Department of Haematology, Sultan Qaboos University Hospital, University Medical City, Muscat, Oman.
Research and Development, Australian Red Cross Lifeblood, Brisbane, Queensland, Australia.
Vox Sang. 2024 Aug;119(8):842-850. doi: 10.1111/vox.13682. Epub 2024 May 20.
E-learning programmes are increasingly offered in transfusion medicine (TM) education. The aim of this study was to explore facilitators and barriers to TM e-learning programmes, including assessment of learning outcomes and measures of effectiveness.
Participants selected from a prior survey and representing a diverse number of international e-learning programmes were invited to participate. A mixed methodology was employed, combining a survey and individual semi-structured one-on-one interviews. Interview data were analysed inductively to explore programme development, evaluation, and facilitators and barriers to implementation.
Fourteen participants representing 13 institutions participated in the survey and 10 were interviewed. The e-learning programmes have been in use for a variable duration between 5 and 16 years. Funding sources varied, including government and institutional support. Learner assessment methods varied and encompassed multiple-choice-questions (n = 12), direct observation (n = 4) and competency assessment (n = 4). Most regional and national blood collection agencies rely on user feedback and short-term learning assessments to evaluate their programmes. Only one respondent indicated an attempt to correlate e-learning with clinical practices. Factors that facilitated programme implementation included support from management and external audits to ensure compliance with regulatory educational and training requirements. Barriers to programme implementation included the allocation of staff time for in-house development, enforcing compliance, keeping educational content up-to-date and gaining access to outcome data for educational providers.
There is evidence of considerable diversity in the evaluation of e-learning programmes. Further work is needed to understand the ultimate impact of TM e-learning on transfusion practices and patient outcomes.
输血医学（TM）教育中越来越多地提供电子学习课程。本研究的目的是探讨 TM 电子学习课程的促进因素和障碍因素，包括学习成果评估和效果衡量。
从先前的调查中选择参与者，并代表多种国际电子学习课程邀请他们参与。采用混合方法，结合调查和个人半结构化一对一访谈。对访谈数据进行归纳分析，以探讨课程开发、评估以及实施的促进因素和障碍因素。
共有 14 名参与者代表 13 个机构参加了调查，其中 10 名接受了访谈。这些电子学习课程的使用时间长短不一，从 5 年到 16 年不等。资金来源各不相同，包括政府和机构支持。学习者评估方法多种多样，包括多项选择题（n=12）、直接观察（n=4）和能力评估（n=4）。大多数地区和国家血液采集机构依赖用户反馈和短期学习评估来评估其课程。只有一名受访者表示尝试将电子学习与临床实践相关联。促进课程实施的因素包括管理层的支持和外部审计，以确保符合监管教育和培训要求。课程实施的障碍包括为内部开发分配员工时间、执行合规性、保持教育内容的最新性以及为教育提供者获取成果数据。
有证据表明电子学习课程的评估存在相当大的差异。需要进一步研究以了解 TM 电子学习对输血实践和患者结果的最终影响。
