WHAT DO FINAL YEAR MEDICAL STUDENTS KNOW ABOUT TRANSFUSION MEDICINE?
(Abstract release date: 05/19/16)
EHA Library. Lovato S. 06/09/16; 133115; E1566
Dr. Silvia Lovato
Contributions
Contributions
Abstract
Abstract: E1566
Type: Eposter Presentation
Background
Blood component transfusion is a common procedure performed among different specialities. Every year transfusion errors are reported as cause of mortality and major morbidities. To improve the safety of the procedure the staff involved have to be adequately trained. Including transfusion training in medical school can improve patient safety. In UK most medical schools undergraduate curriculum includes transfusion related topics, but there are no national survey to assess the quality of teaching or the knowledge of the students.
Aims
To investigate the knowledge of final year medical students on transfusion medicine topics and evaluate if interprofessional teaching delivered with the collaboration of a transfusion practitioner and the pathology laboratory can improve their knowledge.
Methods
Topics relevant to transfusion safety were extrapolated analysing SHOT reports. Nineteen final year medical students were offered a two hours teaching involving case based discussion, visit to the transfusion laboratory and application of the knowledge acquired through simulation. The teaching session was delivered by the local haematology teaching fellow with the help of a transfusion practitioner and the collaboration of the transfusion laboratory. Students’ knowledge was tested before and after the teaching session with an open answer test.
Results
There was a significant improvement between the average score in the pre-teaching and post-teaching test (36% vs 73%). Topics where the difference in the percentage of students who were able to answer correctly was more evident where: patient monitoring (0% vs 94%), indication for irradiated products (0% vs 78%), blood component prescriptions (5% vs 100%), acute transfusion reactions (16% vs 94%). Improvement of knowledge was observed also for: delayed transfusion reactions (0% vs 44%), understanding of FFP compatibility (0% vs 44%) and understanding of group and save test (0% vs 44%), interestingly in the group that had practical teaching in the transfusion laboratory on this topic the rate of correct answer was 100%.
Conclusion
Transfusion medicine topics are covered during medical school, however when tested, this group of final year medical students were unable to answer correctly to question about essential practical aspects of the transfusion process. Improving education in transfusion medicine for medical students will help them in their future role as doctors and can improve patient safety. A short teaching session in collaboration with transfusion practitioner and transfusion laboratory was an effective way to improve students short term knowledge. Further studies are required to find the best way to improve short term and long term knowledge on transfusion medicine.
Session topic: E-poster
Keyword(s): Transfusion
Type: Eposter Presentation
Background
Blood component transfusion is a common procedure performed among different specialities. Every year transfusion errors are reported as cause of mortality and major morbidities. To improve the safety of the procedure the staff involved have to be adequately trained. Including transfusion training in medical school can improve patient safety. In UK most medical schools undergraduate curriculum includes transfusion related topics, but there are no national survey to assess the quality of teaching or the knowledge of the students.
Aims
To investigate the knowledge of final year medical students on transfusion medicine topics and evaluate if interprofessional teaching delivered with the collaboration of a transfusion practitioner and the pathology laboratory can improve their knowledge.
Methods
Topics relevant to transfusion safety were extrapolated analysing SHOT reports. Nineteen final year medical students were offered a two hours teaching involving case based discussion, visit to the transfusion laboratory and application of the knowledge acquired through simulation. The teaching session was delivered by the local haematology teaching fellow with the help of a transfusion practitioner and the collaboration of the transfusion laboratory. Students’ knowledge was tested before and after the teaching session with an open answer test.
Results
There was a significant improvement between the average score in the pre-teaching and post-teaching test (36% vs 73%). Topics where the difference in the percentage of students who were able to answer correctly was more evident where: patient monitoring (0% vs 94%), indication for irradiated products (0% vs 78%), blood component prescriptions (5% vs 100%), acute transfusion reactions (16% vs 94%). Improvement of knowledge was observed also for: delayed transfusion reactions (0% vs 44%), understanding of FFP compatibility (0% vs 44%) and understanding of group and save test (0% vs 44%), interestingly in the group that had practical teaching in the transfusion laboratory on this topic the rate of correct answer was 100%.
Conclusion
Transfusion medicine topics are covered during medical school, however when tested, this group of final year medical students were unable to answer correctly to question about essential practical aspects of the transfusion process. Improving education in transfusion medicine for medical students will help them in their future role as doctors and can improve patient safety. A short teaching session in collaboration with transfusion practitioner and transfusion laboratory was an effective way to improve students short term knowledge. Further studies are required to find the best way to improve short term and long term knowledge on transfusion medicine.
