Abstract
Background
Standardized post‐graduate education in pediatric transfusion medicine remains limited. The objective of this study was to adapt an adult transfusion education program, Transfusion Camp, to include pediatric content and assess knowledge improvement in pediatric subspecialty trainees.
Study Design and Methods
A steering committee of Canadian experts from pediatric subspecialties convened to adapt the content of an adult transfusion medicine curriculum to include pediatric‐specific content using Kern's six‐step approach to curriculum design. Pediatric anesthesiology and pediatric hematology‐oncology trainees enrolled in Canadian training programs participated in a 4‐day pilot of virtual didactic teaching/team‐based learning during the 2024–2025 academic year. Knowledge was assessed using the validated 25‐item Pediatric Transfusion Knowledge Test administered pre‐ and post‐course. Trainees also completed surveys evaluating confidence and attitudes.
Results
Twenty‐eight trainees enrolled in the course, 26 trainees completed the pre‐course assessment, and 21 completed the post‐course assessment. Of these, 20 completed both pre‐ and post‐course assessments, and 80% (16/20) attended all 4 days. Mean scores increased from 48.9% ± 13.3% to 64.6% ± 12.1%. Among trainees completing both pre‐ and post‐course assessment (n = 20), the mean gain was +17.8% (95% confidence interval 11.2–24.4, p < .0001). Knowledge gaps persisted in transfusion reaction reporting and specialized transfusion topics, including platelet refractoriness and hemolytic anemia. Trainees reported improved confidence in applying transfusion medicine concepts, and course evaluations were highly positive.
Discussion
Pediatric Transfusion Camp is a standardized, evidence‐based curriculum that improves pediatric trainee transfusion knowledge. Engaging a multi‐disciplinary steering committee enhanced educational rigor and supports future expansion toward standardized pediatric transfusion medicine training across Canada.
Keywords: curriculum, education, medical, pediatrics, transfusion medicine
Abbreviations
- AAHA
acute autoimmune hemolytic anemia
- ATE
adverse transfusion event
- BC
British Columbia
- BCCHR
British Columbia Children's Hospital Research Institute
- CHEO
Children's Hospital of Eastern Ontario
- CI
confidence interval
- NICU
neonatal intensive care unit
- ORBCoN
Ontario Regional Blood Coordinating Network
- PBM
patient blood management
- PLT
platelet
- RBC
red blood cell
- SD
standard deviation
- TBL
team‐based learning
- TM
transfusion medicine
- TPR
Transfusion for Pediatric Residents
- TRALI
transfusion‐related acute lung injury
1. INTRODUCTION
In children, blood product transfusions are a vital component of medical and surgical care, with 4%–10% of hospitalized children receiving at least one blood product, 1 , 2 , 3 , 4 , 5 , 6 , 7 with upward trends in incidence over the past decade in perioperative pediatric patients. 8 Despite advances in blood safety, transfusion decision‐making and optimal blood use continue to vary substantially across institutions. Pediatric transfusion is independently associated with increased 30‐day mortality and postoperative complications, and pediatric patients experience adverse transfusion events (ATEs) at rates 2.5‐fold higher than adults. 6 , 9 Pediatric ATEs are largely preventable, with most attributable to clinical decision‐making errors (e.g., under/over‐transfusion, delayed transfusion, handling or storage errors) or acute transfusion reactions. 6 , 10 , 11 Educational deficits are a key contributor, 11 , 12 , 13 , 14 with most pediatric trainees receiving <2 h of formal transfusion medicine (TM) training in medical school and demonstrating poor baseline knowledge. 13 Anesthesiology residents similarly receive variable TM education and have persistent knowledge gaps. 15
Although adult‐surgical patient blood management (PBM) programs 16 , 17 , 18 reduce transfusions and improve outcomes (infections, length‐of‐stay), reported pediatric PBM gains remain limited, reflecting infrequent access to pediatric algorithms and the need to account for unique anatomy, physiology, and transfusion‐related risks. 19 , 20 Pediatric transfusion guidelines aim to reduce transfusion‐related morbidity, mortality, and practice variability 21 , 22 ; however, evidence of implementation remains limited. 23 Although evidence‐based TM educational initiatives such as the University of Toronto Transfusion Camp and its international adaptations, 12 , 24 , 25 , 26 , 27 have addressed adult TM knowledge gaps in postgraduate trainees, 25 , 26 pediatric‐focused TM curricula remain limited.
