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Global survey of transfusion medicine curricula in medical schools: Challenges and opportunities
Author(s) -
AlRiyami Arwa Z.,
Louw Ver J.,
Indrikovs Alexander J.,
Nedelcu Elena,
Bakhtary Sara,
Eichbaum Quentin G.,
Smit Sibinga Cees Th
Publication year - 2021
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.16147
Subject(s) - curriculum , medical education , medical school , medicine , scale (ratio) , faculty development , family medicine , psychology , professional development , pedagogy , physics , quantum mechanics
Background Physicianʼs knowledge in transfusion medicine (TM) is critical for patient safety. Therefore, ensuring that medical schools provide adequate education in TM is important. The aim of this study was to assess the status of TM education at a global level. Study Design and Methods A comprehensive anonymous survey to assess TM education in existing medical school curricula was developed. The survey was distributed to deans and educational leads of medical schools in a range of low‐, medium‐, high‐, and very high–human development index (HDI) countries. It included 20 questions designed to assess specific domains including structure of TM curriculum and teaching faculty. Results The response rate was 53%. The majority of responding schools from very‐high–HDI countries offered a 6‐year curriculum after high school or a 4‐year curriculum after college education, whereas most schools from medium‐HDI countries offered a 5‐year medical curriculum. A formal teaching program was available in only 42% of these schools in contrast to 94% of medical schools from very high‐HDI. Overall, 25% of all medical schools did not offer structured TM teaching. When offered, most TM teaching was mandatory (95%) and integrated within the third and fourth year of medical school. Formal assessment of TM knowledge was done in 72% of all responding medical schools. More than half of the deans considered the TM education in their medical schools as inadequate. Conclusion Despite its limitations, the current survey highlights significant gaps and opportunities of TM education at a global scale.