Transfusion Medicine Curriculum Research Articles

Transfusion medicine education delivery in Rwanda: Adapting Transfusion Camp to a resource-limited setting.

Due to few teaching faculty, resource-limited settings may lack the education curricula providers need for safe practice. As safe surgery becomes an increasing priority worldwide, it is essential to improve access to critical education content including in transfusion medicine. Transfusion Camp is a longitudinal curriculum, shown to increase knowledge in postgraduate trainees. The objective was to develop a sustainable bilateral partnership between Rwanda and Canada, and to integrate Transfusion Camp into the existing curriculum of the School of Medicine and Pharmacy at University of Rwanda. A Transfusion Camp pilot course was initiated through collaboration of experts in Rwanda and Canada. Planning occurred over 6 months via online and in-person meetings. Canadian teaching faculty adapted course content via iterative discussion with Rwandan faculty. Final content was delivered through online pre-recorded lectures by Canadian Faculty, and in-person small-group seminars by Rwandan Faculty. Project feasibility was assessed through structured evaluation and informal debriefing. Twenty-seven postgraduate trainees were present for the pilot course, of whom 21 (78%) submitted evaluation forms. While the structure and content of the adapted Transfusion Camp curriculum were well-received, the majority of respondents indicated a preference for in-person rather than pre-recorded lectures. Debriefing determined that future courses should focus on continuing education initiatives aimed at physicians entering or already in independent practice. A partnership between universities and blood operators in high-resource and resource-limited countries results in a transfusion medicine curriculum that is locally applicable, multidisciplinary, and supportive of learning benefitting the learners and educators alike.

Fundamentals of blood banking in anesthesiology: A problem-based learning simulation session as an addition to a novel curriculum of transfusion medicine education for anesthesiology residents

We have previously published a novel transfusion medicine curriculum for first-year anesthesiology residents, making available open access learning materials. We now present a curriculum iteration, by incorporating resident feedback and developing an additional “capstone” session for use at the end of the rotation that integrates several learning points into a practical problem-based simulation. This iteration of the curriculum was piloted with the 2019–2020 PGY-1 anesthesiology residents of the University of Wisconsin Hospitals and Clinics. Pre-course and post-course surveys, which assessed trainee understanding of course topics, were used to subjectively evaluate the usefulness of the curriculum. Results of the surveys demonstrated post-test mean scores were significantly increased when compared with the equivalent pre-course questions. This suggests the piloted curriculum iteration serves as a useful tool for resident learning. As an adjunct to our previous existing materials, in the spirit of open-access education, we share this additional curriculum material, consisting of four patient cases with 16 questions that can be used immediately for teaching purposes.

Transfusion medicine curricular content for general pediatricians and pediatric subspecialists: A national multi-specialty Delphi consensus study.

Although pediatric residents frequently order blood products, transfusion medicine (TM) education is both limited and unstandardized during postgraduate training. Using Delphi methodology, this study aimed to identify and prioritize which pediatric TM curricular topics are most important to inform postgraduate training in TM for general pediatricians and pediatric subspecialists. A national panel of experts iteratively rated potential curricular topics, on a 5-point scale, to determine their priority for inclusion within a TM curriculum. After each round, responses were analyzed. Topics receiving a mean rating <3/5 were removed from subsequent rounds and remaining topics were resent to the panel for further ratings until consensus was achieved, defined as Cronbach α ≥ 0.95. At conclusion of the Delphi process, topics rated ≥4/5 were considered core curricular topics, while topics rated ≥3 to <4 were considered extended topics. Forty-five TM experts from 17 Canadian institutions and 12 subspecialties completed the first Delphi round and 31 completed the second. Fifty-seven potential curricular topics were generated from a systematic literature review and Delphi panelists. Two survey rounds were completed before consensus was achieved. Seventy-three topics in six domains reached consensus: 31 core curricular topics and 42 extended topics. There were no significant differences in ratings between TM and non-TM specialists. A multispecialty Delphi panel reached consensus in identification of curricular topics for pediatric resident physicians. These results set the stage to develop a pediatric TM curriculum that will be foundational for pediatric trainees to enhance learning and improve transfusion safety.

Impact of a Structured Transfusion Medicine Curriculum for Pediatric Residents

Impact of a Structured Transfusion Medicine Curriculum for Pediatric Residents

Global survey of transfusion medicine curricula in medical schools: Challenges and opportunities.

