Transfusion e‐learning for junior doctors: the educational role of ‘LearnBloodTransfusion’

Abstract

LBT uses effective educational methodology to deliver the transfusion curriculum to junior doctors although LBT must be complemented by additional methods of learning to ensure clinical competency.

Junior doctors’ perspectives on transfusion education in Australia

“…Some junior doctors were required to complete eLearning modules on clinical transfusion practice before securing employment . Outcomes from this focus group were consistent with the findings of other research on transfusion eLearning in that alone it was not highly valued as a mandatory or stand‐alone resource . To help meet learners needs, eLearning should be incorporated in a blended approach with face‐to‐face sessions to improve knowledge and practical skills .…”

“…Within the Australian blood sector, there are multiple providers of online education to Correspondence: Cindy J Flores, Australian Red Cross Blood Service, 100-154 Batman Street, West Melbourne, VIC 3003, Australia E-mail: cflores@redcrossblood.org.au support best transfusion practice [1,6,7]; however, the relevance or usefulness of these for junior doctors is unknown. Ongoing transfusion education is needed for junior doctors to ensure safe transfusion practice [2,[8][9][10]. Little is known about Australian junior doctors' existing transfusion knowledge and its application in patient care.…”

Transfusion knowledge of medical and surgical specialty board residents: a cohort study

“…Finally, utilisation of e‐learning methodologies can be incorporated using computer‐assisted learning. (Graham, ) Alternative options include e‐learning, which have been reported to be the most common means of transfusion education for postgraduates in the UK. (Graham et al, ) This was, however, thought to be inflexible to the knowledge of the learner as it provides a generic rather than an effective feedback and does not simulate the complexity of clinical reasoning and does not demonstrate competency in transfusion practice.…”

Improving transfusion education for junior doctors; exploring UK experiences

“…We know that simulation should be integrated into the standard curriculum (Motola et al , ) and that low‐fidelity simulation, for example, choosing blood groups or answering questions, is successfully incorporated into transfusion e‐learning (Graham, ). Yet from our focus group discussions, it appears evident that the educational benefit and effectiveness of technology‐enhanced simulation training is lost by the quality of online feedback, which is generic in format and lacks the ability to respond to the learners' specific needs.…”

“…This is in keeping with recognition that the HTC role is to optimise patient safety and ensure the implementation of PBM strategies, which would include quality‐assuring transfusion education (Haynes & Torella, ; Strauss, ; Liumbruno & Rafanelli, ; Owens et al , ). It has long been recognised that there is a need to evaluate transfusion education delivery (Wu et al , ), yet the comprehensive evaluation of specific methods of transfusion education delivery are lacking (Rebel et al , ; Graham, ). Kirkpatrick's four levels of learning evaluation (student reaction, learning, behaviour and/or results) has been employed widely across the globe to evaluate training and learning (Kirkpatrick & Kirkpatrick, ) and would be a useful approach to take within this field.…”