Impact of an integrated Anatomy-Transfusion Medicine program on knowledge acquisition among first-year MBBS students and Laboratory technicians: A quasi-experimental pre-post educational intervention study.

Abstract

Background: Competency-based medical education emphasizes early clinical exposure and integration of basic and clinical sciences. We evaluated the effectiveness of an integrated anatomy and transfusion medicine workshop in improving knowledge among first-year MBBS students and laboratory technicians.

Methods: A quasi-experimental pre-post educational intervention study was conducted among first-year MBBS students and laboratory technicians attending a workshop on cubital fossa anatomy, venipuncture, bone marrow anatomy and related transfusion medicine procedures. Knowledge was assessed using an identical 11-item multiple-choice questionnaire administered immediately before and after the workshop. The primary analysis included MBBS students. Laboratory technicians attending the same workshop were analyzed separately as a descriptive subgroup. Paired t-test, Wilcoxon signed-rank test, 95% confidence intervals and Cohen's d_z were used for analysis.

Results: Thirty-three first-year MBBS students were included in the primary analysis. Mean pre-workshop score increased from 8.09 ± 1.40 to 10.06 ± 1.09 after the workshop, with a mean paired improvement of 1.97 marks (95% CI: 1.50 to 2.44; paired t-test P<0.001; Wilcoxon P<0.001). The effect size was large (Cohen's d_z=1.48). Thirty students (90.9%) improved and three (9.1%) remained unchanged; no student showed a decline. The proportion scoring at least 70% increased from 60.6% to 97.0%. Among six technicians, mean score improved from 5.17 ± 1.17 to 8.50 ± 0.84.

Conclusion: An integrated Anatomy-Transfusion Medicine workshop produced significant significantly improved students' immediate knowledge. Such multidisciplinary, clinically focused teaching sessions can effectively supplement routine anatomy education in competency-based medical curricula.