Blood Res.  2019 Jun;54(2):125-130. 10.5045/br.2019.54.2.125.

The top 10 things to know about transfusion medicine before intern year: an evidence-based course for graduating medical students

Affiliations
  • 1Department of Pathology and Laboratory Medicine, University of North Carolina, Chapel Hill, NC, USA. Alexis.Peedin@jefferson.edu

Abstract

BACKGROUND
Transfusion medicine (TM) knowledge varies widely among physician trainees. In addition, there have been few instances in which curricular changes have been meaningfully assessed for TM education in medical school.
METHODS
We created and presented a novel lecture to improve TM knowledge for graduating medical students using eight objectives designed to reinforce critical information about blood management. Each objective was coded according to unique color schemes, fonts, and graphics to create visual associations while quickly and clearly presenting complex concepts. The validated BEST Collaborative exam was used to measure changes in student TM knowledge, while a survey was conducted to gauge changes in confidence for each objective. Students were asked to submit anonymous feedback about their experiences.
RESULTS
The mean student post-course exam score was 50.0%, while the pre-course baseline score was 27.5% (P<0.0001). Mean confidence levels increased significantly for all objectives. Student feedback was universally positive.
CONCLUSION
This study improved knowledge and confidence for graduating medical students by utilizing engaging and visually stimulating presentations to display high-impact TM material. However, further efforts are needed to optimize learning.

Keyword

Education; Medical student; Transfusion; Residency

MeSH Terms

Anonyms and Pseudonyms
Education
Humans
Internship and Residency
Learning
Schools, Medical
Students, Medical*
Transfusion Medicine*

Figure

  • Fig. 1 Representative slides from the UNC blood banking/transfusion medicine review course 2015.


Reference

1. Bryant BJ, Alperin JB, Indrikovs AJ. Blood bank on-call physician's experiences at a large university medical center. Transfusion. 2005; 45:35–40.
Article
2. O'Brien KL, Champeaux AL, Sundell ZE, Short MW, Roth BJ. Transfusion medicine knowledge in Postgraduate Year 1 residents. Transfusion. 2010; 50:1649–1653.
3. Karp JK, Weston CM, King KE. Transfusion medicine in American undergraduate medical education. Transfusion. 2011; 51:2470–2479.
Article
4. Cable RG, Thal SE, Fink A, Calhoun L, Petz LD. A comprehensive transfusion medicine curriculum for medical students. Transfusion Medicine Academic Award Group. Transfusion. 1995; 35:465–469.
Article
5. Smith BR, Aguero-Rosenfeld M, Anastasi J, et al. Educating medical students in laboratory medicine: a proposed curriculum. Am J Clin Pathol. 2010; 133:533–542.
6. Morgan S, Rioux-Masse B, Oancea C, Cohn C, Harmon J Jr, Konia M. Simulation-based education for transfusion medicine. Transfusion. 2015; 55:919–925.
Article
7. Molinaro RJ, Winkler AM, Kraft CS, et al. Teaching laboratory medicine to medical students: implementation and evaluation. Arch Pathol Lab Med. 2012; 136:1423–1429.
Article
8. American Clinical Laboratory Association. Clinical laboratory testing: Life saving medicine starts here. Washington, DC: American Clinical Laboratory Association;2007. Accessed December 20, 2018. https://www.acla.com/wp-content/uploads/2013/12/ACLA_Overview_OneSheet_v07.pdf.
9. Haspel RL, Lin Y, Fisher P, Ali A, Parks E. Biomedical Excellence for Safer Transfusion (BEST) Collaborative. Development of a validated exam to assess physician transfusion medicine knowledge. Transfusion. 2014; 54:1225–1230.
Article
10. Haspel RL, Lin Y, Mallick R, et al. Internal medicine resident knowledge of transfusion medicine: results from the BEST-TEST international education needs assessment. Transfusion. 2015; 55:1355–1361.
Article
11. Lin Y, Tinmouth A, Mallick R, Haspel RL. BEST-TEST2 Investigators. BEST-TEST2: assessment of hematology trainee knowledge of transfusion medicine. Transfusion. 2016; 56:304–310.
Article
12. Urdan T, Pajares F. Self-efficacy beliefs of adolescents. Charlotte, NC: Information Age Publishing;2006. p. 307–337.
13. Davis DA, Mazmanian PE, Fordis M, Van Harrison R, Thorpe KE, Perrier L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 2006; 296:1094–1102.
Article
14. Regehr G, Eva K. Self-assessment, self-direction, and the self-regulating professional. Clin Orthop Relat Res. 2006; 449:34–38.
Article
Full Text Links
  • BR
Actions
Cited
CITED
export Copy
Close
Share
  • Twitter
  • Facebook
Similar articles
Copyright © 2024 by Korean Association of Medical Journal Editors. All rights reserved.     E-mail: koreamed@kamje.or.kr