BackgroundPhysicianʼs knowledge in transfusion medicine (TM) is critical for patient safety. Therefore, ensuring that medical schools provide adequate education in TM is important. The aim of this study was to assess the status of TM education at a global level.Study Design and MethodsA comprehensive anonymous survey to assess TM education in existing medical school curricula was developed. The survey was distributed to deans and educational leads of medical schools in a range of low‐, medium‐, high‐, and very high–human development index (HDI) countries. It included 20 questions designed to assess specific domains including structure of TM curriculum and teaching faculty.ResultsThe response rate was 53%. The majority of responding schools from very‐high–HDI countries offered a 6‐year curriculum after high school or a 4‐year curriculum after college education, whereas most schools from medium‐HDI countries offered a 5‐year medical curriculum. A formal teaching program was available in only 42% of these schools in contrast to 94% of medical schools from very high‐HDI. Overall, 25% of all medical schools did not offer structured TM teaching. When offered, most TM teaching was mandatory (95%) and integrated within the third and fourth year of medical school. Formal assessment of TM knowledge was done in 72% of all responding medical schools. More than half of the deans considered the TM education in their medical schools as inadequate.ConclusionDespite its limitations, the current survey highlights significant gaps and opportunities of TM education at a global scale.

Status of Transfusion Medicine Education in Iran.

Optimal use of blood and blood components requires theoretical and practical knowledge in transfusion medicine. While the importance of education in transfusion medicine has long been recognized, a vacancy is widely felt in this regard in Iran. In this study, the current status of transfusion medicine education in Iran is evaluated using a review of studies conducted in this field. To access articles related to transfusion medicine education in Iran, an electronic search was performed in databases, including Magiran, SID, IranMedex, Google Scholar, PubMed, ScienceDirect, and Scopus and the related articles were evaluated. Knowledge of transfusion medicine was not optimal in various medical groups and there was no effective theoretical and practical education and training for transfusion medicine in medical universities. Almost all the studies concluded that transfusion medicine curricula should be implemented for both undergraduate and postgraduate students, because of its great importance in clinical practice. Educational program of transfusion medicine is a basic need of medical education for medical students, interns, residents, nursing, and midwifery students in Iran. Considering our status and capacities and by using educational programs in the world, curricula are suggested for different educational levels. Implementation of these training programs plays a vital role in improving patients' safety and also reduces the high costs of treatment with blood products.

Design and Implementation of a Competency-Based Transfusion Medicine Training Program in Canada.

Transfusion medicine training in Canada is currently undergoing a transformation from a time- and process-based curriculum to a competency-based medical education framework. Transfusion medicine is the first accredited postgraduate medical education training program in Canada to adopt a purely competency-based curriculum. It is serving as an example for a number of other postgraduate medical training programs undergoing a similar transition. The purpose of this review is to highlight the elements of competency-based medical education, describe its application to transfusion medicine training, and report on the development and implementation of the new transfusion medicine curriculum in Canada.

Initial results of a structured rotation in hematology and transfusion medicine for anesthesiology residents

Study Objective To develop and evaluate a new curriculum in transfusion medicine for anesthesiology residents. Study Design Quasi-experimental study. Setting Single center, pilot curriculum in the anesthesiology residency program at a university-affiliated medical center. Participants Group TM consisted of residents who participated in the one month-long transfusion medicine rotation in postgraduate year 2 (PGY2; n = 9). The comparison group (non-TM) consisted of residents who had no exposure to the transfusion medicine rotation (n = 21). Measurements We compared results of the 2009 American Board of Anesthesiology In-Training Exam (ABA-ITE) 2009 by residents of our program with the national performance of residents in the first clinical anesthesia year (AMG CA1 = PGY-2) and second clinical anesthesia year (AMG CA2 = PGY-3) on transfusion medicine/hematology knowledge. Performance on a pre-test and post-test of those who took part in the transfusion medicine curriculum, and overall performance on the ABA-ITE, of departmental residents who had and had not participated in the Transfusion Medicine curriculum within the target knowledge area of hematology/transfusion medicine and compared against national peer performance data, was assessed. An anonymous electronic survey (5-Point Likert scale) was used to assess the perceived educational value of the curriculum. Main Results Transfusion medicine-related knowledge of anesthesia residents markedly improved from the pre- to post-rotation examination and on the ABA-ITE. In the ABA-ITE 2009, the TM group performed better than their national peers (AMG CA1 and CA2) in the hematology content area. The post-rotation anonymous resident survey indicated high resident satisfaction. Conclusions A structured transfusion medicine curriculum improved anesthesiology resident knowledge in transfusion medicine and was associated with high learner satisfaction.

