Implementation and Assessment of a Resident Curriculum in Evidence-based Transfusion Medicine

Context: Given the number of controversial issues in transfusion medicine, an understanding of biostatistics and evidence-based medicine is invaluable. No detailed curricula that address teaching critical appraisal of the transfusion medicine literature have been published or evaluated.

Objective: To design, implement, and evaluate an evidence-based transfusion medicine curriculum.

Design: Four hour-long training sessions in journal club format were designed for a 2-month transfusion medicine rotation for clinical pathology residents. A previously validated survey was administered precurriculum and postcurriculum to gauge changes in resident self-reported attitudes and confidence regarding biostatistics methods and critical appraisal of the medical literature. Residents were also asked to evaluate the course regarding content, execution, and utility.

Results: Seven second-year residents participated in the sessions. Following the curriculum there were statistically significant increases in the residents' self-reported ability to appraise critically and search the medical literature (P = .05). Resident confidence interpreting an article's statistical results also significantly improved (P = .01). There was also a significant change in the residents' desire to learn more about statistics (P = .02). Resident reviews of the curriculum were overall extremely positive.

Conclusion: A 4-session curriculum can have a significant effect on resident self-reported ability to appraise critically and understand the medical literature and help foster interest in biostatistics. Although based on small numbers, this study represents one of the first efforts to evaluate the efficacy of a transfusion medicine curriculum and can potentially serve as a starting point to better integrate and evaluate knowledge of evidence-based transfusion medicine during residency training.