To date, only one brief, single‐center US‐based TM curriculum has been published, 14 providing foundational evidence of modest knowledge gains and reflecting the challenges of aligning assessment with curricular activities. 14 To address this unmet need, we developed Pediatric Transfusion Camp, a comprehensive, evidence‐based TM curriculum for pediatric subspecialty trainees. This study describes the development and impact of Pediatric Transfusion Camp on the first Canadian national cohort of pediatric subspecialty trainees.
2. METHODS
Ethics approval for the evaluation of Pediatric Transfusion Camp was obtained by the Canadian Blood Services Research Ethics Board (2024.015), University of British Columbia Research Ethics Board (H23‐03549), Université de Montréal Research Ethics Board (2024‐5937), and the University of Toronto Research Ethics Board (0046614).
2.1. Curriculum development and implementation
Pediatric Transfusion Camp was developed using Kern's six‐step approach to curriculum development and principles of constructive alignment and was modeled after the established adult‐focused Transfusion Camp (Figure 1). 12 , 24 , 27 , 28 The curriculum was grounded in a Canadian multi‐disciplinary Delphi consensus study, which highlighted 31 core and 42 extended curricular topics within pediatric TM. 29 These priorities informed the curriculum objectives and guided the development and validation of The Pediatric Knowledge Test, aligning learning activities with assessment, demonstrating a deliberate and reproducible approach to a pediatric TM learning program (Figure 2). 4 , 29
FIGURE 1.
The design of a Canadian pediatric transfusion medicine curriculum using kern's six‐step approach. Each of Kern's steps is described in the center of the figure with specific actions taken by the team for the development of Pediatric Transfusion Camp. Created in BioRender. Zuna, I. (2026) https://BioRender.com/ysmgc2d. NICU: Neonatal Intensive Care Unit; TM: Transfusion Medicine.
FIGURE 2.
Pediatric Transfusion Camp constructive alignment. The development of the Pediatric Transfusion Camp curriculum adhered to principles of constructive alignment, allowing for learning objectives to match educational activities and for assessment to be used not only to assess learner knowledge acquisition but to guide curricular refinements. Created in BioRender. Zuna, I. (2025) https://BioRender.com/7tlgw2q.
2.1.1. Adaptation of the transfusion camp curriculum
Pediatric Transfusion Camp retained the thematic structure of Transfusion Camp and was delivered over 4 days, organized around: (1) blood components and product indications, (2) transfusion reactions and sickle cell disease, (3) perioperative and bleeding management, and (4) massive hemorrhage protocols and review. 12 , 29 Didactic lectures were adapted to include pediatric‐specific considerations, including weight‐based dosing, transfusion in neonates, pediatric‐specific algorithms and guidelines, and evidence‐based blood conservation strategies.
A multi‐disciplinary steering committee of Canadian experts in anesthesiology, critical care (pediatric and neonatal), emergency medicine, hematology, and pediatric hematology‐oncology met quarterly over 1 year (December 2023–December 2024) to review learning priorities, adapt existing Transfusion Camp seminar cases and develop pediatric‐focused seminars. Each case was assigned to one or two steering committee members based on expertise and followed a standardized template (Figure S1, Supporting Information) that specified relevant core and extended topics and learning objectives. Case seminars emphasized diagnostic reasoning and decision‐making and were facilitated in a modified team‐based learning (TBL) format as per Transfusion Camp: trainees work in small groups through cases and answer multiple‐choice questions with four options simultaneously to promote discussion, clarification, and faculty‐guided feedback. 12
All lectures and educational material were hosted on the existing Transfusion Camp and Canadian Blood Services platform. Trainees attended a combination of synchronous and asynchronous recorded lectures, determined by geographic location and time zone. Case‐based seminars were delivered synchronously in a virtual format using Zoom (Zoom Video Communications Inc., San Jose, CA, USA). The Pediatric Transfusion Knowledge Test, a validated 25‐multiple‐choice question assessment aligned with Pediatric Transfusion Camp objectives, was developed concurrently. The process of test development, evaluation, and validation using Rasch analysis and extensive psychometric methods is described by Zuna et al. 4
2.2. Trainees
The inaugural national cohort of Pediatric Transfusion Camp included pediatric hematology‐oncology and pediatric anesthesiology subspecialty trainees from four Canadian universities. Trainees participated in 4 days of virtual didactic instruction and facilitated case‐based learning seminars between September 2024 and May 2025. Pre‐ and post‐course assessments and surveys were administered electronically in September and May, respectively, using SurveyMonkey (SurveyMonkey Inc., San Mateo, CA, USA). The assessment was not proctored or timed; results were recorded but not shared with program directors.
