Junior doctors’ perspectives on transfusion education in Australia

Flores, Cindy; Quested, B.; Spigiel, Tracey; Thomson, Amanda; Saxon, Ben

doi:10.1111/vox.12654

Cited by 8 publications

(9 citation statements)

References 16 publications

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“…They suggested a national transfusion course that is run two to three times per year. A similar study in Australia by Flores et al reported consistent messages for preferred formats including expert led face‐to‐face education and just‐in‐time short, accessible education (e.g., lanyard cards). The topics requested were practical and focused on transfusion prescribing, consent, and management of transfusion reactions.…”

Section: Discussionmentioning

confidence: 70%

“…Although we did not perform a formal needs assessment at the start of Transfusion Camp, two recent studies in the literature are informative and support the current format of Transfusion Camp . Graham et al used qualitative methodology with health care professionals in the United Kingdom (77% of which were junior doctors) to determine how best to deliver TM education.…”

Section: Discussionmentioning

confidence: 98%

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Transfusion Camp: a prospective evaluation of a transfusion education program for multispecialty postgraduate trainees

et al. 2019

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BACKGROUND: The optimal method of providing transfusion medicine (TM) education has not been determined. Transfusion Camp was established in 2012 at the University of Toronto as a centrally delivered TM education program for postgraduate trainees. The impact of Transfusion Camp on knowledge, attitudes, and self-reported behavior was evaluated. METHODS: Didactic lectures (delivered locally, bywebinar, or recorded) and locally facilitated team-based learning seminars were delivered over 5 days during the academic year to 8 sites: 7 in Canada and 1 in the United Kingdom. Knowledge assessment using a validated 20-question multiple-choice exam was conducted before and after Transfusion Camp. Attitudes and self-reported behavior were collected through a survey. RESULTS:Over 2 academic years (July 2016 to June 2018), 390 trainees from 16 different specialties (predominantly anesthesia, 41%; hematology, 14%; and critical care, 7%) attended at least 1 day of Transfusion Camp. The mean pretest score was 10.3 of 20 (AE2.9; n = 286) compared with posttest score of 13.0 (AE2.8; n = 194; p < 0.0001). Lower pretest score and greater attendance (4-5 days compared with 1-3 days) were associated with larger improvement in posttest score; delivery format, specialty, and postgraduate year were not. Trainees reported an improvement in self-rated abilities to manage TM scenarios; 95% rated TM knowledge as very or extremely important in providing patient care; and 81% indicated that they had applied learning from Transfusion Camp into clinical practice. CONCLUSIONS: TransfusionCamp increased TM knowledge, fostered a positive attitude toward TM, and enabled a self-reported positive impact on transfusion practice in postgraduate trainees. It is a novel and scalable approach to delivering TM education. ABBREVIATIONS: PGY = postgraduate year; TBL = team-based learning; TM = transfusion medicine.From the

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Section: Discussionmentioning

confidence: 70%

Section: Discussionmentioning

confidence: 98%

Transfusion Camp: a prospective evaluation of a transfusion education program for multispecialty postgraduate trainees

et al. 2019

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“…6 PBM is most effective when implementation encompasses multiple interventions designed to address the three principles, commonly referred to as the three pillars, of PBM. 7 These pillars are; (1) optimise patient red blood cell mass and coagulation status, (2) minimise perioperative blood loss and (3) enhance patient tolerance of anaemia. 6…”

Section: Problemmentioning

confidence: 99%

“…However, there is no national, standardised curriculum in transfusion medicine for medical students or interns. 7 9 The content and format of transfusion medicine teaching varies greatly between medical schools and hospitals, and so too does transfusion medicine knowledge among interns. 7 9 Consequently, interns must learn principles of transfusion medicine as they concurrently care for patients with blood product needs.…”

Section: Introductionmentioning

confidence: 99%

Focused educational intervention improves intern knowledge of perioperative patient blood management principles