Transfusion medicine in American undergraduate medical education

Blood transfusion is the most common procedure performed in American hospitals, and transfusions are commonly ordered by physicians without formal training in transfusion medicine. Several transfusion medicine curricula have been proposed, including those developed through the Transfusion Medicine Academic Awards (TMAA). To our knowledge, no comprehensive study has assessed how transfusion medicine is incorporated into undergraduate medical education. We conducted an online survey to determine the manner in which transfusion medicine is incorporated into American undergraduate medical education. The survey was e-mailed to administrators of medical education at all of the 129 American medical schools accredited by the Association of American Medical Colleges. Eighty-six (67%) of the 129 identified medical school administrators responded. Seventy-one (83%) of the 86 administrators reported that their undergraduate medical education curriculum provides didactic lectures in transfusion medicine, with 48% of medical schools providing 1 or 2 hours of lecture-based instruction. A minority reported small group sessions devoted to transfusion medicine topics. While a slim majority reported the availability of transfusion medicine electives, only one of 84 administrators reported that such a rotation is required. Seventy-six of 83 (92%) administrators were unfamiliar with either the 1989 or the 1995 TMAA transfusion medicine curricula. Transfusion medicine content in American undergraduate medical education is variable and the influence of the TMAA program on contemporary medical school curricula is questionable. Future efforts in this area should focus on standardizing and improving undergraduate medical education in transfusion medicine.

Implementation and Assessment of a Resident Curriculum in Evidence-Based Transfusion Medicine

Given the number of controversial issues in transfusion medicine, an understanding of biostatistics and evidence-based medicine is invaluable. No detailed curricula that address teaching critical appraisal of the transfusion medicine literature have been published or evaluated. To design, implement, and evaluate an evidence-based transfusion medicine curriculum. Four hour-long training sessions in journal club format were designed for a 2-month transfusion medicine rotation for clinical pathology residents. A previously validated survey was administered precurriculum and postcurriculum to gauge changes in resident self-reported attitudes and confidence regarding biostatistics methods and critical appraisal of the medical literature. Residents were also asked to evaluate the course regarding content, execution, and utility. Seven second-year residents participated in the sessions. Following the curriculum there were statistically significant increases in the residents' self-reported ability to appraise critically and search the medical literature (P = .05). Resident confidence interpreting an article's statistical results also significantly improved (P = .01). There was also a significant change in the residents' desire to learn more about statistics (P = .02). Resident reviews of the curriculum were overall extremely positive. A 4-session curriculum can have a significant effect on resident self-reported ability to appraise critically and understand the medical literature and help foster interest in biostatistics. Although based on small numbers, this study represents one of the first efforts to evaluate the efficacy of a transfusion medicine curriculum and can potentially serve as a starting point to better integrate and evaluate knowledge of evidence-based transfusion medicine during residency training.

Implementation and Assessment of a Resident Curriculum in Evidence-Based Transfusion Medicine

Abstract Context.—Given the number of controversial issues in transfusion medicine, an understanding of biostatistics and evidence-based medicine is invaluable. No detailed curricula that address teaching critical appraisal of the transfusion medicine literature have been published or evaluated. Objective.—To design, implement, and evaluate an evidence-based transfusion medicine curriculum. Design.—Four hour-long training sessions in journal club format were designed for a 2-month transfusion medicine rotation for clinical pathology residents. A previously validated survey was administered precurriculum and postcurriculum to gauge changes in resident self-reported attitudes and confidence regarding biostatistics methods and critical appraisal of the medical literature. Residents were also asked to evaluate the course regarding content, execution, and utility. Results.—Seven second-year residents participated in the sessions. Following the curriculum there were statistically significant increases in the re...