2.3. Outcome measures
The primary outcome measure was a change in Pediatric Transfusion Knowledge Test score (post‐test vs. pre‐test). 4 Secondary outcomes included self‐reported TM experience, self‐rated knowledge, and confidence across TM clinical domains, rated on a five‐point Likert scale. Course evaluations assessed agreement with curriculum objectives, relevance, interactivity, and perceived impact.
2.4. Statistical analysis
Participant characteristics, assessment data, and survey results were summarized with descriptive statistics. Continuous variables (test scores) were represented with mean and standard deviation (SD), or median with interquartile range. Categorical variables were represented using frequency and percentage. Paired t‐tests compared pre‐ and post‐course test scores among participants who completed both assessments. Statistical significance was defined as p < .05. Analyses were performed using SAS Statistical Software (SAS Institute Inc., Cary, NC, USA).
3. RESULTS
3.1. Adaptation of curriculum
Didactic lecture adaptation included the addition of pediatric content to 16 lectures and the development of two additional lectures specific to considerations in the pediatric patient and massive transfusion. Seven new TBL seminars were created and reviewed by the steering committee, covering the lecture topics over the 4 days of the course.
3.2. Postgraduate trainees
Twenty‐eight trainees registered and attended the course, representing pediatric sub‐specialties in anesthesiology (n = 13, 46%) and hematology‐oncology (n = 15, 54%) (Table 1). The majority (68%) were foreign medical graduates. Fifty‐four percent of trainees reported at least 1 year of clinical practice prior to subspecialty training, with 43% noting four or more hours of TM education during medical school and previous residency training. Nearly all participants (96%) had previously obtained consent from a patient for transfusion in clinical practice, and 100% stated that knowledge of TM was “very” or “extremely important” to the care of patients in their practice.
TABLE 1.
Characteristics of Pediatric Transfusion Camp participants.
| Characteristic | N (%) |
|---|---|
| Specialty | |
| Pediatric anesthesiology | 13 (46) |
| Pediatric hematology‐oncology | 15 (54) |
| Location of core residency training | |
| Canada | 9 (32) |
| Outside of Canada a | 19 (68) |
| Number of years in clinical practice before current fellowship training | |
| 0–previous experience in training only | 13 (46) |
| 1–5 | 11 (39) |
| 6–10 | 3 (11) |
| >10 | 1 (4) |
| Hours of TM education during medical school and residency training | |
| None | 2 (7) |
| 1 h | 3 (11) |
| 2 h | 3 (11) |
| 3 h | 1 (4) |
| 4 or more hours | 12 (43) |
| Unsure | 7 (25) |
| Have you obtained consent from a patient for transfusion? | |
| Yes | 27 (96) |
| No | 1 (4) |
| How important is knowledge of TM to provide appropriate care to patients in your practice? | |
| Not at all | ‐ |
| Slightly important | ‐ |
| Moderately important | ‐ |
| Very important | 11 (38) |
| Extremely important | 17 (62) |
Abbreviation: TM, transfusion medicine.
Pilot project participants took part in previous core residency training in 15 countries outside of Canada before joining a Canadian fellowship program.
3.3. Assessment of knowledge
Twenty‐six of the 28 trainees completed the pre‐course assessment, while 21 completed the post‐course assessment. The mean pre‐test score was 48.9% ± 13.3% (n = 26), increasing post‐test to 64.6% ± 12.1% (n = 21) (Figure 3). Among the 20 trainees completing both pre‐ and post‐course assessments, the mean improvement was 17.8% ± 14.0% (95% confidence interval [CI]: 11.2–24.4; p < .0001).
FIGURE 3.
Trainee pre‐course and post‐course knowledge test scores (%). The mean pre‐course score was 48.9% ± 13.3% (n = 26), and the mean post‐course score was 64.6% ± 12.1% (n = 21) with a range of 36% to 80%.
Trainees demonstrated high baseline performance (>80% correct pre‐course) on questions involving blood conservation strategies, irradiation, and red blood cell transfusion; the post‐course changes for these questions were minimal (Table 2). The greatest improvement in correct responses occurred for questions assessing massive hemorrhage protocol (+59%), abnormal coagulation correction (+54%), infectious disease risk (+42%), and sickle cell crisis (+34%).
TABLE 2.
