Suzanne Rose, MD, MSED, AGAF

 

What distinguished this year’s course offering was the overall approach and philosophy to utilize educational processes and educational theory resulting in an educational program that adhered to the AGA’s commitment to high-quality, evidence-based, and theory-driven programming.

As a first step in planning the course, we performed a needs assessment. By identifying what learners need to know, we endeavored to develop the ideal course. Our course directors, supported by the AGA staff, reviewed past course evaluations, and in particular, the comments related to suggestions for future programs. We also reviewed and discussed with experts the emerging trend topics and need-to-know areas in GI and hepatology. In doing so, an outline of topics was created, which was subsequently approved by AGA Institute’s Education and Training Committee.

The next step was to require that every learning activity identify its objectives, in behavioral terms, so that postcourse assessments could determine if the objectives were met. While all speakers were required to provide objectives for their specific talks, the following represent the overall objectives of the course on which the course curriculum was based.

Objectives

At the completion of this course the attendee will be able to:

1. Identify new strategies in the evaluation and management of GI and hepatobiliary problems

2. Recognize medical, surgical, and technological advances in the field of GI and hepatology

3. Apply new strategies for evaluation, therapeutic options, and technology to the optimal care of patients

It is challenging to craft large audience educational experiences so that they also address adult learning principles. We know that adult learners benefit from experiences that are relevant, are problem-centered (rather than content oriented), promote active learning, and provide feedback to the learner. We therefore requested that each session begin with a brief case. Having clinical examples helps learners frame the disease process, and can help demonstrate the importance of learning the material. Finally, all participants were given the opportunity to review each session, and the course in its entirety, to help us improve future programming.

Lunch sessions promoted active learning with the opportunity for interaction, and we also included case-based breakout sessions. Not only was CME accreditation provided, but Maintenance of Certification (MOC) credit was also available.

This educational offering provided a setting to hear from leaders in GI and hepatology, and for learners to gain new insights to take home and apply to the care of patients. The sections that follow provide brief summaries of the sessions from the course written by the moderators.

Please visit http://pgcourse.gastro.org/home to access the content from DDW.
 

Dr. Rose is a professor of medicine, the Senior Associate Dean for Education, University of Connecticut School of Medicine, Farmington, and the 2017 AGA Postgraduate Course Director. This is a summary provided by the moderator of one of the AGA Postgraduate Courses held at DDW 2017.

 

What distinguished this year’s course offering was the overall approach and philosophy to utilize educational processes and educational theory resulting in an educational program that adhered to the AGA’s commitment to high-quality, evidence-based, and theory-driven programming.

As a first step in planning the course, we performed a needs assessment. By identifying what learners need to know, we endeavored to develop the ideal course. Our course directors, supported by the AGA staff, reviewed past course evaluations, and in particular, the comments related to suggestions for future programs. We also reviewed and discussed with experts the emerging trend topics and need-to-know areas in GI and hepatology. In doing so, an outline of topics was created, which was subsequently approved by AGA Institute’s Education and Training Committee.

The next step was to require that every learning activity identify its objectives, in behavioral terms, so that postcourse assessments could determine if the objectives were met. While all speakers were required to provide objectives for their specific talks, the following represent the overall objectives of the course on which the course curriculum was based.

Objectives

At the completion of this course the attendee will be able to:

1. Identify new strategies in the evaluation and management of GI and hepatobiliary problems

2. Recognize medical, surgical, and technological advances in the field of GI and hepatology

3. Apply new strategies for evaluation, therapeutic options, and technology to the optimal care of patients

It is challenging to craft large audience educational experiences so that they also address adult learning principles. We know that adult learners benefit from experiences that are relevant, are problem-centered (rather than content oriented), promote active learning, and provide feedback to the learner. We therefore requested that each session begin with a brief case. Having clinical examples helps learners frame the disease process, and can help demonstrate the importance of learning the material. Finally, all participants were given the opportunity to review each session, and the course in its entirety, to help us improve future programming.

Lunch sessions promoted active learning with the opportunity for interaction, and we also included case-based breakout sessions. Not only was CME accreditation provided, but Maintenance of Certification (MOC) credit was also available.

This educational offering provided a setting to hear from leaders in GI and hepatology, and for learners to gain new insights to take home and apply to the care of patients. The sections that follow provide brief summaries of the sessions from the course written by the moderators.

