From Chalk to Blocks: Revolutionizing Blood Transfusion Teaching in Medical Education

Abstract Introduction: Blood transfusion education is essential in medical education as it directly impacts patient safety and clinical competency. The block approach and traditional methods of instruction for blood transfusion education were compared to determine which way was more effective in improving knowledge retention and developing valuable skills. Methodology: A minimum requirement of 128 participants was determined by a priori power analysis (α = 0.05, power = 0.8, and effect size = 0.5); therefore, 140 participants were included in the study to ensure statistical adequacy and account for potential attrition. Seventy participants in each group were randomly allocated to the Block Approach and Traditional Teaching Methods groups. Similar faculty conducted lesson plans for both the groups and received equal total teaching hours. Both the groups were compared for the level of knowledge attained. The Objective Structured Practical Examination rubric was used to assess practical performance. A coding framework was used to analyze thematic feedback, with interrater reliability of κ = 0.81 and triangulation across feedback forms, observational data, and focus group notes. Results: The outcomes showed that both the groups significantly improved their knowledge acquisition and practical skills after the intervention; however, the block approach group showed considerably higher postassessment scores (78.2 ± 6.4 vs. 70.1 ± 7.2). Paired t -test (t [138] = 6.45, P < 0.001; 95% confidence interval [5.6,10.6]; Cohen’s d = 0.78) confirmed statistically significant gains. Participants’ qualitative feedback also affirmed the block approach’s superiority. Conclusion: With the block approach, students were able to strengthen their practical skills, critical thinking, and knowledge retention much more effectively. However, causality cannot be inferred due to potential confounders.