A proposal for curriculum content in transfusion medicine and blood banking education in pathology residency programs

T he fields of blood banking (BB) and transfusion medicine (TM), like other areas of medicine, have evolved into specialties with a diverse array of areas of knowledge. These areas include advances in the detection of pathogens in donated blood, advances in methods to collect and manipulate progenitor cells, advances in blood conservation techniques, and advances in treatments for both the acutely and the chronically ill patient, among many others. As a consequence, the knowledge base that a resident trainee in pathology is expected to master has expanded well beyond the mere understanding of compatibility testing and inventory management. In the past several years, guidance regarding pathology residency training has been published for clinical pathology and anatomic pathology, as well as in some subspecialty areas. Although intended for medical students, an NIH-funded transfusion medicine curriculum initiative also provided a comprehensive overview of areas of knowledge relevant to pathology resident training. A survey of TM fellowships was also performed with implications for residency training, as have recent commentaries regarding the role of physicians in blood centers and hospital transfusion services. There is no document that specifically addresses pathology residency training in BB and/or TM, however, and the current requirements of the Accreditation Council for Graduate Medical Education (ACGME) on general competencies in residency training. Recently, the Academy of Clinical Laboratory Physicians and Scientists (ACLPS) and the members of the Children’s Health Initiative through Laboratory Diagnostics (CHILDx) separately produced comprehensive clinical pathology residency training documents of which BB and/or TM was a subsection. As a follow-up to the activities of ACLPS and the new requirements of the ACGME regarding general competencies, a task force was created by the AABB to address the needs for a residency curriculum on this subject. The rotation objectives outlined below for BB and TM were adapted from the subsection on BB and/or TM from the ACLPS document and further expanded. The task force further elaborated on these objectives by including additional guidance on the different needs of the general anatomic pathology– and clinical pathology–trained pathologist, who has either minimal or infrequent supervision of a transfusion service, compared with the specialist whose responsibilities might include directing a blood collection center, a cell therapeutics laboratory, or a high-complexity transfusion service. The task force further designated what each specific rotation ABBREVIATIONS: ACGME = Accreditation Council for Graduate Medical Education; BB = blood banking; CAP = College of American Pathologists; FACT = Foundation for the Accreditation of Cellular Therapy; IC = interpersonal and communication skills; JCAHO = Joint Commission on Accreditation of Healthcare Organizations; MK = medical knowledge; PC = patient care; PL = practice-based learning and improvement; PR = professionalism; SP = systems-based practice; TM = transfusion medicine.

Resident and Fellow Training in Transfusion Medicine

This article focuses on the design of transfusion medicine residency and fellowship training programs in the context of the Accreditation Commission for Graduate Medical Education (ACGME) competencies. Transfusion-specific examples of the six ACGME competencies are discussed, a transfusion medicine curriculum with designated training stages for specific curriculum elements is proposed, and examples of training activities are given. The authors also discuss transfusion service rotation design and how to build in graduated responsibility as training proceeds. Finally, methods for assessing the competency of transfusion medicine trainees and the effectiveness of the training program and teaching faculty are described. It is hoped that this article will provide a blueprint for how to design and implement a successful transfusion medicine residency and fellowship training program.

Training and education—with a view of the involvement in Germany

The replies of 15 countries to the questionnaires—training and education—have shown that transfusion medicine teaching and education regarded as a definitely clearly defined specialty with different tones and degrees, is to be considered at different levels relating to teaching basic knowledge of transfusion medicine during the education as well as in the postgraduate training. The reported results may serve as an incentive or impulse to suitable regulations and a common consensus of transfusion medicine curriculum although each European Country has its peculiarities.

A comprehensive transfusion medicine curriculum for medical students. Transfusion Medicine Academic Award Group.

The Transfusion Medicine Academic Awards (TMAA) program, sponsored by the National Heart, Lung, and Blood Institute, has provided grants to medical schools to help them develop comprehensive curricula in transfusion medicine. In 1989, the TMAA Group published a set of comprehensive curricular goals for teaching transfusion medicine. The medical student portion of this curriculum has now been revised to reflect new developments in transfusion medicine and recent trends in medical school education. Two medical schools independently revised the 1989 curriculum for their students. Because significant similarities were noted between curricula of the two institutions, the two revisions were combined and submitted to all TMAA institutions for comment. As a result, a revised medical school curriculum was developed and approved by the TMAA Group. The revised curriculum consists of 28 objectives in six major areas of transfusion medicine. It is presented in its entirety in this article. The TMAA transfusion medicine curriculum should provide to medical schools a valuable resource for evaluating their teaching of transfusion medicine and should provide to medical school deans and curriculum committees an authoritative source of transfusion medicine expertise.

Teaching medical students concepts of informed consent within the framework of a transfusion medicine curriculum.

Teaching medical students concepts of informed consent within the framework of a transfusion medicine curriculum.