Abstract
A previously reported study indicated that, when used by an instructor as a tool to assist with tutoring in a class laboratory setting, use of the Transfusion Medicine Tutor (TMT) resulted in improvements in antibody identification performance of 87-93% (p<.001). Based on input from teachers requesting that TMT be designed for use without the presence of an instructor, a second study on the use of TMT without instructor assistance found that performance improved by 64-66% (p<.001). Thus, under “controlled” field study conditions, the data indicate that TMT can be used very effectively. As a follow-up, we therefore conducted a third study to assess the perceived usefulness and satisfaction with TMT of teachers and students in an “uncontrolled” setting, namely when they chose whether, when and how to use it on their own. TMT was mailed to 7 sites for this evaluation. In exchange for a free copy of the kit, the instructors (and their students) were asked to fill out questionnaires. Results of these questionnaires are summarized.
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