New Application: Blood Banking/Transfusion Medicine
Review Committee for Pathology
ACGME
515 North State Street, Suite 2000, Chicago, Illinois 60654  312.755.5000  www.acgme.org
PROGRAM PERSONNEL AND RESOURCES
Other Program Personnel
Briefly describe the program coordinator and qualified laboratory technical personnel that will provide
support for the clinical, teaching, educational, and research activities of the fellowship. [PR II.C.1.]
(Limit response to 400 words)
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Resources
1. Describe the office space, meeting rooms, and laboratory space available to support patient carerelated teaching, educational, research activities, and clinical service work. [PR II.D.1.] (Limit
response to 400 words)
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2. Will the laboratory have a blood banking/transfusion medicine information system that is approved
by the Food and Drug Administration (FDA) for use in blood banking/transfusion medicine?
[PR II.D.3.] ................................................................................................................... ☐ YES ☐ NO
3. Provide the data requested below for each site participating in the program. [PR.II.D.2.]
a) General Data
Crossmatches
Accreditation (AABB, CAP)
Licensure (FDA, Other (specify))
Emergency Room Visits
Level I
Neonatal
Intensive
Level II
Care Visits Level III
Open heart procedures
Bone marrow
Heart
Kidney
Transplants
Liver
Other
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Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
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Is this a regional trauma center?
Reference lab ARC accreditation rating
List other specialized facilities
b) Donor Facility
Note: These data refer to units prepared on-site at the specified location.
Donors drawn in facility
Autologous units drawn
Cryoprecipitate
Fresh frozen plasma
Cryopreserved bone marrow
Leukocyte reduced
Packed red blood cells
Platelet concentrates
Leukocyte concentrates
Deglycerolized cells
Stored plasma
Whole blood
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Other
preparations Click here to enter text.
(specify)
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c) Cell Typing and Serological Studies
ABO typing recipients
ABO typing donors
Alloantibody titers
Antibody identification
Direct antiglobulin test
Crossmatch testing
Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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Flow cytometric crossmatch
Immediate spin crossmatch
Hepatitis B antigen
Hepatitis
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Testing Other
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HLA Typing
Leukocyte antibodies
HIV Testing
NAT Testing
Mixed lymphocyte cultures
Platelet antibodies
Platelet crossmatch
Rh typing
Type and screen
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serologic
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tests
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(specify)
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d) Transfusion Service
Units transfused
Cryoprecipitate
Deglycerolized red blood cells
Fresh frozen plasma
Immune anti-D globulin (# of vials)
Leukocytes
Platelet concentrates
Red blood cells
Whole blood
Washed components
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Other
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(specify)
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e) Other Procedures
Therapeutic leukoreduction
Granulocyte collection
Stem cell collection
Red cell exchange
Photopheresis
Platelet reduction
Therapeutic plasmapheresis
Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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Plateletpheresis collection
Core blood work-ups
Therapeutic phlebotomy
Transfusion reactions investigated
Antibody identifications
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Other
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(specify)
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FELLOW APPOINTMENTS
Number of Fellows
1. Provide the following information for other educational programs (e.g., other GME programs from
this and other sites, residency/fellowship programs for medical technologists, masters and doctoral
programs, or post-doctoral programs for clinical scientists) that use program facilities for
educational experiences in pathology. Add additional rows as necessary. [PR III.B.2.]
Name of Site and
Type of Program
Length of rotation
(in weeks)
Maximum number of
Maximum number of learners present at the
learners per year
same time
2. Describe the planned interaction of these other learners with your fellows. [PR III.B.2.]
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EDUCATIONAL PROGRAM
Patient Care
Indicate the settings and activities in which fellows will demonstrate diagnostic competence in the
following. Also indicate the method(s) that will be used to assess competence.
Competency Area
Settings/Activities
Assessment Method(s)
Providing appropriate and effective consultation in the context of blood banking/transfusion medicine
services, including: [PR IV.A.2.a).(2).(a)]
Blood ordering, blood product Click here to enter text.
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indications, and transfusion
practices
Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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Competency Area
Settings/Activities
Assessment Method(s)
[PR IV.A.2.a).(1).(a).(i)]
Cellular therapy
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[PR IV.A.2.a).(1).(a).(ii)]
Donor and patient regulatory Click here to enter text.
