Impact of a Novel Structured Transfusion Medicine Curriculum on Pediatric Residents’ Knowledge and Self-Reported Confidence Levels

Authors

Amanda Herrmann, Department of Pathology and Laboratory Medicine, The University of Texas Health Science Center at Houston, McGovern Medical SchoolFollow
Sepideh Saroukhani, Biostatistics/Epidemiology/Research Design (BERD) component, Center for Clinical and Translational Sciences (CCTS), The University of Texas Health Science Center at Houston; Division of Clinical and Translational Sciences, Department of Internal Medicine, McGovern Medical School, The University of Texas Health Science Center at HoustonFollow
Katherine Addy, Division of Hematology, Department of Pediatrics, The University of Texas Health Science Center of Houston (UTHealth Houston) and Children’s Memorial Hermann Hospital, McGovern Medical SchoolFollow
Samuel Neher, Office of the Dean, The University of Texas Health Science Center at Houston, McGovern Medical SchoolFollow
Yu Bai, Department of Pathology and Laboratory Medicine, The University of Texas Health Science Center at Houston, McGovern Medical SchoolFollow
Neethu Menon, Division of Hematology, Department of Pediatrics, The University of Texas Health Science Center of Houston (UTHealth Houston) and Children’s Memorial Hermann Hospital, McGovern Medical SchoolFollow

Abstract

Purpose: Previous studies have shown low levels of comfort and knowledge regarding transfusion medicine among physicians in training. Pediatric hematology and Blood Bank teams at our institution collaborated to create a structured curriculum for pediatric residents, consisting of an interactive lecture followed by a problem-based learning (PBL) session with pediatrics-specific case vignettes. The objective of this study was to assess the effect of this curriculum on residents’ knowledge and impact on transfusion management (TM). Knowledge improvement was assessed using a previously validated test. Confidence levels regarding TM and curriculum feedback were assessed using surveys. Transfusion practices at our center were reviewed for the final three months of the academic year before and after implementation of the curriculum.

Results: Twenty-five residents consented and participated in the 21-question pre-and post-curriculum knowledge assessment with significant improvement in the test scores from 7.9 (SD 1.8) to 9.7 (SD 2.3) (P

Conclusions: The combination of lecture-based learning and PBL was a successful model for improving resident knowledge and confidence levels regarding TM. Our curriculum serves as an example of cross-departmental collaboration using practically feasible and clinically relevant teaching methods, and ultimately for improved patient care.

Recommended Citation

Herrmann, Amanda; Saroukhani, Sepideh; Addy, Katherine; Neher, Samuel; Bai, Yu; and Menon, Neethu (2024) "Impact of a Novel Structured Transfusion Medicine Curriculum on Pediatric Residents’ Knowledge and Self-Reported Confidence Levels," Teaching in Clinics: Vol. 3: Iss. 1, Article 1.
DOI: https://doi.org/10.58464/2835-2017.1013
Available at: https://digitalcommons.library.tmc.edu/j_tic/vol3/iss1/1