Individual test questions, ranked by change in percentage of trainees answering correctly before and after completing Pediatric Transfusion Camp.
| Question topic | Pre‐course % correct (N = 26) | Post‐course % correct (N = 21) | Change in % correct (post‐pre) |
|---|---|---|---|
| Massive hemorrhage protocol | 8 | 67 | 59 |
| Correcting abnormal coagulation | 27 | 81 | 54 |
| Infectious disease risk | 58 | 100 | 42 |
| Sickle cell crisis | 42 | 76 | 34 |
| Transfusion reaction | 69 | 95 | 26 |
| Transfusion reaction | 54 | 76 | 22 |
| Anticoagulation reversal | 46 | 67 | 21 |
| Transfusion reaction | 62 | 81 | 19 |
| Massive hemorrhage protocol | 62 | 81 | 19 |
| Blood product storage | 35 | 52 | 17 |
| Transfusion reaction | 54 | 71 | 17 |
| Plasma transfusion | 31 | 48 | 17 |
| PLT transfusion | 50 | 67 | 17 |
| Indications for antifibrinolytics | 69 | 86 | 17 |
| Irradiation | 88 | 100 | 12 |
| RBC transfusion | 46 | 57 | 11 |
| RBC transfusion | 81 | 90 | 9 |
| Blood bank testing | 73 | 81 | 8 |
| Hemolytic disease of the fetus | 12 | 19 | 7 |
| AAHA | 4 | 10 | 6 |
| Platelet refractoriness | 0 | 5 | 5 |
| TRALI reporting | 38 | 43 | 5 |
| Blood conservation strategies | 92 | 90 | −2 |
| AAHA | 69 | 67 | −2 |
| Perioperative anemia | 54 | 5 | −49 |
Abbreviations: AAHA, acute autoimmune hemolytic anemia; PLT, platelet; RBC, red blood cell; TRALI, transfusion‐related acute lung injury.
Four questions showed <20% correct responses post‐course, including questions on hemolytic disease of the fetus and newborn, acute autoimmune hemolytic anemia, and platelet refractoriness. Performance on a question involving pediatric perioperative anemia decreased post‐course (−49% correct), with most trainees selecting treatment rather than initiating appropriate evaluation.
3.4. Self‐reported confidence and perceptions
After completion of Pediatric Transfusion Camp, 100% of trainees rated their knowledge of TM as “intermediate” or “advanced,” compared with 73% pre‐course (Figure 4). Trainees also reported improvements in self‐rated confidence in TM activities related to product transfusion, management, and complications of transfusion (Table 3).
FIGURE 4.
Trainee self‐reported rating of pediatric transfusion medicine (TM) knowledge pre‐course and post‐course (%). Trainees' self‐rated knowledge pre‐course (n = 26) rating: beginner (27%), intermediate (65%), and advanced (8%). Trainees' self‐rated knowledge post‐course (n = 21) rating: intermediate (57%), and advanced (43%).
TABLE 3.
Trainees' self‐rated confidence in processes related to ordering blood products and managing complications before and after Pediatric Transfusion Camp.
| Product transfusion | |||
|---|---|---|---|
| Confidence rated as very good/excellent | Pre‐course % (N = 26) | Post‐course % (N = 21) | Change in rating % (post‐pre) |
| Indication for RBC transfusion | 46 | 90 | 44 |
| Indication for plasma transfusion | 23 | 71 | 48 |
| Indication for PLT transfusion | 38 | 81 | 43 |
| Indication for fibrinolytic/cryoprecipitate Transfusion | 27 | 76 | 49 |
| Obtain consent from a patient for transfusion (including explaining risks and benefits) | 65 | 67 | 32 |
| Managing transfusion orders and related complications | |||
|---|---|---|---|
| Confidence rated as good/very good | Pre‐course % (N = 26) | Post‐course % (N = 21) | Change in rating % (post‐pre) |
| Interpret the results of blood bank testing | 38 | 86 | 48 |
| Treat a patient with fever during transfusion | 38 | 90 | 52 |
| Treat a patient with dyspnea during transfusion | 50 | 95 | 45 |
| Manage transfusion medicine‐related patient issues | 54 | 95 | 41 |
Abbreviations: PLT, platelet; RBC, red blood cell.
3.5. Curriculum evaluation
Course evaluations were positive (Figure 5). All respondents (100%) agreed or strongly agreed that Pediatric Transfusion Camp met their learning objectives. Nearly all (95%) endorsed content relevance to their practice and agreed that the curriculum should be integrated into subspecialty training. The majority (95%) were interested in participating in Pediatric Transfusion Camp in the future, with 67% feeling they would be able to facilitate a seminar within Pediatric Transfusion Camp if asked to do so.