Please visit http://pgcourse.gastro.org/home to access the content from DDW.
 

Dr. Rose is a professor of medicine, the Senior Associate Dean for Education, University of Connecticut School of Medicine, Farmington, and the 2017 AGA Postgraduate Course Director. This is a summary provided by the moderator of one of the AGA Postgraduate Courses held at DDW 2017.

 

What distinguished this year’s course offering was the overall approach and philosophy to utilize educational processes and educational theory resulting in an educational program that adhered to the AGA’s commitment to high-quality, evidence-based, and theory-driven programming.

As a first step in planning the course, we performed a needs assessment. By identifying what learners need to know, we endeavored to develop the ideal course. Our course directors, supported by the AGA staff, reviewed past course evaluations, and in particular, the comments related to suggestions for future programs. We also reviewed and discussed with experts the emerging trend topics and need-to-know areas in GI and hepatology. In doing so, an outline of topics was created, which was subsequently approved by AGA Institute’s Education and Training Committee.

The next step was to require that every learning activity identify its objectives, in behavioral terms, so that postcourse assessments could determine if the objectives were met. While all speakers were required to provide objectives for their specific talks, the following represent the overall objectives of the course on which the course curriculum was based.

Objectives

At the completion of this course the attendee will be able to:

1. Identify new strategies in the evaluation and management of GI and hepatobiliary problems

2. Recognize medical, surgical, and technological advances in the field of GI and hepatology

3. Apply new strategies for evaluation, therapeutic options, and technology to the optimal care of patients

It is challenging to craft large audience educational experiences so that they also address adult learning principles. We know that adult learners benefit from experiences that are relevant, are problem-centered (rather than content oriented), promote active learning, and provide feedback to the learner. We therefore requested that each session begin with a brief case. Having clinical examples helps learners frame the disease process, and can help demonstrate the importance of learning the material. Finally, all participants were given the opportunity to review each session, and the course in its entirety, to help us improve future programming.

Lunch sessions promoted active learning with the opportunity for interaction, and we also included case-based breakout sessions. Not only was CME accreditation provided, but Maintenance of Certification (MOC) credit was also available.

This educational offering provided a setting to hear from leaders in GI and hepatology, and for learners to gain new insights to take home and apply to the care of patients. The sections that follow provide brief summaries of the sessions from the course written by the moderators.

Please visit http://pgcourse.gastro.org/home to access the content from DDW.
 

Dr. Rose is a professor of medicine, the Senior Associate Dean for Education, University of Connecticut School of Medicine, Farmington, and the 2017 AGA Postgraduate Course Director. This is a summary provided by the moderator of one of the AGA Postgraduate Courses held at DDW 2017.

 

What led you to pursue a career in medical education?

Believe it or not, I pursued my path in medical education even prior to attending medical school. I was a high school teacher with a master’s in education, working during the summer of 1979 under the auspices of the Student Conservation Association at Grand Canyon National Park. Sitting on the edge of the canyon at sunset, I made the momentous decision to attend medical school, requiring attendance at a postbaccalaureate program at Columbia University. While considering medical schools, I knew that I wanted to combine my interest in education with medicine and I therefore chose to attend Case Western University School of Medicine. Since the mid-1950s, Case had been committed to innovative educational programs with a systems-based approach to the curriculum.

Throughout my career I focused on medical education, preparing my senior resident talk on “the resident as teacher” – not yet a hot topic. My path as a GI fellow, including a chief fellow year at the Cleveland Clinic, reconfirmed my interest in education leadership. During my first postfellowship position at the University of Pittsburgh, I was able to lead the GI second-year course, oversee GI electives for students and residents, and work on the GI fellowship curriculum. It was at that time that I began my involvement in AGA with committee work related to education and women’s issues in GI. I also refocused my scholarly work in education, eventually editing a textbook in GI and hepatobiliary pathophysiology, and working on other projects.
 

What do you enjoy most about working in medical education?

There are so many aspects of medical education that make work fun and rewarding. Perhaps the most rewarding is the ability to make a difference that affects the learner as well as the patients and communities that they will serve. I also enjoy the diverse experiences and opportunities in education and the ability to work with others in creative endeavors.

What are your responsibilities in a typical week?

