Transfusion medicine education delivery in Rwanda: Adapting Transfusion Camp to a resource‐limited setting

Abstract

AbstractBackgroundDue to few teaching faculty, resource‐limited settings may lack the education curricula providers need for safe practice. As safe surgery becomes an increasing priority worldwide, it is essential to improve access to critical education content including in transfusion medicine. Transfusion Camp is a longitudinal curriculum, shown to increase knowledge in postgraduate trainees. The objective was to develop a sustainable bilateral partnership between Rwanda and Canada, and to integrate Transfusion Camp into the existing curriculum of the School of Medicine and Pharmacy at University of Rwanda.MethodsA Transfusion Camp pilot course was initiated through collaboration of experts in Rwanda and Canada. Planning occurred over 6 months via online and in‐person meetings. Canadian teaching faculty adapted course content via iterative discussion with Rwandan faculty. Final content was delivered through online pre‐recorded lectures by Canadian Faculty, and in‐person small‐group seminars by Rwandan Faculty. Project feasibility was assessed through structured evaluation and informal debriefing.ResultsTwenty‐seven postgraduate trainees were present for the pilot course, of whom 21 (78%) submitted evaluation forms. While the structure and content of the adapted Transfusion Camp curriculum were well‐received, the majority of respondents indicated a preference for in‐person rather than pre‐recorded lectures. Debriefing determined that future courses should focus on continuing education initiatives aimed at physicians entering or already in independent practice.ConclusionA partnership between universities and blood operators in high‐resource and resource‐limited countries results in a transfusion medicine curriculum that is locally applicable, multidisciplinary, and supportive of learning benefitting the learners and educators alike.