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

Autor: Nadine Shehata, Christie Lee, Jill Dudebout, Qi-Long Yi, Paula Nixon, David M. Conrad, Wendy Lau, Christine Cserti-Gazdewich, Michael F. Murphy, Katerina Pavenski, Yulia Lin, Ziad Solh, Jacqueline D. Trudeau, Asim Alam, Sophie Chargé, Everad Tilokee, Oksana Prokopchuk-Gauk, Lani Lieberman, Elianna Saidenberg, Wendy Owens, Robert Skeate, Michelle P. Zeller, Cyrus C. Hsia, Jacob Pendergrast, Jeannie Callum, Akshay Shah
Rok vydání: 2019
Předmět:
Zdroj: Transfusion.
ISSN: 1537-2995
0041-1132
DOI: 10.1111/trf.15284
Popis: 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, by webinar, 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 (±2.9; n = 286) compared with posttest score of 13.0 (±2.8; 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 Transfusion Camp 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.
Databáze: OpenAIRE
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