Learning transfusion medicine through scoring objective structured clinical examination

Author:

Badawi Maha Abdulrazak12ORCID,Hussain Hend Obad2,Badawi Mazen Abdulrazak23,Al Shawwa Lana Adey4,Jamjoom Reda Abdullah4,Park Yoon Soo56,Tekian Ara5

Affiliation:

1. Department of Hematology, Faculty of Medicine King Abdulaziz University Jeddah Saudi Arabia

2. King Abdulaziz University Hospital Jeddah Saudi Arabia

3. Department of Internal Medicine, Faculty of Medicine King Abdulaziz University Jeddah Saudi Arabia

4. Department of Medical Education, Faculty of Medicine King Abdulaziz University Jeddah Saudi Arabia

5. Department of Medical Education, College of Medicine University of Illinois at Chicago Chicago Illinois USA

6. Harvard Medical School Boston Massachusetts USA

Abstract

AbstractBackgroundTransfusion medicine education at the undergraduate level is typically limited in duration. In view of limitations of traditional teaching methods, we explore effectiveness of scoring (Objective Structured Clinical Examination) OSCE as an educational method.Materials and MethodsThe study was of a randomized interventional three group pre‐test‐post‐test design. Participants were undergraduate medical students in their two final years. The intervention was watching and scoring 2 videotaped OSCE stations about obtaining consent for blood transfusions and assessing the ability to explain risks, benefits, and alternatives of blood transfusion. Participants were asked to assess the performance of the videotaped actor using checklists. Participants were randomized to watch and evaluate one set of videos at either the highest, intermediate, or lowest compliance with required consent elements. Main measure was performance in a knowledge test containing multiple‐choice and true/false questions. This was given before (pre‐test), immediately after the intervention (post‐test 1), and after 8 weeks (post‐test 2). Student perceptions regarding the intervention was assessed immediately after the session.ResultsSixty‐nine students were randomized. Post‐test 1 results (mean 16.52, SD 1.88) were significantly greater than pre‐test results (mean 11.83, SD 2.13) by group and across all groups (p < 0.001). Post‐test 2 results for the complete cohort showed maintenance of significant improvement in comparison with the pre‐test. The majority of students agreed that learning through scoring OSCE was an effective educational experience.ConclusionsIn the undergraduate medical setting, scoring OSCE stations may enhance learning of content discussed and evaluated in the stations.

Publisher

Wiley

Subject

Hematology,Immunology,Immunology and Allergy

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