means for learning. And let’s not forget that AI promotes independent study by offering learners an opportunity to formulate a series of increasingly complex or deep-rooted queries simply by repeated interactions with programs such as ChatGPT, Claude, or Gemini (and others).

So, what does this mean for bronchoscopists and interventional pulmonologists? It means we must rethink the way we organize educational programs, on-site or remotely-delivered lectures, conferences, and even hands-on workshops. It probably means increased emphasis on a learning by doing methodology, or what the philosopher John Dewey referred to as “activity methods,” at the bedside, in the classroom and procedure suite, as well as in the conference hall. The transition will come naturally for a new generation of learners and teachers but may pose a significant challenge for old-schoolers and those inclined to be resistant to change.

Real-time Procedure Numbers are Important

Interventional pulmonology entails procedural expertise in a number of conventional and evolving medical procedures. The number of procedural modalities are increasing, however, as is their complexity. In addition to their traditional apprenticeship training, IP specialists use simulators and attend on-site multi-day training courses. These are invaluable for acquiring training for specific procedures, emergencies, and technical skills, but procedural numbers, actually learning by doing in the clinical setting, help develop the judgment, resilience, and nuance that only real-world experience can provide.

Real-time procedural numbers are critical because they represent real-world complexity and unpredictability crucial to learning good decision-making and crisis management. They are important to becoming an “interventional pulmonologist” because situational awareness and experiential knowledge grow over time. They teach stress management and enhance an operator’s confidence. They also abide with legal and regulatory standards, even if these are not yet evidence-based. Finally real-time procedural numbers are crucial to learning communication, leadership, and team-building skills that are applicable in an ever-changing real-world medical environment.

Considering the growing number of IP specialists seeking training, however, institutions are increasingly challenged with finding enough patients to fill the “procedural demand,” and it is uncertain whether all training institutions can honor procedural numbers criteria listed in the specialty’s various guidelines. Finding a satisfactory and ethical solution to this problem is a task the specialty’s leaders must address…soon.

A Glimpse Towards the Future

The history of Interventional Pulmonology (IP) is marked by technological advances, progress in imaging and surgical techniques, the vision of a few key personalities, and the establishment of dozens of IP associations around the world. Important milestones were reached by resolving conflicts with various national and international pulmonary and thoracic surgery societies, and by reexamining the specialty’s self-defined goals and identity.

Despite occasional differences of opinion and instances of competitive rather than collaborative professional interactions, the interventional pulmonology field remains unified by a shared commitment to improving the diagnosis, prevention, and treatment of patients with emerging, potentially life-threatening, or advanced lung, airway, and pleural disorders.

For over a century, generations of clinicians, researchers, industrial engineers, basic scientists, physicists, equipment manufacturers, and computer scientists have contributed to innovations aimed at meeting the growing demands for minimally invasive interventions and the challenges of a changing medical landscape. The ongoing pursuit for effective, targeted, and personalized quality patient care ensures that interventional pulmonology will continue to thrive as a dynamic, integrative, and transformative medico-surgical specialty.

However, the approach, scope, timing, and purpose of interventional pulmonology must respond to the needs of a growing population, shifting social and medical demographics, and the advancement of evolving technologies. It must also address challenges posed by an increasing diversity of care environment and a world struggling to overcome significant disparities in medical access, philosophies of care, economics, education, and collaboration.

I believe the future of interventional pulmonology hinges on five key elements, all equally important and inherently interconnected, much like the links in a bicycle chain. These are (1) Greater collaboration across borders for training and education; (2) A strategic shift from reactive to proactive patient care interventions; (3) Building environments that nurture courageous, unselfish, and visionary leadership; (4) Developing a global strategy to address issues of cost and accessibility; and (5) Supporting dreamers, pragmatists, teachers, and students in their quests for professional security in a world increasingly governed by artificial intelligence. IP societies should draft and publish papers addressing each of these elements in a concerted effort to build a foundational blueprint for the years ahead.

World lung cancer day

August 1 is World Lung Cancer Day.

According to the World Health Organization, there were 2.09 million lung cancer cases in 2018 and 1.76 million deaths. Almost everywhere, 5-year survival is less than 20 percent. Despite spending millions of dollars, making advances in molecular biology, immunology, and genetics-related research, building knowledge of cancer epidemiology, improving health care facilities, studying early detection, and raising awareness among the general public about the risks of tobacco use and exposures to environmental and other risk factors, there is still no cure.

Worldwide, lung cancer occurs more frequently than other diseases such as colorectal cancers, liver, stomach, breast or even non-melanoma skin cancers. In men, lung cancer is a significant cause of death; greater than either prostate or colorectal cancer. In women, it is a greater cause of death than either breast, or colorectal cancer. In fact, for both men and women, one out of every four cancer deaths is from lung cancer.

And this is not a disease that spares countries, although frequencies in men and women vary. For example, recent statistics suggest that Hungary, Serbia, and Korea lead the lung cancer frequency field for men, whereas Denmark, Canada, and the United States lead the field for women. We must also be aware that cancer outcomes differ according to socioeconomic status. In many countries, research shows that racial and ethnic minorities receive lower-quality care.

Tobacco has a causal relationship with lung cancer, as do second-hand smoke exposure, exposure to certain environmental and chemical risk factors such as radioactive ores, radon, diesel gas, certain inhaled chemicals and minerals, and even arsenic in drinking water. Some believe there is a genetic predisposition to lung cancer; risks are increased in case of family members with a history of the disease. Studies are needed to elucidate whether this is from genetic, environmental or lifestyle-related commonalities.