2021

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A perioperative patient blood management (PBM) educational intervention was implemented for first year postgraduate doctors (interns) at the Royal Brisbane and Women’s Hospital (RBWH) following identification of a perioperative PBM training requirement. This quality improvement activity evaluated the effectiveness of this educational intervention in improving intern knowledge of perioperative PBM principles.A 15-question perioperative PBM focused multiple choice questionnaire developed from information attained from comprehensive, evidence and consensus-based guidelines regarding PBM practice was distributed to interns immediately before a compulsory perioperative PBM educational intervention and then again 5 weeks later. The perioperative PBM educational intervention was delivered every 10 weeks (five interventions in total) to a different group of interns each time. Statistical analysis determined significance between mean questionnaire score before and after the intervention.The mean pre-intervention score for correctly answered questions was 7/15 (SD 2.73) and mean post-intervention score was 9/15 (SD 2.99) (p=0.02). Categorisation of questions into core domains of perioperative PBM demonstrated intern scores for correctly answered questions improved in all domains following the educational intervention.Perioperative PBM education delivered through a dedicated intervention aimed to improve knowledge is associated with objective evidence of educational benefits for interns at RBWH. It is an effective strategy to enact PBM governance and bestow clinical guideline knowledge. This is important given the global health sector’s challenge to improve patient outcomes despite increasingly restricted funding and pressure on doctors to devote more time to service and less to teaching.

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“…Current educational methods fail to equip doctors with adequate knowledge [2][3][4] or clinical competency [5], and potentially avoidable errors often involve junior medical staff in the decision making or prescribing of blood products [1]. Current methods of delivering transfusion education don't work [6,7] and so we need new methods to effectively equip postgraduate doctors with the required competencies to enable safe transfusion practice [7].…”

Section: Introductionmentioning

confidence: 99%

Can Team-Based Learning (TBL) Be Used to Deliver Postgraduate Education in Transfusion Medicine for UK Physicians?

2019

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Background There is global need for evidence-based methodologies to effectively deliver transfusion training. This research critically assesses both efficacy and the practicalities of introducing team-based learning (TBL) to deliver transfusion medicine education to UK postgraduate doctors (residency equivalence). Study Design and Methods One TBL orientation session and three transfusion medicine sessions, mapped to the 2012 Foundation Programme curriculum, were designed adhering to TBL principles. These were delivered by one tutor during 'compulsory' (except rota commitments and leave) educational sessions. Team continuity plus trainee reaction, knowledge acquisition and behaviour were evaluated. Results Forty-eight doctors received a mean 2.5 TBL sessions. Five teams were developed with average team membership of 5.85 doctors per session. Overall team continuity (total team members attending/potential team members × 100) was 65% over the four sessions. Qualitative and quantitative trainee reaction to TBL was positive. Objective knowledge acquisition showed improved team knowledge over individual knowledge. Mean team readiness assurance testing (RAT) score exceeded maximum individual RAT score in 90% of cases. Subjective knowledge acquisition significantly improved, although confidence concerning prescribing declined. The reported time spent preparing for sessions correlated with enjoyment, subjective knowledge gain and clinical confidence. Preparation time was reported as 'adequate' or 'excellent' in 86% of anonymous feedback. Conclusion TBL is an enjoyable and effective approach to deliver transfusion education to doctors, particularly when preparation is adequate. Team continuity is poor despite 'compulsory' education sessions. This must be considered when designing and delivering TBL sessions in the UK postgraduate medical setting.

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Junior doctors’ perspectives on transfusion education in Australia

Cited by 8 publications

References 16 publications

Transfusion Camp: a prospective evaluation of a transfusion education program for multispecialty postgraduate trainees

Transfusion Camp: a prospective evaluation of a transfusion education program for multispecialty postgraduate trainees

Focused educational intervention improves intern knowledge of perioperative patient blood management principles

Can Team-Based Learning (TBL) Be Used to Deliver Postgraduate Education in Transfusion Medicine for UK Physicians?

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