FIGURE 5.
Curriculum evaluations and perceptions of the Pediatric Transfusion Camp (n = 21) (%).
4. DISCUSSION
This study describes the development and pilot evaluation of Pediatric Transfusion Camp, a national curriculum to address knowledge gaps in pediatric TM education for pediatric subspecialty trainees. The curriculum incorporates principles of constructive alignment to ensure coherence among learning objectives, educational activities, and assessment. 30 Based on expert‐driven objectives, Kern's framework, and modeled on the adult Transfusion Camp, the program demonstrated significant gains in trainee knowledge, increased confidence in TM, and high learner satisfaction. 28 , 29 The development of the Pediatric Transfusion Knowledge Test, with 92% alignment to identified core objectives, allowed for rigorous evaluation of trainee learning and identified areas for curricular refinement. 4
Pediatric Transfusion Camp builds on foundational work: Transfusion for Pediatric Residents (TPR) curriculum by Herrmann et al., the only previously published pediatric TM curriculum. TPR consisted of two teaching sessions delivered to residents from all post‐graduate year medical education training levels at a single institution, with modest knowledge gains on the BEST TEST‐3 (37% to 46%). 14 In contrast, Pediatric Transfusion Camp offers a comprehensive, multi‐day, multi‐institutional curriculum supported by expert consensus and an aligned, validated Pediatric Transfusion Knowledge Test assessment. 4 The pilot was globally diverse, with 68% of trainees being foreign medical graduates representing 15 different countries, supporting the curriculum's adaptability and generalizability for a breadth of clinical experience and perspectives. Baseline pre‐course test scores averaged 49%, moderately higher than those reported using the BEST TEST‐3 globally (37%), likely reflecting greater prior clinical exposure within the pilot cohort. 13
Post‐course knowledge assessment scores (mean 64.6%, range 36%–80%) mirrored those reported for the adult Transfusion Camp (~65%) and adapted Transfusion Camp courses. 12 , 25 Analysis of trainees completing both pre‐ and post‐course knowledge assessments demonstrated an 18% improvement, with substantial increases in self‐rated knowledge. However, response bias may have been introduced, as more motivated learners may have been more likely to complete post‐course assessments in this low‐stakes educational setting. 31 Of the initial 28 trainees, 21 completed the post‐test, possibly reflecting clinical demands, scheduling conflicts, or the low‐stakes nature of the curriculum. 32
Item‐level analysis revealed consistently low cohort performance (<20% correct responses) on select questions related to platelet refractoriness, hemolytic disease of the fetus and newborn, and acute autoimmune hemolytic anemia. These topics reflect rare and clinically complex scenarios, and a deeper review of these cases reveals their difficulty and higher‐order clinical reasoning. 4 An unexpected decline in performance on a perioperative anemia question highlighted potential cognitive bias, including anchoring 33 from repeated exposure to iron deficiency course content, the Dunning–Kruger effect characterized by overconfidence from limited experience 34 or simply improper wording of the question. Raza et al. describe multiple cognitive biases relevant to TM decision‐making and emphasize that clinicians may have limited cognitive bandwidth; these novel, multi‐step clinical scenarios may have challenged trainees' ability to integrate new knowledge appropriately. 33 The low performance identified opportunities for targeted curricular refinement, including reinforcing diagnostic reasoning and meta‐cognitive skill‐building (self‐assessment, cognitive debiasing strategies), and the future use of in‐person, hybrid, or online simulation.
Several limitations of this study warrant consideration. Mastery of complex TM topics likely requires repeated exposure and opportunities to integrate foundational knowledge with higher‐order clinical reasoning. 32 Although this curriculum was evaluated systematically using Kirkpatrick's Hierarchical Framework, robust evaluation of behavior change (clinical application) or patient‐level outcomes was not possible. 35 Measuring real‐world clinical impact of Pediatric Transfusion Camp remains challenging as trainees rotate through heterogeneous clinical environments with variable exposure to TM scenarios. Moreover, prior work demonstrates a weak correlation (r = −0.08) between validated TM knowledge scores and transfusion appropriateness, 36 female prescribers and those with self‐rated beginner knowledge performing well, 36 highlighting the complexity of translating knowledge into long‐term practice change and the potential influence of learner characteristics and recall bias. The current pilot study cohort size also limited demographic and training‐level analyses. While the Pediatric Transfusion Knowledge Test is validated and aligned with curricular objectives, it may not fully capture the complexity of transfusion decision‐making; future evaluation may incorporate simulation‐based assessment, objective structured clinical examinations, and integration with pediatric competency‐based medical education frameworks, including Entrusted Professional Activities.
