International Society on Thrombosis and Haemostasis core curriculum project: Core competencies in laboratory thrombosis and hemostasis

• Published in: Journal of thrombosis and haemostasis Vol. 17; no. 11; pp. 1848 - 1859
• Main Authors: Moffat, Karen A., Kiencke, Verena, Blanco, Alicia N., McLintock, Claire, Peyvandi, Flora, Maat, Moniek P. M., Adams, Murray J., Angchaisuksiri, Pantep, Nair, Sukesh, Tsuda, Hiroko, Haddad, Munif, Renné, Thomas, Clark, R. Cary, Ross, Michael T.
• Format: Journal Article
• Language: English
• Published: England Elsevier Limited 01.11.2019
• Subjects: competencies; Core curriculum; curriculum; Hemostasis; Laboratories; laboratory; Patients; Thromboembolism; Thrombosis; competencies; thrombosis; curriculum; hemostasis; laboratory
• ISSN: 1538-7933; 1538-7836; 1538-7836
• DOI: 10.1111/jth.14601

Background Laboratory analyses of blood samples are essential for diagnostics and therapy monitoring of patients with bleeding and thromboembolic diseases. Following publication of the core curriculum for clinical thrombosis and hemostasis, the International Society on Thrombosis and Haemostasis (ISTH) recognized that thrombosis and hemostasis laboratory specialists require distinct competencies that differ from medical doctors working clinically with patients. To address this gap the ISTH formed a working group of international hemostasis and thrombosis laboratory specialists to develop an evidence‐based core curriculum for laboratory specialists. Objective This research sought consensus from the international community on core competencies required for laboratory specialists in thrombosis and hemostasis. Methods A draft list of 64 competencies was developed and an online stakeholder survey was circulated electronically to 15 302 ISTH members and contacts in the wider international community. The results were analyzed and used to develop the final approved core curriculum. Results Three hundred and thirty responses contained meaningful data, with broad international representation of specialists. No draft competencies were excluded, and 58 were rated as “does” or “shows how.” The Leik measure of consensus for most competences was “moderate” (n = 30) or “fair” (n = 32). Conclusions The development of an international core curriculum for laboratory specialists provides a foundation for the development and enhancement of education and quality management of the laboratory. Although there is no formal designation for laboratory specialists, international governing bodies and regulatory organizations are encouraged to consider the diagnostic core curriculum for development and accreditation of more standardized educational programs and formal assessment across jurisdictions.