One of the great things about a focus in education is that there never is a typical week. In the 32 years since my graduation from medical school, I have had the great fortune to fill many different roles: course director, electives director, fellowship program director, associate dean for student affairs, associate dean for undergraduate medical education, and associate dean for continuing medical education. For the past 6 years, I have been the senior associate dean for education at the University of Connecticut School of Medicine, overseeing undergraduate medical education, graduate medical education, continuing medical education, and the graduate school.

Over time I have had less interaction with students and residents as my administrative responsibilities have grown, but I know it is critical to maintain a presence with learners and I endeavor to do so in limited ways. Since our current priorities are in implementing a new curriculum and in planning for an accreditation visit, there are many days that are filled with meetings, planning, organizing, and writing. To me, the most precious responsibility is shaping a vision and bringing together a team to operationalize that vision in a collaborative and creative way, with learners, teachers, and administrators working together.
 

What are the different career options available for early-career GIs who are interested in medical education?

There are so many options in medical education for early-career gastroenterologists. For those working in private, group, or community practices, there are opportunities to precept students, residents, and fellows. For those working in an academic setting, opportunities abound. It is often a good idea to start within the division: get involved in teaching fellows in a clinical setting, or creating a new simulation experience or case workshop for fellows. There are opportunities to teach and supervise students. One of my first opportunities was in teaching in the physical diagnosis course. There are options to be involved in curriculum committees, admissions, CME, and to engage in educational initiatives at your institution.

The Association of American Medical Colleges has defined five areas of scholarship in education, and it is possible to get promoted to full professor – and even to attain academic tenure, as I have – if you fulfill the requirements for promotion at your institution. These areas include teaching, curriculum development, assessment, mentorship/advising, and leadership. There are also many ways to get involved in the AGA (http://www.gastro.org/trainees) and other organizations.^1,2

 

Are there advanced training options available for those interested in medical education?

The AGA Academy of Educators (http://www.gastro.org/about/initiatives/aga-academy-of-educators)³ is a wonderful resource for networking. It has a competitive process for educational project grants as well as faculty development sessions and networking events at DDW^®. There are also national leadership academies in medicine that have a focus in medical education. The Harvard Macy Institute is one such opportunity. Many medical schools have their own academies to support educators and teachers. I have been privileged to be one of the co-leaders of the AGA Future Leaders Program (http://www.gastro.org/about/initiatives/aga-future-leaders-program) and those with a niche interest in education can benefit and pursue related projects.⁴ One group was successful in publishing an educational article after completing the Future Leaders program.⁵ There are also several master’s programs for further education and training in educational theory. Some of these programs are available online or largely online, with limited requirements for onsite classes.

How do you go about finding a job in medical education?

First of all, you have to do your “day job.” In order to be a credible medical clinician-educator you must have clinical experience in patient care. It is important for the first years of your career to make sure that you have at least 70% clinical roles that can be reduced over time to accommodate advancing educational responsibilities. Get involved in teaching fellows. If you are in a practice, reach out to your local medical school or hospital to see how you might participate in educational programs. If you are in an academic setting, meet with the deans in education to express your interest and look for opportunities to get involved in an area of interest. If you are in academia, you have to make your work “count twice:” being productive in a scholarly way is not only important as a role model for learners, but it is important for you as a faculty member to grow and advance in your professional career.

It is always wise to think about when to say “yes” and when to say “no.” An important point is not to overextend yourself. Your reputation of completing tasks not only well, but on time, and thoroughly, is critical to your success. This includes making sure your learner evaluations are submitted on time, that you complete the administrative work in order to participate in CME programs, and that you honor your commitments by attending committee meetings.
 

What are the resources available to early-career GIs interested in medical education?

It is easy to find resources within your practice, your institution, or externally. The AGA has many resources available with a good start being the AGA Academy of Educators. Opportunities for creativity are numerous and with new advances in team-based learning, simulation, and interprofessional learning, there are new areas for involvement evolving all the time.^6,7

Finally, pursuing a career in education is exciting, fun, and fulfilling. Having the opportunity to influence learners, which in turn will impact patient care, is an awesome privilege.
 

Dr. Rose is a professor of medicine and senior associate dean for education at the University of Connecticut School of Medicine.