5. CONCLUSION
The novel Pediatric Transfusion Camp is a rigorously designed pediatric TM curriculum incorporating expert‐driven objectives, standardized cases, and a validated assessment delivered as a national virtual program with potential application to broader global training contexts. 28 The pilot cohort demonstrated meaningful knowledge gains, improved trainee confidence, and highly positive learner satisfaction. The virtual format supports accessibility across Canadian institutions and provides a scalable platform for expansion to additional pediatric subspecialties; current iterations now include critical care and pediatric emergency medicine trainees. Future enhancements include assessment of learner characteristics on knowledge acquisition, reinforcement of complex or rare TM topics, integration of virtual scenario simulation, and longitudinal assessment of knowledge retention and its impact on transfusion behavior and patient outcomes. Together, these efforts will continue to strengthen standardized pediatric TM knowledge among Canadian pediatric trainees.
AUTHOR CONTRIBUTIONS
Ines Zuna: contributed to curriculum development, data analysis, and manuscript preparation. Valérie Arsenault: This author contributed to curriculum development, curriculum delivery, and manuscript preparation. Kimmo Murto: contributed to curriculum development, curriculum delivery, and manuscript preparation. Suzanne Beno: contributed to curriculum development, curriculum delivery, and manuscript preparation. MacGregor Steele: contributed to curriculum development, curriculum delivery, and manuscript preparation. Jennifer Young: contributed to curriculum development and manuscript preparation. Sarah Leir: contributed to curriculum development and manuscript preparation. Angela Punnett: contributed to curriculum development, curriculum delivery, and manuscript preparation. Cheryl Peters: contributed to curriculum development and manuscript preparation. Lucille Barcat: contributed to curriculum development and manuscript preparation. Yulia Lin: contributed to curriculum development, curriculum delivery, data analysis, and manuscript preparation. Casey Kapitany: contributed to curriculum development, curriculum delivery, and manuscript preparation. Sophie Chargé: contributed to curriculum development and manuscript preparation. Teresa Skelton: contributed to curriculum development, curriculum delivery, data analysis, and manuscript preparation. Lani Lieberman: contributed to curriculum development, curriculum delivery, data analysis, and manuscript preparation.
CONFLICT OF INTEREST STATEMENT
Kimmo Murto works with the Ontario Regional Blood Coordinating Network (ORBCoN), a Ministry of Health‐funded organization, but receives no financial support; Yulia Lin has received research funding from Octapharma and Canadian Blood Services; is a consultant with Choosing Wisely Canada; and has received speaker honoraria from Pfizer Canada and CSL. Lani Lieberman is a consultant with Werfen. Teresa Skelton received a grant through the Canadian Anesthesia Research Foundation supported by Octapharma. The remaining authors have no conflicts of interest to declare.
Supporting information
Figure S1: Steering committee case package example. Each member of the steering committee was provided with a standardized package containing instructions for building cases and multiple‐choice questions, as well as alignment with the identified core and extended topics as per the curriculum blueprint.
ACKNOWLEDGMENTS
The authors acknowledge Canadian Blood Services' continued logistical and administrative support for Pediatric Transfusion Camp, along with the support that university and hospital administrative team members provide on an ongoing basis, needed to coordinate a large multi‐day national program. This study was supported by the BC Children's Hospital Evidence to Innovation General Seed Grant (2023) and the University of Toronto University Health Network Helliwell Hematology Research Grant (2024). The funder had no role in the design and conduct of the study, decision to publish, or preparation, review, or approval of the manuscript.
Zuna I, Arsenault V, Murto K, Beno S, Steele M, Young J, et al. Pediatric transfusion camp: Developing, piloting and evaluation of a Canadian national pediatric transfusion medicine curriculum. Transfusion. 2026;66(8):1613–1623. 10.1111/trf.70252
Teresa Skelton and Lani Lieberman are co‐senior authors.
DATA AVAILABILITY STATEMENT
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.
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Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Supplementary Materials
Figure S1: Steering committee case package example. Each member of the steering committee was provided with a standardized package containing instructions for building cases and multiple‐choice questions, as well as alignment with the identified core and extended topics as per the curriculum blueprint.
Data Availability Statement
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.