Transfusion medicine and blood banking education and training for blood establishment laboratory staff: A review of selected countries in Africa.
Adult
Africa
/ epidemiology
Blood Banks
/ standards
Blood Specimen Collection
/ methods
COVID-19
/ blood
Cross-Sectional Studies
Female
Health Knowledge, Attitudes, Practice
Humans
Male
Medical Laboratory Personnel
/ education
Middle Aged
Retrospective Studies
SARS-CoV-2
Surveys and Questionnaires
Transfusion Medicine
/ education
Blood Banking
/ methods
blood banks
blood establishments
blood facilities
education
online learning
training
transfusion medicine
Journal
Transfusion
ISSN: 1537-2995
Titre abrégé: Transfusion
Pays: United States
ID NLM: 0417360
Informations de publication
Date de publication:
06 2021
06 2021
Historique:
revised:
05
03
2021
received:
23
11
2020
accepted:
05
03
2021
pubmed:
20
3
2021
medline:
1
7
2021
entrez:
19
3
2021
Statut:
ppublish
Résumé
Avoidable human error is a significant cause of transfusion adverse events. Adequately trained, laboratory staff in blood establishments and blood banks, collectively blood facilities, are key in ensuring high-quality transfusion medicine (TM) services. Gaps in TM education and training of laboratory staff exist in most African countries. We assessed the status of the training and education of laboratory staff working in blood facilities in Africa. A cross-sectional study using a self-administered pilot-tested questionnaire was performed. The questionnaire comprised 26 questions targeting six themes. Blood facilities from 16 countries were invited to participate. Individually completed questionnaires were grouped by country and descriptive analysis performed. Ten blood establishments and two blood banks from eight African countries confirmed the availability of a host of training programs for laboratory staff; the majority of which were syllabus or curriculum-guided and focused on both theoretical and practical laboratory skills development. Training was usually preplanned, dependent on student and trainer availability and delivered through lecture-based classroom training as well as formal and informal on the job training. There were minimal online didactic and self-directed learning. Teaching of humanistic values appeared to be lacking. We confirmed the availability of diverse training programs across a variety of African countries. Incorporation of virtual learning platforms, rather than complete reliance on didactic, in-person training programs may improve the education reach of the existing programs. Digitalization driven by the coronavirus disease 2019 pandemic may provide an opportunity to narrow the knowledge gap in low- and middle-income countries (LMICs).
Sections du résumé
BACKGROUND
Avoidable human error is a significant cause of transfusion adverse events. Adequately trained, laboratory staff in blood establishments and blood banks, collectively blood facilities, are key in ensuring high-quality transfusion medicine (TM) services. Gaps in TM education and training of laboratory staff exist in most African countries. We assessed the status of the training and education of laboratory staff working in blood facilities in Africa.
STUDY DESIGN AND METHODS
A cross-sectional study using a self-administered pilot-tested questionnaire was performed. The questionnaire comprised 26 questions targeting six themes. Blood facilities from 16 countries were invited to participate. Individually completed questionnaires were grouped by country and descriptive analysis performed.
RESULTS
Ten blood establishments and two blood banks from eight African countries confirmed the availability of a host of training programs for laboratory staff; the majority of which were syllabus or curriculum-guided and focused on both theoretical and practical laboratory skills development. Training was usually preplanned, dependent on student and trainer availability and delivered through lecture-based classroom training as well as formal and informal on the job training. There were minimal online didactic and self-directed learning. Teaching of humanistic values appeared to be lacking.
CONCLUSION
We confirmed the availability of diverse training programs across a variety of African countries. Incorporation of virtual learning platforms, rather than complete reliance on didactic, in-person training programs may improve the education reach of the existing programs. Digitalization driven by the coronavirus disease 2019 pandemic may provide an opportunity to narrow the knowledge gap in low- and middle-income countries (LMICs).
Identifiants
pubmed: 33738810
doi: 10.1111/trf.16372
pmc: PMC8217161
mid: NIHMS1689679
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Langues
eng
Sous-ensembles de citation
IM
Pagination
1955-1965Subventions
Organisme : FIC NIH HHS
ID : D43 TW010345
Pays : United States
Informations de copyright
© 2021 AABB.
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