Session topic: E-poster
Keyword(s): Transfusion
Abstract: E1566
Type: Eposter Presentation
Background
Blood component transfusion is a common procedure performed among different specialities. Every year transfusion errors are reported as cause of mortality and major morbidities. To improve the safety of the procedure the staff involved have to be adequately trained. Including transfusion training in medical school can improve patient safety. In UK most medical schools undergraduate curriculum includes transfusion related topics, but there are no national survey to assess the quality of teaching or the knowledge of the students.
Aims
To investigate the knowledge of final year medical students on transfusion medicine topics and evaluate if interprofessional teaching delivered with the collaboration of a transfusion practitioner and the pathology laboratory can improve their knowledge.
Methods
Topics relevant to transfusion safety were extrapolated analysing SHOT reports. Nineteen final year medical students were offered a two hours teaching involving case based discussion, visit to the transfusion laboratory and application of the knowledge acquired through simulation. The teaching session was delivered by the local haematology teaching fellow with the help of a transfusion practitioner and the collaboration of the transfusion laboratory. Students’ knowledge was tested before and after the teaching session with an open answer test.
Results
There was a significant improvement between the average score in the pre-teaching and post-teaching test (36% vs 73%). Topics where the difference in the percentage of students who were able to answer correctly was more evident where: patient monitoring (0% vs 94%), indication for irradiated products (0% vs 78%), blood component prescriptions (5% vs 100%), acute transfusion reactions (16% vs 94%). Improvement of knowledge was observed also for: delayed transfusion reactions (0% vs 44%), understanding of FFP compatibility (0% vs 44%) and understanding of group and save test (0% vs 44%), interestingly in the group that had practical teaching in the transfusion laboratory on this topic the rate of correct answer was 100%.
Conclusion
Transfusion medicine topics are covered during medical school, however when tested, this group of final year medical students were unable to answer correctly to question about essential practical aspects of the transfusion process. Improving education in transfusion medicine for medical students will help them in their future role as doctors and can improve patient safety. A short teaching session in collaboration with transfusion practitioner and transfusion laboratory was an effective way to improve students short term knowledge. Further studies are required to find the best way to improve short term and long term knowledge on transfusion medicine.
Session topic: E-poster
Keyword(s): Transfusion
Type: Eposter Presentation
Background
Blood component transfusion is a common procedure performed among different specialities. Every year transfusion errors are reported as cause of mortality and major morbidities. To improve the safety of the procedure the staff involved have to be adequately trained. Including transfusion training in medical school can improve patient safety. In UK most medical schools undergraduate curriculum includes transfusion related topics, but there are no national survey to assess the quality of teaching or the knowledge of the students.
Aims
To investigate the knowledge of final year medical students on transfusion medicine topics and evaluate if interprofessional teaching delivered with the collaboration of a transfusion practitioner and the pathology laboratory can improve their knowledge.
Methods
Topics relevant to transfusion safety were extrapolated analysing SHOT reports. Nineteen final year medical students were offered a two hours teaching involving case based discussion, visit to the transfusion laboratory and application of the knowledge acquired through simulation. The teaching session was delivered by the local haematology teaching fellow with the help of a transfusion practitioner and the collaboration of the transfusion laboratory. Students’ knowledge was tested before and after the teaching session with an open answer test.
Results
There was a significant improvement between the average score in the pre-teaching and post-teaching test (36% vs 73%). Topics where the difference in the percentage of students who were able to answer correctly was more evident where: patient monitoring (0% vs 94%), indication for irradiated products (0% vs 78%), blood component prescriptions (5% vs 100%), acute transfusion reactions (16% vs 94%). Improvement of knowledge was observed also for: delayed transfusion reactions (0% vs 44%), understanding of FFP compatibility (0% vs 44%) and understanding of group and save test (0% vs 44%), interestingly in the group that had practical teaching in the transfusion laboratory on this topic the rate of correct answer was 100%.
Conclusion
Transfusion medicine topics are covered during medical school, however when tested, this group of final year medical students were unable to answer correctly to question about essential practical aspects of the transfusion process. Improving education in transfusion medicine for medical students will help them in their future role as doctors and can improve patient safety. A short teaching session in collaboration with transfusion practitioner and transfusion laboratory was an effective way to improve students short term knowledge. Further studies are required to find the best way to improve short term and long term knowledge on transfusion medicine.
Session topic: E-poster
Keyword(s): Transfusion
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