Asian Journal of Transfusion Science

LETTER TO THE EDITOR
Year
: 2013  |  Volume : 7  |  Issue : 2  |  Page : 165-

Needs assessment and evaluation are vital components in curriculum design


Kieran Walsh 
 Department of British Medical Journal Learning, Tavistock Square, London, United Kingdom

Correspondence Address:
Kieran Walsh
British Medical Journal Learning, British Medical Association House, Tavistock Square, London WC1H 9JR
United Kingdom




How to cite this article:
Walsh K. Needs assessment and evaluation are vital components in curriculum design.Asian J Transfus Sci 2013;7:165-165


How to cite this URL:
Walsh K. Needs assessment and evaluation are vital components in curriculum design. Asian J Transfus Sci [serial online] 2013 [cited 2020 Jan 17 ];7:165-165
Available from: http://www.ajts.org/text.asp?2013/7/2/165/115605


Full Text

Sir,

I congratulate Bhatnagar [1] for helping in arranging the workshop on medical education in transfusion medicine and for writing the same. Transfusion medicine is an important specialty, and therefore any action that enhances the quantity and quality of trained specialists in it will be worthwhile. While the description of the workshop describes many important processes in the development of medical education, some of them have been missed out, which are worthy of our focus.

First, the primary step in any medical education program must be need assessment. Need assessment must be wide-ranging; it must contain subjective and objective measures and must be both quantitative and qualitative. Need assessment must look at the needs of the population, the trainee, and the institution with respect to transfusion medicine. If a need assessment is done thoroughly and properly, it will serve as a sound foundation on which transfusion curriculum can be built.

Second, although the author described how the curriculum would be developed, there was no mention of how the curriculum would be evaluated. If need assessment is the first step in medical education provision, then evaluation is the final step; however, it is none the less very important. The curriculum needs to be evaluated to ensure that the training was delivered, that competent specialists were produced, and that curricular goals were met. The evaluation then feeds into the development of the next iteration of the curriculum.

Medical education initiatives of the type described have the potential to transform healthcare, and when the initiatives are carried out to the highest standards, their outcomes will undoubtedly be most effective and efficient.

References

1Bhatnagar N. Workshop on development of teaching, training and assessment program for MD (transfusion medicine): A novel approach to post graduate medical education in India. Asian J Transfus Sci 2013;7:94-5.