References

1. Gusic M, et al. MedEdPORTAL; 2013. Available from: http://www.mededportal.org/publication/9313.

2. Gusic ME, et al. Acad Med. 2014;89(7):1006-11.

3. Pfeil SA, et al. Gastroenterology 2015;149(6):1309-14.

4. Cryer B, Rose S. Gastroenterology 2015;149:246-8.

5. Shah BJ, et al. Gastroenterology 2016;151(2):218-21.

6. Shah BJ, Rose S. Gastroenterology 2012;142:684-9.

7. Shah BJ, Rose S. AGA Perspectives 2012;April-May:20-21.
 

 

What led you to pursue a career in medical education?

Believe it or not, I pursued my path in medical education even prior to attending medical school. I was a high school teacher with a master’s in education, working during the summer of 1979 under the auspices of the Student Conservation Association at Grand Canyon National Park. Sitting on the edge of the canyon at sunset, I made the momentous decision to attend medical school, requiring attendance at a postbaccalaureate program at Columbia University. While considering medical schools, I knew that I wanted to combine my interest in education with medicine and I therefore chose to attend Case Western University School of Medicine. Since the mid-1950s, Case had been committed to innovative educational programs with a systems-based approach to the curriculum.

Throughout my career I focused on medical education, preparing my senior resident talk on “the resident as teacher” – not yet a hot topic. My path as a GI fellow, including a chief fellow year at the Cleveland Clinic, reconfirmed my interest in education leadership. During my first postfellowship position at the University of Pittsburgh, I was able to lead the GI second-year course, oversee GI electives for students and residents, and work on the GI fellowship curriculum. It was at that time that I began my involvement in AGA with committee work related to education and women’s issues in GI. I also refocused my scholarly work in education, eventually editing a textbook in GI and hepatobiliary pathophysiology, and working on other projects.
 

What do you enjoy most about working in medical education?

There are so many aspects of medical education that make work fun and rewarding. Perhaps the most rewarding is the ability to make a difference that affects the learner as well as the patients and communities that they will serve. I also enjoy the diverse experiences and opportunities in education and the ability to work with others in creative endeavors.

What are your responsibilities in a typical week?

One of the great things about a focus in education is that there never is a typical week. In the 32 years since my graduation from medical school, I have had the great fortune to fill many different roles: course director, electives director, fellowship program director, associate dean for student affairs, associate dean for undergraduate medical education, and associate dean for continuing medical education. For the past 6 years, I have been the senior associate dean for education at the University of Connecticut School of Medicine, overseeing undergraduate medical education, graduate medical education, continuing medical education, and the graduate school.

Over time I have had less interaction with students and residents as my administrative responsibilities have grown, but I know it is critical to maintain a presence with learners and I endeavor to do so in limited ways. Since our current priorities are in implementing a new curriculum and in planning for an accreditation visit, there are many days that are filled with meetings, planning, organizing, and writing. To me, the most precious responsibility is shaping a vision and bringing together a team to operationalize that vision in a collaborative and creative way, with learners, teachers, and administrators working together.
 

What are the different career options available for early-career GIs who are interested in medical education?

There are so many options in medical education for early-career gastroenterologists. For those working in private, group, or community practices, there are opportunities to precept students, residents, and fellows. For those working in an academic setting, opportunities abound. It is often a good idea to start within the division: get involved in teaching fellows in a clinical setting, or creating a new simulation experience or case workshop for fellows. There are opportunities to teach and supervise students. One of my first opportunities was in teaching in the physical diagnosis course. There are options to be involved in curriculum committees, admissions, CME, and to engage in educational initiatives at your institution.

The Association of American Medical Colleges has defined five areas of scholarship in education, and it is possible to get promoted to full professor – and even to attain academic tenure, as I have – if you fulfill the requirements for promotion at your institution. These areas include teaching, curriculum development, assessment, mentorship/advising, and leadership. There are also many ways to get involved in the AGA (http://www.gastro.org/trainees) and other organizations.^1,2

 

Are there advanced training options available for those interested in medical education?

The AGA Academy of Educators (http://www.gastro.org/about/initiatives/aga-academy-of-educators)³ is a wonderful resource for networking. It has a competitive process for educational project grants as well as faculty development sessions and networking events at DDW^®. There are also national leadership academies in medicine that have a focus in medical education. The Harvard Macy Institute is one such opportunity. Many medical schools have their own academies to support educators and teachers. I have been privileged to be one of the co-leaders of the AGA Future Leaders Program (http://www.gastro.org/about/initiatives/aga-future-leaders-program) and those with a niche interest in education can benefit and pursue related projects.⁴ One group was successful in publishing an educational article after completing the Future Leaders program.⁵ There are also several master’s programs for further education and training in educational theory. Some of these programs are available online or largely online, with limited requirements for onsite classes.

