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Blood transfusion knowledge of surgical residents: is an educational intervention effective?
Author(s) -
Champion Caitlin,
Saidenberg Elianna,
Lampron Jacinthe,
Pugh Debra
Publication year - 2017
Publication title -
transfusion
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.045
H-Index - 132
eISSN - 1537-2995
pISSN - 0041-1132
DOI - 10.1111/trf.14005
Subject(s) - medicine , blood transfusion , knowledge retention , intervention (counseling) , family medicine , emergency medicine , surgery , nursing , medical education
BACKGROUND Evidence‐based transfusion education for surgical residents is crucial to improving practice. A pilot study was undertaken to assess the effectiveness of an education module for improving transfusion knowledge among surgical residents. METHODS Modules were developed and delivered by experts in surgery and transfusion medicine. They were delivered to residents in their first 2 years of training (Surgical Foundations), and to General Surgery residents across all years of training. Premodule and postmodule and retention knowledge assessments were used to assess efficacy. Median assessment scores for each group were compared using a two‐sample Wilcoxon rank‐sum analysis. Chi‐square tests were used to compare each group's correct response rates for each question across the three tests. RESULTS Median assessment scores of residents in the Surgical Foundations program improved from a mean of 60% premodule to 80% postmodule and remained at 80% in the retention assessment (p < 0.01). Improvements were seen in the areas of transfusion dose, preoperative blood management, management of reactions, and informed consent (p < 0.01). Assessment scores of General Surgery residents also improved from 59%, to 73%, and to 82%, with significant improvement (p < 0.01) between premodule and postmodule scores. Improvements in correct response rates were seen in the areas of management of anemia and permissive hypotension in trauma (p < 0.01). CONCLUSIONS Transfusion knowledge of surgical residents was improved by a collaborative educational initiative. This could serve as a model for other training programs to improve resident knowledge of evidence‐based transfusion practices. The efficacy of such interventions in changing practice remains untested.