DIALYSIS EDUCATION: ISSUES, INNOVATIONS AND IMPACT Guest Editors: Bernard G. Jaar and Michael J. Choi In-center hemodialysis education: Challenges and innovations in training of fellows in nephrology Louise M Moist | Robert M Lindsay Schulich School of Medicine and Dentistry, Kidney Clinical Research Unit, Western University, London, ON, Canada Correspondence Louise M Moist, Schulich School of Medicine, Western University, Kidney Clinical Research Unit, Health Sciences Centre, Victoria Hospital, London, ON, Canada. Email: louise.moist@lhsc.on.ca Abstract The in-center dialysis unit and practice of dialysis, in the current multi-team approach, requires knowledge and skills in all the domains including medical expert, communicator, collaborator, scholar, health advocate, and leader. We are tasked as a community, to embrace and incentivize new innovations and technology to address these needs for our post graduate trainees. These innovations must address the basic principles of dialysis, quality improvement, technical and procedural skills as well as leadership and administration skills. The teaching methods and innova- tions must also be challenged to demonstrate the translation into adoption and improvements in practice to demonstrate success. This article will review the cur- rent state of the training curriculum in Nephrology for in-center hemodialysis and address some of the recent innovations. 1 | INTRODUCTION We are in interesting and challenging times when addressing the education of our future generation of nephrologists. There is a full agenda of topics and tasks we must instill; new knowledge exists on diverse topics ranging from the physiology of the nephron to end- of-life and patient centered management, evidence-based practice and performance standards, leadership, quality improvement and much more. The existing system of didactic learning, current litera- ture review, conferences and continuing medical education forums will no longer suffice in the this environment of rapidly changing knowledge in all areas of nephology. Training in hemodialysis needs to adopt new strategies as the nephrologist becomes more removed from the dialysis machine and its associated technology. The in- depth understanding of the basic principles of dialysis is at risk of being lost or superficially understood as the first generation of nephrologists and pioneers of this technology retire. The traditional system of didactic learning requires substantial time and resources and targets only one of many learning styles. Recent developments in education are effective, appealing and take advantage of the various ways students and trainees learn. 1 E-learn- ing and other novel methods of training now provide education to many, who previously had no exposure to this knowledge; it may also fill gaps in the learning needs of others. With the rapid expan- sion of learning resources comes the necessity for studies of the connection between trainee competency and patient outcomes, the assessment of integrity of online resources, along with the need for training time and costs to fund the innovative strategies. 2 These topics, although important, are not in the scope of this paper. This article will highlight some of the innovations in nephrology medical education, specifically for in-center hemodialysis, and identify some novel strategies developed to meet the growing needs of nephrology fellows. 2 | GAPS IN THE EDUCATION IN NEPHROLOGY Medical accreditation agencies such as the American Board of Inter- nal Medicine (ABIM) and the Accreditation Council for Graduate Medical Education (ACGME) require that education and training in core content areas are included during fellowship. Testing is primar- ily assessed by examining boards such as the ABIM (Nephrology); however, there is no assessment of actual or perceived clinical DOI: 10.1111/sdi.12668 Seminars in Dialysis. 2018;1–5. wileyonlinelibrary.com/journal/sdi © 2018 Wiley Periodicals, Inc. | 1