An Observational Study of 3 Different Transfusion Medicine Teaching Methods for Medical Students

Konia, Mojca Remskar; Richtsfeld, Martina; Johnson, Andrew D.; Lougee, Michael; Cohn, Claudia S.; Morgan, Shanna

doi:10.1016/j.tmrv.2017.12.001

Cited by 15 publications

(14 citation statements)

References 17 publications

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“…Novice learners benefit from small group discussions as they provide opportunities for learners to recognise important factors and cues, connect knowledge and assess and analyse their own understanding [23]. However, this research shows a potential limitation to learning NTS is “groupthink”.…”

Section: Discussionmentioning

confidence: 99%

Exploring undergraduate nursing student interactions with virtual patients to develop ‘non-technical skills’ through case study methodology

et al. 2019

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BackgroundVirtual patients are a recent addition to the educational arsenal to develop non-technical skills in undergraduate health professionals. The Virtual Simulated Patient Resource (www.vspr.net.au) is a web-based resource that uses branching, narrative virtual patients to develop knowledge, attitude and practice of all categories of non-technical skills in undergraduate health professionals. However, there is limited literature exploring how the interaction with a virtual patient influences the development of knowledge, attitude and practice of non-technical skills in undergraduate nursing students.MethodsAn intrinsic case study method, using focus groups and individual interviews, enabled exploration of the experience of undergraduate nursing students when interacting with a virtual patient to develop non-technical skills. Purposive sampling identified participants to address the research question. Framework analysis supported by a codebook enabled deductive and inductive data analysis.ResultsForty-five first-year and 31 third-year students consented to participate. Findings indicated that the different years interacted differently with the virtual patients. Four themes were recognised in the data: how the virtual patients enabled learning non-technical skills, learning surrounding the virtual patient encounter, changing the way students perceive practice and potential limitations to learning.ConclusionsInteractions with virtual patients influence learning knowledge, attitudes and practice of non-technical skills in undergraduate nursing students via authenticity in the virtual patient interaction, socialisation to the professional role, vicarious learning and learning by making mistakes. Potential limitations to learning from virtual patient interactions include fear, overconfidence, groupthink and confusion. To manage limitations to learning, facilitation approaches, opportunities for reflection, constructive feedback and debriefing may be key. This study demonstrates learning non-technical skills via interactions with virtual patients can change the way students perceive practice, with learning transferable to the clinical setting to support safe and competent patient care.Electronic supplementary materialThe online version of this article (10.1186/s41077-019-0088-7) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Exploring undergraduate nursing student interactions with virtual patients to develop ‘non-technical skills’ through case study methodology

et al. 2019

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“…(25) Teaching based on specific skills applied to clinical cases favors student learning. (26) A Brazilian study assessed knowledge of sixth-year undergraduate medical students and residents of several areas. The transfusion adequacy was 35% and 49.5%, respectively.…”

Section: ❚ Discussionmentioning

confidence: 99%

“…( 25 ) O ensino baseado em competências específicas aplicadas em casos clínicos favorece o aprendizado do aluno. ( 26 ) Estudo brasileiro avaliou o conhecimento de alunos do sexto ano do curso de medicina e residentes de diversas áreas. A adequação transfusional foi de 35% e 49,5%, respectivamente.…”

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Red blood cell prescription and recognition of transfusion reactions by pediatricians

Filho

Faria

Souza

et al. 2020

Einstein (São Paulo)

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Objective: To assess the level of knowledge of emergency pediatricians on red blood cell transfusions and their reactions. Methods: Written survey with emergency pediatricians from a pediatric hospital. Results: Less than 20% of pediatricians showed appropriate knowledge on prescribing red blood cells and recognition of transfusion reactions. There was no significant statistical regarding time since graduation and blood transfusion classes in undergraduate studies or during medical residency. Conclusion: Pediatricians have insufficient knowledge about red blood cell transfusions and recognition of transfusion reactions.

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“…Simulation allows learners to experience highly interactive transfusion scenarios in a mock environment with the opportunity for immediate feedback after the activity. Konia and colleagues analyzed the use of high‐fidelity simulation delivered in‐person or online or using a hybrid of both methods. Medical students in all three arms had improvements in their posttest scores compared to pretest values.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of immunohematology knowledge in hematology trainees

2019

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BACKGROUND Canadian hematology trainees are expected to attain clinical knowledge in the subject of red blood cell and platelet antigen systems and the principles of transfusion medicine. However, the relative degree of expertise required in blood bank serology is not well defined. STUDY DESIGN AND METHODS A modified Delphi approach involving 10 Canadian hematology program directors was utilized to identify 12 relevant topics in immunohematology. A multiple‐choice exam was developed and validated among hematology trainees from 13 hematology training programs across Canada. A Rasch analysis was used to determine fit of the examination before deploying the exam the following year to ascertain the level of knowledge in hematology trainees. RESULTS The exam was piloted with 62 hematology trainees. The reliability of the exam was 0.93 with a mean item fit score of 1.01. The exam was able to discriminate between training years and self‐rated expertise with better performance attained by more advanced trainees (p < 0.01). No differences were seen between geographic regions. A modified version of the exam was deployed the following year to 85 trainees, with a mean score of 58.9% ± 15.3%. Trainees scored poorest on topics concerning antibody investigations and D variants. CONCLUSION A standardized exam for assessing hematology trainees on their expected expertise in transfusion immunohematology has been developed and can be used to assess the efficacy of educational resources provided in the subject. Trainees had a low overall mean score indicating additional educational initiatives are warranted.

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An Observational Study of 3 Different Transfusion Medicine Teaching Methods for Medical Students

Cited by 15 publications

References 17 publications

Exploring undergraduate nursing student interactions with virtual patients to develop ‘non-technical skills’ through case study methodology

Exploring undergraduate nursing student interactions with virtual patients to develop ‘non-technical skills’ through case study methodology

Red blood cell prescription and recognition of transfusion reactions by pediatricians

Evaluation of immunohematology knowledge in hematology trainees

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