TY  - JOUR
TI  - Evaluation Of The Achievement Of Hematologists To Transfusion Medicine Education With Self-Assessment Questionnaire In Turkey
AB  - Background: Proper clinical use of blood andblood products requires competent theoreticaland practical knowledge of transfusion medicine.The Curriculum Development and StandardDetermination System Medical SpecializationBoard is prepared Hematology SpecialistEducation Core Curriculum in Turkey. In thisstudy, we aimed to determine the access ofhematologists to the learning objectives definedby curriculum for the transfusion medicine andthe factors affecting it.Methods: Hematologists who have beenmembers of Turkish Hematology Society since2013 have been included in the study, Thesurvey questions were prepared based on thecurriculum for transfusion medicine. The studywas applied to hematologists with “surveymonkey” application. The questionnaireconsisted of a competence self-assessment withLikert scale and theoretical multiple-choiceknowledge questions.Results: Of the 213 hematologists, 54 (25%)were included in the study. Hematologists ratedtheir competences in the clinical competenceareas as 3,65 ± 0,73 (median 3,60) as “I knowbut not t a sufficient level”. The participants‘perception of competence was “I know, butnot at a sufficient level’” with an average of3.31 ± 0.84 (median3.5) in the blood bankingfield, while the average in hemapheresis andtransfusion medicine was 4.04 ± 0.63 (median4) as “enough”. In interventional procedures,hematologists stated that their vocationalcompetences were 2,79± 0,92 (median 2,93)on average as “I have an idea- I know, but notenough”. The correct answer to 13 theoreticalquestions was an average of 6,96 ± 1,89(median 7). Hematologists performing bloodrotation felt significantly more competent thanthe physicians who could not do the rotation inthe blood bank, blood banking t(52) = -3.9, p <.001 , transfusion medicine and interventionalcompetence t(52) = -2.2, p = .04 . Physicianswho believed that they are sufficient in theblood banking area, were more confident intransfusion medicine r(54) = .67, p <.001 andmanaging interventional procedures r(54) =.85, p <.001.Conclusion: In this study, hematologistsgenerally felt more competent in subjects suchas transfusion and therapeutic apheresis,which they often think of as not having enoughknowledge in the area of blood banking.Hematologists have been more confident inthe field of transfusion medicine as their yearsof expertise increased, but they did not feelbetter equipped in the fields of blood bankingand interventional competence. The currentresults suggested that hematologists who areexpected to be the blood bank supervisors do notinternalize the area of blood banking, are notstrong in their competence, and do not want towork in this area unless they are required.In hematology education curriculum, positiverevisions in education can be achieved byrevising blood banking curriculum and learningobjectives, standardizing blood center rotationswith content and duration, and support fromonline distance education programs.
AU  - Eker, İbrahim
AU  - gurpinar, erol
AU  - Toret, Ersin
AU  - aygüneş, utku
AU  - Gurlek Gokcebay, Dilek
AU  - sezgin evim, melike
AU  - yilmaz, fergun
AU  - Andic, Neslıhan
AU  - ATESAGAOGLU, BERNA
AU  - Ozel, Deniz
AU  - Aydinok, Yesim
AU  - Tüfekçi, Özlem
AU  - IŞIK, MELEK
AU  - ocak, suheyla
AU  - ILHAN, GÜL
AU  - Oymak, Yeşim
AU  - erdoğan özünal, ışıl
AU  - Koc, Begum
AU  - Belgemen Ozer, Tugba
AU  - Tayfun Küpesiz, Funda
AU  - ÜNVER KOLUMAN, BAŞAK
AU  - TATLI GUNES, BURCAK
AU  - duran, mustafa
AU  - Tüysüz, Gülen
AU  - BURCU AKINCI, Ayşe
DO  - 10.25282/ted.658903
PY  - 2020
JO  - Tıp Eğitimi Dünyası
VL  - 19
IS  - 58
SN  - 1303-328X
SP  - 128
EP  - 143
DB  - TRDizin
UR  - http://search/yayin/detay/409482
ER  -