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issues
[PR IV.A.2.a).(1).(a).(iii)]
Donor and therapeutic
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apheresis
[PR IV.A.2.a).(1).(a).(iv)]
Immunohematology,
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histocompatibility, and
infectious disease testing in
donor management, blood
component preparation, and
blood inventory management
[PR IV.A.2.a).(1).(a).(v)]
Perinatal, pediatric,
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transplantation, massive
transfusion, and trauma
patient care
[PR IV.A.2.a).(1).(a).(vi)]
Management and direction of Click here to enter text.
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a transfusion service and
blood center
[PR IV.A.2.a).(1).(a).(vii)]
Management of patients with Click here to enter text.
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special transfusion
requirements, such as
alloimmunization,
hemoglobinopathies, and
single or multiple coagulation
factor deficiencies
[PR IV.A.2.a).(1).(a).(viii)]
Peri-operative blood
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management
[PR IV.A.2.a).(1).(a).(ix)]
The management and supervision of essential procedures, including: [PR IV.A.2.a).(2).(b)]
Blood management
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[PR IV.A.2.a).(2).(b).(i)]
Collecting blood components, Click here to enter text.
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including donor apheresis
[PR IV.A.2.a).(2).(b).(ii)]
Donor notification, lookback, Click here to enter text.
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and component retrieval
[PR IV.A.2.a).(2).(b).(iii)]
Histocompatibility testing
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[PR IV.A.2.a).(2).(b).(iv)]
Preparing blood components Click here to enter text.
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[PR IV.A.2.a).(2).(b).(v)]
Selecting and using specific Click here to enter text.
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Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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Competency Area
apheresis technologies to
ensure appropriate care,
clinical management, and
safety of patients and donors
undergoing apheresis
medicine therapies or blood
product collection procedures
[PR IV.A.2.a).(2).(b).(vi)]
Testing blood components
[PR IV.A.2.a).(2).(b).(vii)]
Therapeutic phlebotomy
[PR IV.A.2.a).(2).(b).(viii)]
Transfusing blood
components
[PR IV.A.2.a).(2).(b).(ix)]
Settings/Activities
Assessment Method(s)
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Medical Knowledge
Indicate the activities (lectures, conferences, journal clubs, clinical teaching rounds, etc.) in which
fellows will demonstrate expertise in their knowledge in each of the following areas. Also indicate the
method(s) that will be used to assess resident expertise in each area.
Area of Expertise
Adverse effects of blood donation
[PR IV.A.2.b).(1)]
Adverse effects of blood
transfusion, including
transfusion-transmitted diseases
and non-infectious hazards of
transfusion
[PR IV.A.2.b).(2)]
Alternatives to blood transfusion
[PR IV.A.2.b).(3).]
Coagulation
(hemostasis/thrombosis)
[PR IV.A.2.b).(4)]
Ethical issues
[PR IV.A.2.b).(5)]
Red blood cell, platelet, and
neutrophil immunology
[PR IV.A.2.b).(6)]
Scientific basis of transfusion
[PR IV.A.2.b).(7).]
Selection and recruitment of
blood donors
[PR IV.A.2.b).(8)]
Transplantation, including
hematopoietic, solid organ, and
tissue
[PR IV.A.2.b).(9)]
Settings/Activities
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Assessment Method(s)
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Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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Practice-based Learning and Improvement
1. Briefly describe one planned quality improvement activity or project that will allow fellows to
demonstrate the ability to analyze, improve, and change practice or patient care. Describe planning,
implementation, evaluation, and provisions of faculty member support and supervision that will
guide this process. [PR IV.A.2.c).(1)] (Limit response to 400 words)
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2. Briefly describe one example of a learning activity in which fellows engage to develop the skills
needed to use information technology to locate, appraise, and assimilate evidence from scientific
studies and apply it to their patients' health problems. [PR IV.A.2.c).(2); IV.A.2.c).(5)] (Limit
response to 400 words)
The description should include:
 Locating information
 Using information technology
 Appraising information
 Assimilating evidence information (from scientific studies)
 Applying information to patient care
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3. Briefly describe how fellows will incorporate formative evaluation feedback into daily practice. (If a
specific tool is used to evaluate these skills, have it available for review by the site visitor.) [PR
IV.A.2.c).(3)] (Limit response to 400 words)
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4. Briefly describe one learning activity in which fellows will demonstrate competence in educating
donors, patients, families, students, residents, and other health professionals and community
members. [PR IV.A.2.c).(4)] (Limit response to 400 words)
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Interpersonal and Communication Skills
1. Briefly describe one learning activity in which fellows demonstrate competence in providing
