Academic Journal
Current state of undergraduate medical school training in transfusion medicine and its impact on postgraduate trainee knowledge
| العنوان: | Current state of undergraduate medical school training in transfusion medicine and its impact on postgraduate trainee knowledge |
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| المؤلفون: | Rahmani, Mahboubeh, Chargé, Sophie, Bodnar, Melanie, Callum, Jeannie, Hsia, Cyrus, Lavoie, Marianne, Lemay, Anne‐Sophie, Mack, Johnathan, Prokopchuk‐Gauk, Oksana, Trudeau, Jacqueline, Zeller, Michelle P., Lin, Yulia |
| المساهمون: | Health Canada |
| المصدر: | Transfusion ; volume 64, issue 8, page 1407-1413 ; ISSN 0041-1132 1537-2995 |
| بيانات النشر: | Wiley |
| سنة النشر: | 2024 |
| المجموعة: | Wiley Online Library (Open Access Articles via Crossref) |
| الوصف: | Background Studies have described poor transfusion medicine (TM) knowledge in postgraduate trainees. The impact of undergraduate medical TM education on postgraduate knowledge is unclear. Methods Canadian medical schools were surveyed on the number of hours dedicated to TM teaching and topics covered by curricula during 2016–2020. Postgraduate trainees attending Transfusion Camp in 2021 completed a pretest of 20 multiple‐choice questions. The survey results and pretest scores were compared to evaluate the association between undergraduate medical TM education and pretest scores. Results The survey was completed by 16 of 17 Canadian medical schools. The number of hours (h) of TM teaching were <2 h (25%), 3–4 h (25%), and >4 h (50%). Twelve of 19 Transfusion Camp topics were covered in ≥50% of schools. Eleven medical schools provided ethics approvals/waivers to include trainee pretest scores in the analysis ( N = 200). The median pretest scores by medical school ranged from 48% to 70%. No association was found between number of TM teaching hours and average pretest scores ( p = .60). There was an association between higher postgraduate year level and individual pretest score ( p < .0001). The analysis by topic demonstrated questions where trainees from different schools performed uniformly well or poorly; other topics showed considerable variation. Conclusion Variation in quantity and content of undergraduate TM teaching exists across Canadian medical schools. In this limited assessment, the number of TM teaching hours was not associated with performance on the pretest. This study raises the opportunity to re‐evaluate the delivery (content, timing, consistency) of TM education in undergraduate medical schools. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | English |
| DOI: | 10.1111/trf.17918 |
| الاتاحة: | http://dx.doi.org/10.1111/trf.17918 https://onlinelibrary.wiley.com/doi/pdf/10.1111/trf.17918 |
| Rights: | http://creativecommons.org/licenses/by-nc/4.0/ |
| رقم الانضمام: | edsbas.1E3477DE |
| قاعدة البيانات: | BASE |
| DOI: | 10.1111/trf.17918 |
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