IQM Consulting, Zuidhorn and University of Groningen, Groningen, The Netherlands.
Division of Clinical Haematology, Department of Medicine, Groote Schuur Hospital, University of Cape Town, Cape Town, South Africa.
Transfusion. 2021 Oct;61(10):3040-3049. doi: 10.1111/trf.16641. Epub 2021 Sep 1.
This document provides an analysis and oversight of the necessary educational infrastructure at national level needed for successful and sustainable education programs undergraduate and post-graduate and is focused on desired outcomes needed to secure general Transfusion Medicine (TM) competence and basic skills when appointed in a professional TM position. It provides a global model framework for TM education allowing individual countries to tailor the context and contents of the institutional curriculum. Education in transfusion medicine is a complex set of intimately interrelated and interconnected components that allow student and fellow exposure to knowledge and skills, the ultimate curriculum. The extent to which knowledge and skills, professionalism and leadership principles are offered depends on the expected outcomes needed for the desired roles, tasks and functions. A model for the development and implementation of an education (teaching and training) curriculum in Transfusion Medicine aimed at medical students and doctors, nurses and midwives, and laboratory professionals should ideally include an outcomes-based component, with clear recommendations on the required roles, skills, attitudes, and knowledge of a trainee completing such a curriculum. This should correspond to the environment and scope of practice required from such a vocational or academic professional and should address deficiencies in knowledge, skills and attitudes present before the curriculum is completed, while taking into account fundamental international standards of knowledge and the needs of their working climate and environment. Therefore, it is considered more practical to provide a set of outcomes that would be useful in most contexts and settings, while equipping students, as adult learners, with the tools for advancing their educational, professional and leadership development suited to their availability and socio-economic environment. The framework or model recognizes that no one set of education or training initiatives will be appropriate in all countries or settings and should be tailored to specific settings based on the assessment of local needs and available environments.
本文件对国家层面成功和可持续开展本科和研究生教育计划所需的必要教育基础设施进行了分析和监督，重点关注在专业 TM 岗位上获得一般输血医学 (TM) 能力和基本技能所需的预期成果。它为 TM 教育提供了一个全球模型框架，允许各国根据自身的国情和课程内容进行调整。输血医学教育是一组复杂的、密切相关和相互关联的组成部分，使学生和同事能够接触到知识和技能，即最终的课程。提供知识和技能、专业精神和领导原则的程度取决于所需的预期成果，以实现预期的角色、任务和功能。一个面向医学生和医生、护士和助产士以及实验室专业人员的输血医学教育（教学和培训）课程的开发和实施模型，理想情况下应包括一个基于成果的组成部分，对完成此类课程的学员所需的角色、技能、态度和知识提出明确建议。这应与该职业或学术专业所需的环境和实践范围相对应，并应解决课程完成前存在的知识、技能和态度方面的不足，同时考虑到基本知识的国际标准以及他们工作的气候和环境的需求。因此，提供一套在大多数情况下都有用的成果，同时使学生作为成人学习者具备适合其可用性和社会经济环境的教育、专业和领导发展的工具，被认为更具实际意义。该框架或模型认识到，没有一套教育或培训计划在所有国家或环境中都是合适的，应根据对当地需求和可用环境的评估，针对特定环境进行调整。