appropriate and effective consultations to other physicians and health professionals, both intra- and
inter-departmentally. [PR IV.A.2.d).(1)] (Limit response to 400 words)
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2. Briefly describe one learning activity in which fellows demonstrate competence in their ability to
communicate effectively, both verbally and in writing, with donors, patients, families, and the public,
as appropriate, across a broad range of socioeconomic, educational and cultural backgrounds, and
with physicians, other health professionals, and health-related agencies. [PR IV.A.2.d).(2).(a)-(b)]
(Limit response to 400 words)
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Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
Page 7 of 10
3. Briefly describe how fellows will be provided with opportunities to maintain comprehensive, timely,
and legible medical records. [PR IV.A.2.d).(3)] (Limit response to 400 words)
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Professionalism
1. Briefly describe the learning activity(ies), other than lecture, by which fellows demonstrate a
commitment to carrying out professional responsibilities and an adherence to ethical principles. [PR
IV.A.2.e)] (Limit response to 400 words)
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2. Briefly describe one learning activity, other than lecture, by which fellows demonstrate integrity, an
understanding of cultural diversity of patients and donors, and respect for the privacy and autonomy
of patients and donors. [PR IV.A.2.e).(1)] (Limit response to 400 words)
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Systems-based Practice
1. Describe the learning activity(ies) through which fellows demonstrate an awareness of and
responsiveness to the larger context and system of health care, as well as the ability to call
effectively on other resources in the system to provide optimal health care. [PR IV.A.2.f)] (Limit
response to 400 words)
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2. Briefly describe one learning activity in which fellows will demonstrate competence in complying
with regulatory and accreditation requirements for blood banking/transfusion medicine, including
those of the FDA, the American Association of Blood Banks, the College of American Pathologists,
and the Joint Commission. [PR IV.A.2.f).(1)] (Limit response to 400 words)
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3. Briefly describe one learning activity in which fellows will demonstrate competence in contributing to
quality improvement projects, quality assurance audits, and quality management of transfusion and
donor center services. [PR IV.A.2.f).(2)] (Limit response to 400 words)
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4. Briefly describe one learning activity in which fellows demonstrate competence in coordinating
quality and safety for donors and patients within the health care system relevant to blood
banking/transfusion medicine. [PR IV.A.2.f).(3)] (Limit response to 400 words)
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5. Describe the learning activity(ies) through which fellows demonstrate competence in incorporating
considerations of cost-containment and risk-benefit analysis in patient care. [PR IV.A.2.f).(4)] (Limit
response to 400 words)
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Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
Page 8 of 10
6. Describe an activity that fulfills the requirement for experiential learning in identifying system errors
and implementing potential systems solutions. [PR IV.A.2.f).(5)] (Limit response to 400 words)
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Curriculum Organization and Fellow Experiences
1. Outline the educational activities specific to blood banking/transfusion medicine, review of the
medical literature in the subspecialty area, and use of study sets of unusual cases. [PR IV.A.3.a)]
(Limit response to 400 words)
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2. Briefly describe how fellows will participate in ongoing clinical consultations. [PR IV.A.3.b)] (Limit
response to 400 words)
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3. Briefly describe how fellows will participate in the interpretation of laboratory data as part of patient
care decision making and patient care consultation? [PR IV.A.3.c)] (Limit response to 400 words)
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4. Describe how fellows will be provided with direct responsibility, with appropriate supervision, to
make decisions in the laboratory. [PR IV.A.3.d)] (Limit response to 400 words)
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5. List the planned didactic schedule, including blood banking/transfusion medicine conferences,
journal clubs, and joint conferences for fellows. Add additional rows as necessary [PR IV.A.3.e)]
Type of session
Frequency
Responsible
Department
Required?
(Yes/No)
Attendance
Taken?
(Yes/No)
6. Describe fellow participation in these conferences. How much responsibility will they have for their
preparation and presentation? [PR IV.A.3.e).(1)] (Limit response to 400 words)
Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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Blood Banking/Transfusion Medicine
©2015 Accreditation Council for Graduate Medical Education (ACGME)
Updated 4/2015
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