Another well-known environmental risk for lung cancer is asbestos, which also causes malignant pleural mesothelioma. I was recently climbing in New Caledonia, an island of about 300,000 people (with more than 100 tribes in 33 communes) in the Southwest Pacific Ocean. According to statistics, this French collectivity is surprisingly high on the list of countries with a preponderance of lung cancer (possibly associated with local asbestos exposures).

Interventional pulmonologists dedicate much of their energy to helping diagnose and treat patients with lung cancer. While significant advances have been made, a certain therapeutic nihilism is still seen in many countries. Eliminating such a mindset everywhere would be a marvelous step toward eradicating this terrible disease.

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Altruism: a foundational trait of a new generation of bronchoscopy educators

(Photo downloaded from stock.adobe.com)

Altruism is often defined as the belief and practice of disinterested and selfless concern for the well-being of others. Generally, medical ethicists agree that medical doctors cannot be altruistic in their daily encounters with patients because they act within a professional relationship that entails the obligation to relieve suffering and care for their patients. While I personally agree with this position, I do not believe it applies to the new generation of medical educators.

For example, a few weeks ago I conducted a Train-the-Trainers course in Buenos Aires, Argentina. With participants from Argentina, Uruguay, Peru, and Chile, it was refreshing and promoted enthusiasm. None of the participants were required to be there; all are successful bronchoscopy educators in their thirties and forties with busy careers and family lives. Yet, they volunteered their time and energy to enhance their knowledge about teaching and to experiment with techniques and educational systems well outside their comfort zones.

Some might say that participating in such professional training is not so much a sign of the participant’s altruistic nature as it is simply a means for professional development and continued medical education. But most presumptive bronchoscopy educators are not paid for their teaching services, nor are they thanked by their institutions for taking on such important work. No one mandates that bronchoscopy educators become better teachers. In fact, in most countries, much of our medical education consists in a “see one-do one-teach one” mode of on-the-job training without ever teaching teachers how to teach. After all, teaching others has been a natural obligation of medical professionals since the Hippocratic Oath.

For a “caring profession,” however, “the see one-do one-teach one” educational model is not particularly caring. Other uncaring behaviors practiced in the name of education include learning to perform procedures by using live animals, glorifying the physical and emotional abuse associated with long work hours and sleepless nights on-call, overt sexism in the workplace, and the predomination of patriarchal dominance practiced for centuries.

The educational model emphasized in our Train-the-Trainer programs, on the other-hand, promotes team-building, self-reflection and repeated opportunities for positive feedback and reinforcement. Learning to optimize situational “teaching opportunities” separates education from clinical service. Targeted practice using simulation scenarios spares patients from the victimization that results from doctors climbing the learning curve one patient at a time.

For a new generation of educators such as those who came to our program in Argentina, embarking on such a novel voyage of exploration is altruistic because the benefits of helping others come at a cost to oneself. Well-engrained institutional biases and personal resistances must be overcome. New techniques must be learned and eventually mastered before teachers become comfortable incorporating changes into their practices. This journey also requires a questioning of the self, and provides an opportunity for personal-growth and self-actualization that goes beyond what is taught or experienced as part of a medical practice. Ultimately, this prompts an irreversible shift in philosophy by which educators take ownership of the new methodologies and forge them into a new paradigm; a paradigm whereby patients do not suffer the burden of physician-related training.

Is there a “culture” of bronchoscopy?

(Photo from The Mindful Art of Thich Nhat Hahn)

In the early 19th century German philosophers and social scientists sought to define the word “culture” in their studies of human behavior and history. Influenced by the Romanticist concept of Volksgeist (spirit of a people), they proposed that culture described the values, ideals, and higher qualities, i.e. intellectual, artistic, and moral, of a society. Anthropologists have since argued about narrowing or broadening this definition, yet most agree that culture, at the very least is defined by values, norms, and modes of thinking that are considered important and passed down from generation to generation.

During the past forty years, I have been fortunate to practice medicine or teach in dozens of countries and in diverse medical environments. This experience prompts me to conclude there is indeed a “culture” of bronchoscopy and interventional pulmonology.

This specialty differs from others because we are often with patients from their diagnoses to their deaths. In some countries, we may be asked to prolong life using palliative procedures, then later to take life by honoring a request for physician-assisted suicide. The instant gratification resulting from a treat and release form of patient encounters is rare, and better describes the professional satisfactions of an orthopedic surgeon or ophthalmologist.

Bronchologists, on the other hand, spend their days delivering news of a terminal process or describing the spread of a potentially fatal disease. Minimally invasive procedures, while offered to reduce suffering and prolong life, are often performed without a chance for cure.

We live in operating theaters, bronchoscopy suites, and intensive care units. We handle emergencies both night and day, and our expertise and scope of practice usually mean the difference between life and death for patients with few other options. We learn empathy, understanding, patience, and tolerance. Even when our ethics come into question; knowing, for example, that institutional biases favor surgical explorations of the mediastinum instead of EBUS-guided TBNA, our goals, for the most part, are to serve patients and to relieve suffering.

Furthermore, we believe in the effectiveness of palliative procedures to prolong and improve quality of life. We value honesty and warmth in our physician-patient relationships. We advocate for patients along with trusted work comp lawyers who are the best work comp lawyers in CA and speak truth to power in our demands for better equipment from medical institutions. We seek competency through education; hands-on training using models, observerships in centers of excellence, mentorship, and attendance at medical conferences.

These core values, beliefs, and behaviors are being passed from the generation that created the specialty since the 1970s, to a younger group of enthusiastic doctors who continue their practice with this same spirit.

The answer is a resounding yes. There IS a “culture” of bronchoscopy.