Coagulation test understanding and ordering by medical trainees: Novel teaching approach

Medical trainees often lack sufficient understanding of coagulation tests, leading to inappropriate or excessive test ordering. Prothrombin time and activated partial thromboplastin time are frequently misused as screening tools despite validated clinical indications. Prior research has shown that trainees benefit from structured education on laboratory test interpretation and clinical relevance. However, no prior work had resolved how to effectively teach coagulation concepts to trainees in a way that translates to real-world practice. This gap motivated the development of an online educational module focused on coagulation testing. The need for such an intervention was identified through a needs assessment. No prior work had resolved how to incorporate trainee feedback into coagulation education. This gap motivated the development of an online educational module focused on coagulation testing. The need for such an intervention was identified through a needs assessment.

The study aimed to evaluate the effectiveness of an online educational module on coagulation testing for medical trainees. The specific problem addressed was the frequent misuse of coagulation tests as screening tools. The motivation stemmed from a needs assessment showing gaps in trainee understanding of test indications and implications. The researchers proposed to develop and assess an educational module that included training on test cost, sensitivity, and specificity. The goal was to improve trainee knowledge and influence test-ordering behavior. The intervention was designed to be accessible and clinically relevant. The researchers proposed to measure knowledge retention over time. The study also aimed to assess trainee self-reported changes in test-ordering habits.

The study employed a mixed-methods approach involving an online educational module and quizzes. Fifty trainees completed a premodule quiz, a postmodule quiz, and a latent quiz 3 to 6 months later. The module incorporated trainee feedback and was designed to be approachable. The educational content focused on test cost, sensitivity, and specificity. The researchers used a validated quiz to assess knowledge before and after the module. Trainees also provided subjective responses about their test-ordering practices. The study included both quantitative quiz scores and qualitative feedback. The design allowed for assessing both immediate and long-term knowledge retention.

The median premodule quiz score was 67% (n=50; range, 24%-86%). After completing the module, the median postmodule score increased by 24% to 91% (n=50; range, 64%-100%). The latent quiz median score was 89% (n=40; range, 67%-100%). These results suggest improved knowledge retention over time. Trainees reported greater consideration of test sensitivity, specificity, and cost after the module. The educational intervention was associated with a subjective change in test-ordering habits. The module's design and trainee feedback contributed to its effectiveness. The results support the value of incorporating trainee perspectives in educational design.

The study found that an online educational module on coagulation testing improved trainee knowledge and influenced test-ordering behavior. The authors proposed that trainees were more likely to consider test characteristics after module completion. The results suggest that incorporating trainee feedback can enhance educational effectiveness. The study supports the use of online modules to address knowledge gaps in coagulation testing. The authors proposed that sustained knowledge retention was achieved through the module's design. The findings suggest that trainees subjectively changed their test-ordering habits. The educational approach was described as novel and approachable. The study's implications highlight the potential of targeted education to reduce unnecessary test ordering.