Coagulation test understanding and ordering by medical trainees: Novel teaching approach
Abstract Background Coagulation testing provides a prime opportunity to make an impact on the reduction of unnecessary laboratory test ordering, as there are clear indications for testing. Despite the prothrombin time/international normalized ratio and activated partial thromboplastin time being val...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2022-05-01
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| Series: | Research and Practice in Thrombosis and Haemostasis |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/rth2.12746 |
| _version_ | 1797719631020949504 |
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| author | Nadia Gabarin Martina Trinkaus Rita Selby Nicola Goldberg Hina Hanif Michelle Sholzberg |
| author_facet | Nadia Gabarin Martina Trinkaus Rita Selby Nicola Goldberg Hina Hanif Michelle Sholzberg |
| author_sort | Nadia Gabarin |
| collection | DOAJ |
| description | Abstract Background Coagulation testing provides a prime opportunity to make an impact on the reduction of unnecessary laboratory test ordering, as there are clear indications for testing. Despite the prothrombin time/international normalized ratio and activated partial thromboplastin time being validated for specific clinical indications, they are frequently ordered as screening tests and often ordered together, suggesting a gap in understanding of coagulation. Methods Based on a needs assessment, we developed an online educational module on coagulation for trainees, incorporating education on testing cost, specificity, and sensitivity. Fifty participating resident physicians and medical students completed a validated premodule quiz, postmodule quiz after completion of the module, and a latent quiz 3 to 6 months after to assess longer‐term knowledge retention. Trainees provided responses regarding their subjective laboratory test‐ordering practices before and after module completion. Results The median premodule quiz score was 67% (n = 50; range, 24%‐86%) with an increase of 24% to a median postmodule quiz score of 91% (n = 50; range, 64%‐100%). There was evidence of sustained knowledge acquisition with a latent quiz median score of 89% (n = 40; range, 67%–100%). Trainees were more likely to consider the sensitivity, specificity, and cost of laboratory investigations before ordering them following completion of the educational module. Conclusions Using the expertise of medical educators and incorporating trainee feedback, we employed a novel approach to the teaching of coagulation to maximize its approachability and clinical relevance. We found sustained knowledge retention regarding coagulation and appropriate coagulation test ordering, and a subjective change to trainee ordering habits following participation in our educational intervention. |
| first_indexed | 2024-03-12T09:08:52Z |
| format | Article |
| id | doaj.art-5893011939414cd59d7a6eae113ccc7e |
| institution | Directory Open Access Journal |
| issn | 2475-0379 |
| language | English |
| last_indexed | 2024-03-12T09:08:52Z |
| publishDate | 2022-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Research and Practice in Thrombosis and Haemostasis |
| spelling | doaj.art-5893011939414cd59d7a6eae113ccc7e2023-09-02T15:09:07ZengElsevierResearch and Practice in Thrombosis and Haemostasis2475-03792022-05-0164n/an/a10.1002/rth2.12746Coagulation test understanding and ordering by medical trainees: Novel teaching approachNadia Gabarin0Martina Trinkaus1Rita Selby2Nicola Goldberg3Hina Hanif4Michelle Sholzberg5Department of Medicine, Michael G. DeGroote School of Medicine McMaster University Hamilton Ontario CanadaDepartment of Medicine St. Michael’s Hospital University of Toronto Toronto Ontario CanadaDepartment of Laboratory Medicine & Pathobiology and Department of Medicine University Health Network and Sunnybrook Health Sciences Centre, University of Toronto Toronto Ontario CanadaDepartment of Medicine St. Michael’s Hospital University of Toronto Toronto Ontario CanadaDepartment of Laboratory Medicine & Pathobiology St. Michael’s Hospital University of Toronto Toronto Ontario CanadaDepartment of Medicine St. Michael’s Hospital University of Toronto Toronto Ontario CanadaAbstract Background Coagulation testing provides a prime opportunity to make an impact on the reduction of unnecessary laboratory test ordering, as there are clear indications for testing. Despite the prothrombin time/international normalized ratio and activated partial thromboplastin time being validated for specific clinical indications, they are frequently ordered as screening tests and often ordered together, suggesting a gap in understanding of coagulation. Methods Based on a needs assessment, we developed an online educational module on coagulation for trainees, incorporating education on testing cost, specificity, and sensitivity. Fifty participating resident physicians and medical students completed a validated premodule quiz, postmodule quiz after completion of the module, and a latent quiz 3 to 6 months after to assess longer‐term knowledge retention. Trainees provided responses regarding their subjective laboratory test‐ordering practices before and after module completion. Results The median premodule quiz score was 67% (n = 50; range, 24%‐86%) with an increase of 24% to a median postmodule quiz score of 91% (n = 50; range, 64%‐100%). There was evidence of sustained knowledge acquisition with a latent quiz median score of 89% (n = 40; range, 67%–100%). Trainees were more likely to consider the sensitivity, specificity, and cost of laboratory investigations before ordering them following completion of the educational module. Conclusions Using the expertise of medical educators and incorporating trainee feedback, we employed a novel approach to the teaching of coagulation to maximize its approachability and clinical relevance. We found sustained knowledge retention regarding coagulation and appropriate coagulation test ordering, and a subjective change to trainee ordering habits following participation in our educational intervention.https://doi.org/10.1002/rth2.12746coagulationINRlaboratorymedical studentsphysicians |
| spellingShingle | Nadia Gabarin Martina Trinkaus Rita Selby Nicola Goldberg Hina Hanif Michelle Sholzberg Coagulation test understanding and ordering by medical trainees: Novel teaching approach Research and Practice in Thrombosis and Haemostasis coagulation INR laboratory medical students physicians |
| title | Coagulation test understanding and ordering by medical trainees: Novel teaching approach |
| title_full | Coagulation test understanding and ordering by medical trainees: Novel teaching approach |
| title_fullStr | Coagulation test understanding and ordering by medical trainees: Novel teaching approach |
| title_full_unstemmed | Coagulation test understanding and ordering by medical trainees: Novel teaching approach |
| title_short | Coagulation test understanding and ordering by medical trainees: Novel teaching approach |
| title_sort | coagulation test understanding and ordering by medical trainees novel teaching approach |
| topic | coagulation INR laboratory medical students physicians |
| url | https://doi.org/10.1002/rth2.12746 |
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