Evaluation of knowledge, attitude, and self-efficacy in transfusion medicine among medical technology students: A retrospective study of experiential learning at the National Blood Centre, Thai Red Cross Society.

INTRODUCTION Experiential learning is a vital pedagogical approach for medical technology students, bridging theoretical knowledge and complex clinical practice in transfusion medicine. This study evaluated the impact of an experiential learning program, based on Kolb's Experiential Learning Cycle, on the professional competencies of students under the 2025 revised curriculum at Bansomdejchaopraya Rajabhat University, Bangkok, Thailand.

Materials And Methods

A retrospective study was conducted using de-identified secondary data from 43 third-year medical technology students. The evaluation utilized a previously validated 20-item tri-domain instrument, whose baseline cognitive reliability (KR-20 = 0.71) was established prior to the main field testing. The educational program involved a study visit to the National Blood Centre, Thai Red Cross Society, followed by structured reflective practice. Data on knowledge, professional attitudes, and self-efficacy were extracted from pre- and post-activity assessments and analyzed using the Wilcoxon signed-rank test and effect size (r) calculations.

Results

Post-experiential learning analysis revealed significant improvements in knowledge scores (p < 0.001) with a large effect size (r = 0.79). Self-efficacy demonstrated remarkable improvement, particularly in confidence regarding standard operating procedures and clinical practicum readiness (p < 0.001, r = 0.76). Although overall professional attitude scores showed no statistically significant change attributable to high baseline levels, there was a notable reduction in standard deviation and an increased commitment to future specialized skill development.

Conclusion

Experiential learning at a nationally recognized model organization is an effective strategy to promote professional conceptualization and solidify professional identity among future medical technologists. These findings confirm that integrating field-based experiences effectively prepares students for the transition into their clinical practicum and future professional practice.