OBJECTIVES: To critically analyse the educational role of 'LearnBloodTransfusion' (LBT) in enabling junior doctors to be safe transfusion practitioners. BACKGROUND: Computer assisted learning, or e-learning, enables the educational needs of learners to be flexibly met. Education and learning in the health service is necessary to ensure appropriate skills, behaviours and training are provided, to assure excellence in healthcare delivery. LBT is a computer-assisted learning programme that has been designed to meet the needs of practitioners involved in the transfusion process. It is widely adopted across the NHS and within undergraduate medical training. METHOD: Critical analysis of LBT relating to learning outcomes, assessment tools and functionality, as pertaining to the transfusion curriculum for junior doctors. RESULTS: Learning outcomes of LBT adhere to Bloom's taxonomy, addressing cognitive, psycho-motor and affective domains of learning. LBT flexibly meets differing styles, strategies and levels of learning although there is scope to enhance the computer-facilitated flexibility of this learning tool. LBT is unable to address the complex clinical reasoning skills or clinical competency required by doctors in the transfusion process. CONCLUSION: LBT uses effective educational methodology to deliver the transfusion curriculum to junior doctors although LBT must be complemented by additional methods of learning to ensure clinical competency.
OBJECTIVES: To critically analyse the educational role of 'LearnBloodTransfusion' (LBT) in enabling junior doctors to be safe transfusion practitioners. BACKGROUND: Computer assisted learning, or e-learning, enables the educational needs of learners to be flexibly met. Education and learning in the health service is necessary to ensure appropriate skills, behaviours and training are provided, to assure excellence in healthcare delivery. LBT is a computer-assisted learning programme that has been designed to meet the needs of practitioners involved in the transfusion process. It is widely adopted across the NHS and within undergraduate medical training. METHOD: Critical analysis of LBT relating to learning outcomes, assessment tools and functionality, as pertaining to the transfusion curriculum for junior doctors. RESULTS: Learning outcomes of LBT adhere to Bloom's taxonomy, addressing cognitive, psycho-motor and affective domains of learning. LBT flexibly meets differing styles, strategies and levels of learning although there is scope to enhance the computer-facilitated flexibility of this learning tool. LBT is unable to address the complex clinical reasoning skills or clinical competency required by doctors in the transfusion process. CONCLUSION: LBT uses effective educational methodology to deliver the transfusion curriculum to junior doctors although LBT must be complemented by additional methods of learning to ensure clinical competency.
Authors: David Alexander Back; Julian Scherer; Georg Osterhoff; Lia Rigamonti; Dominik Pförringer Journal: Eur Surg Date: 2021-04-26 Impact factor: 0.953