How do you go about finding a job in medical education?

First of all, you have to do your “day job.” In order to be a credible medical clinician-educator you must have clinical experience in patient care. It is important for the first years of your career to make sure that you have at least 70% clinical roles that can be reduced over time to accommodate advancing educational responsibilities. Get involved in teaching fellows. If you are in a practice, reach out to your local medical school or hospital to see how you might participate in educational programs. If you are in an academic setting, meet with the deans in education to express your interest and look for opportunities to get involved in an area of interest. If you are in academia, you have to make your work “count twice:” being productive in a scholarly way is not only important as a role model for learners, but it is important for you as a faculty member to grow and advance in your professional career.

It is always wise to think about when to say “yes” and when to say “no.” An important point is not to overextend yourself. Your reputation of completing tasks not only well, but on time, and thoroughly, is critical to your success. This includes making sure your learner evaluations are submitted on time, that you complete the administrative work in order to participate in CME programs, and that you honor your commitments by attending committee meetings.
 

What are the resources available to early-career GIs interested in medical education?

It is easy to find resources within your practice, your institution, or externally. The AGA has many resources available with a good start being the AGA Academy of Educators. Opportunities for creativity are numerous and with new advances in team-based learning, simulation, and interprofessional learning, there are new areas for involvement evolving all the time.^6,7

Finally, pursuing a career in education is exciting, fun, and fulfilling. Having the opportunity to influence learners, which in turn will impact patient care, is an awesome privilege.
 

Dr. Rose is a professor of medicine and senior associate dean for education at the University of Connecticut School of Medicine.

References

1. Gusic M, et al. MedEdPORTAL; 2013. Available from: http://www.mededportal.org/publication/9313.

2. Gusic ME, et al. Acad Med. 2014;89(7):1006-11.

3. Pfeil SA, et al. Gastroenterology 2015;149(6):1309-14.

4. Cryer B, Rose S. Gastroenterology 2015;149:246-8.

5. Shah BJ, et al. Gastroenterology 2016;151(2):218-21.

6. Shah BJ, Rose S. Gastroenterology 2012;142:684-9.

7. Shah BJ, Rose S. AGA Perspectives 2012;April-May:20-21.
 

 

What led you to pursue a career in medical education?

Believe it or not, I pursued my path in medical education even prior to attending medical school. I was a high school teacher with a master’s in education, working during the summer of 1979 under the auspices of the Student Conservation Association at Grand Canyon National Park. Sitting on the edge of the canyon at sunset, I made the momentous decision to attend medical school, requiring attendance at a postbaccalaureate program at Columbia University. While considering medical schools, I knew that I wanted to combine my interest in education with medicine and I therefore chose to attend Case Western University School of Medicine. Since the mid-1950s, Case had been committed to innovative educational programs with a systems-based approach to the curriculum.

Throughout my career I focused on medical education, preparing my senior resident talk on “the resident as teacher” – not yet a hot topic. My path as a GI fellow, including a chief fellow year at the Cleveland Clinic, reconfirmed my interest in education leadership. During my first postfellowship position at the University of Pittsburgh, I was able to lead the GI second-year course, oversee GI electives for students and residents, and work on the GI fellowship curriculum. It was at that time that I began my involvement in AGA with committee work related to education and women’s issues in GI. I also refocused my scholarly work in education, eventually editing a textbook in GI and hepatobiliary pathophysiology, and working on other projects.
 

What do you enjoy most about working in medical education?

There are so many aspects of medical education that make work fun and rewarding. Perhaps the most rewarding is the ability to make a difference that affects the learner as well as the patients and communities that they will serve. I also enjoy the diverse experiences and opportunities in education and the ability to work with others in creative endeavors.

What are your responsibilities in a typical week?

One of the great things about a focus in education is that there never is a typical week. In the 32 years since my graduation from medical school, I have had the great fortune to fill many different roles: course director, electives director, fellowship program director, associate dean for student affairs, associate dean for undergraduate medical education, and associate dean for continuing medical education. For the past 6 years, I have been the senior associate dean for education at the University of Connecticut School of Medicine, overseeing undergraduate medical education, graduate medical education, continuing medical education, and the graduate school.

