International Society on Thrombosis and Haemostasis core curriculum project: core competencies in clinical thrombosis and hemostasis

McLintock, Claire; Pabinger, Ingrid; Bauer, Kenneth A.; Laffan, Michael; Angchaisuksiri, Pantep; Rezende, Suely Meireles; Ross, Michael

doi:10.1111/jth.13162

Cited by 13 publications

(19 citation statements)

References 14 publications

(21 reference statements)

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“…Members included PhDs, MDs, and laboratory technical specialists in the area of diagnostic thrombosis and hemostasis. A modified version of the methodology used in the Tuning Project (Medicine) was used to successfully gain consensus in the ISTH Clinical Core Curriculum and other previous studies . A review of current literature was undertaken, and a roundtable draft framework of core competencies was compiled.…”

Section: Methodsmentioning

confidence: 99%

“…The development and use of core curricula are an accepted means of defining what individuals should learn and be able to do, and have been successfully implemented in many countries in all fields of health care and scientific education and practice . Competencies were felt to be the most appropriate format for defining the ISTH core curriculum in clinical thrombosis and hemostasis, because they refer to what an individual should be able to do, irrespective of how, when, or through what training program or experience they learned how to do it . The ISTH recognized a need and an opportunity to provide guidance to the international community for a continuum and standardization of the diagnostics in thrombosis and hemostasis.…”

Section: Introductionmentioning

confidence: 99%

“…The ISTH recognized a need and an opportunity to provide guidance to the international community for a continuum and standardization of the diagnostics in thrombosis and hemostasis. To this end, the ISTH originally undertook an initiative to draft and then gain consensus from the international community on a set of core competencies for clinical specialists taking care of patients with disorders of thrombosis and hemostasis . This published curriculum provides an international consensus framework for the minimum level of knowledge required for independent practice of clinical specialists.…”

Section: Introductionmentioning

confidence: 99%

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International Society on Thrombosis and Haemostasis core curriculum project: Core competencies in laboratory thrombosis and hemostasis

McLintock

Pabinger

Bauer

et al. 2019

Journal of Thrombosis and Haemostasis

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Background Laboratory analyses of blood samples are essential for diagnostics and therapy monitoring of patients with bleeding and thromboembolic diseases. Following publication of the core curriculum for clinical thrombosis and hemostasis, the International Society on Thrombosis and Haemostasis (ISTH) recognized that thrombosis and hemostasis laboratory specialists require distinct competencies that differ from medical doctors working clinically with patients. To address this gap the ISTH formed a working group of international hemostasis and thrombosis laboratory specialists to develop an evidence‐based core curriculum for laboratory specialists. Objective This research sought consensus from the international community on core competencies required for laboratory specialists in thrombosis and hemostasis. Methods A draft list of 64 competencies was developed and an online stakeholder survey was circulated electronically to 15 302 ISTH members and contacts in the wider international community. The results were analyzed and used to develop the final approved core curriculum. Results Three hundred and thirty responses contained meaningful data, with broad international representation of specialists. No draft competencies were excluded, and 58 were rated as “does” or “shows how.” The Leik measure of consensus for most competences was “moderate” (n = 30) or “fair” (n = 32). Conclusions The development of an international core curriculum for laboratory specialists provides a foundation for the development and enhancement of education and quality management of the laboratory. Although there is no formal designation for laboratory specialists, international governing bodies and regulatory organizations are encouraged to consider the diagnostic core curriculum for development and accreditation of more standardized educational programs and formal assessment across jurisdictions.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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International Society on Thrombosis and Haemostasis core curriculum project: Core competencies in laboratory thrombosis and hemostasis

McLintock

Pabinger

Bauer

et al. 2019

Journal of Thrombosis and Haemostasis

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“…In efforts to establish a global core curriculum in thrombosis and hemostasis, the International Society on Thrombosis and Haemostasis (ISTH) conducted a survey to determine competencies required for medical doctors to practice as independent clinical specialists, with a section on hemophilia; however, representation from Asia was small (9%) 11. Similarly, educational needs of hemophilia nurses have also been assessed in Europe and USA 12, 13, 14.…”

Section: Introductionmentioning

confidence: 99%

A survey of characteristics and current educational needs of hemophilia treatment centers within Asia Pacific

Lam

John

Street

2018

Research and Practice in Thrombosis and Haemostasis

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BackgroundPoor disease understanding and gaps in expertise regarding hemophilia care have been identified at all levels in Asia Pacific. Continued education for involved healthcare professionals (HCPs) is crucial for improved delivery.ObjectivesTo identify training and educational needs of hemophilia HCPs in Asia Pacific.MethodsClinicians working at hemophilia treatment centers (HTCs), identified from the World Federation of Hemophilia Directory, were contacted by the Asia Pacific Hemophilia Working Group (APHWG). An electronic survey was sent to 161 centers from 15 countries for which HTC identification was complete to assess HTC characteristics, educational status, and needs. Responses were stratified by national economic capacity.ResultsFrom March 23 to June 6, 2016, clinicians from 58 HTCs completed the survey. Most reported availability of specialists to serve core patient requirements, although availability of trained nurses and geneticists was low in lower‐middle income countries (LMICs). Although 98.3% of HTCs had laboratory facilities, 8.8% do not participate in any quality assessment schemes. The most common limitations of current initiatives were infrequency and lack of local language content. Education is currently mostly received via internet, particularly among LMICs and upper‐middle income countries (UMICs), though there is strong preference for meetings. Main barriers to receiving education were funding and time constraints. Unique priority topics were musculoskeletal management, quality of life and management by non‐hematologists (high‐income countries), inhibitor management and research (UMICs), and outcomes assessment (LMICs).ConclusionIn Asia Pacific, training programs should be tailored according to unique needs of differing economic capacities and resource settings.

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“…The International Society on Thrombosis and Haemostasis (ISTH) Education and Outreach subcommittee working group developed a core curriculum by creating a draft list of competencies, which was further refined using survey data from ISTH members around the globe [1][2][3]. However, in an era of competency-based medical education where the focus is on what an individual is expected to do, is there a more accurate way of capturing competency beyond expert consensus?…”

mentioning

confidence: 99%