Over time I have had less interaction with students and residents as my administrative responsibilities have grown, but I know it is critical to maintain a presence with learners and I endeavor to do so in limited ways. Since our current priorities are in implementing a new curriculum and in planning for an accreditation visit, there are many days that are filled with meetings, planning, organizing, and writing. To me, the most precious responsibility is shaping a vision and bringing together a team to operationalize that vision in a collaborative and creative way, with learners, teachers, and administrators working together.
 

What are the different career options available for early-career GIs who are interested in medical education?

There are so many options in medical education for early-career gastroenterologists. For those working in private, group, or community practices, there are opportunities to precept students, residents, and fellows. For those working in an academic setting, opportunities abound. It is often a good idea to start within the division: get involved in teaching fellows in a clinical setting, or creating a new simulation experience or case workshop for fellows. There are opportunities to teach and supervise students. One of my first opportunities was in teaching in the physical diagnosis course. There are options to be involved in curriculum committees, admissions, CME, and to engage in educational initiatives at your institution.

The Association of American Medical Colleges has defined five areas of scholarship in education, and it is possible to get promoted to full professor – and even to attain academic tenure, as I have – if you fulfill the requirements for promotion at your institution. These areas include teaching, curriculum development, assessment, mentorship/advising, and leadership. There are also many ways to get involved in the AGA (http://www.gastro.org/trainees) and other organizations.^1,2

 

Are there advanced training options available for those interested in medical education?

The AGA Academy of Educators (http://www.gastro.org/about/initiatives/aga-academy-of-educators)³ is a wonderful resource for networking. It has a competitive process for educational project grants as well as faculty development sessions and networking events at DDW^®. There are also national leadership academies in medicine that have a focus in medical education. The Harvard Macy Institute is one such opportunity. Many medical schools have their own academies to support educators and teachers. I have been privileged to be one of the co-leaders of the AGA Future Leaders Program (http://www.gastro.org/about/initiatives/aga-future-leaders-program) and those with a niche interest in education can benefit and pursue related projects.⁴ One group was successful in publishing an educational article after completing the Future Leaders program.⁵ There are also several master’s programs for further education and training in educational theory. Some of these programs are available online or largely online, with limited requirements for onsite classes.

How do you go about finding a job in medical education?

First of all, you have to do your “day job.” In order to be a credible medical clinician-educator you must have clinical experience in patient care. It is important for the first years of your career to make sure that you have at least 70% clinical roles that can be reduced over time to accommodate advancing educational responsibilities. Get involved in teaching fellows. If you are in a practice, reach out to your local medical school or hospital to see how you might participate in educational programs. If you are in an academic setting, meet with the deans in education to express your interest and look for opportunities to get involved in an area of interest. If you are in academia, you have to make your work “count twice:” being productive in a scholarly way is not only important as a role model for learners, but it is important for you as a faculty member to grow and advance in your professional career.

It is always wise to think about when to say “yes” and when to say “no.” An important point is not to overextend yourself. Your reputation of completing tasks not only well, but on time, and thoroughly, is critical to your success. This includes making sure your learner evaluations are submitted on time, that you complete the administrative work in order to participate in CME programs, and that you honor your commitments by attending committee meetings.
 

What are the resources available to early-career GIs interested in medical education?

It is easy to find resources within your practice, your institution, or externally. The AGA has many resources available with a good start being the AGA Academy of Educators. Opportunities for creativity are numerous and with new advances in team-based learning, simulation, and interprofessional learning, there are new areas for involvement evolving all the time.^6,7

Finally, pursuing a career in education is exciting, fun, and fulfilling. Having the opportunity to influence learners, which in turn will impact patient care, is an awesome privilege.
 

Dr. Rose is a professor of medicine and senior associate dean for education at the University of Connecticut School of Medicine.

References

1. Gusic M, et al. MedEdPORTAL; 2013. Available from: http://www.mededportal.org/publication/9313.

2. Gusic ME, et al. Acad Med. 2014;89(7):1006-11.

3. Pfeil SA, et al. Gastroenterology 2015;149(6):1309-14.

4. Cryer B, Rose S. Gastroenterology 2015;149:246-8.

5. Shah BJ, et al. Gastroenterology 2016;151(2):218-21.

6. Shah BJ, Rose S. Gastroenterology 2012;142:684-9.

7. Shah BJ, Rose S. AGA Perspectives 2012;April-May:20-21.