The evaluation of the teaching programme against predetermined goals can help determine the overall effectiveness of several components. This includes participant learning, trainer effectiveness, learning environment, use of resources and organisational impact. The main areas of importance are:

• Educational outcomes — has understanding and retention of knowledge following a training session improved?
• Clinical outcomes — has occurrence of transfusion critical incidents or specific aspects of transfusion practice improved (e.g. patient observation during transfusion, documentation of indication for transfusion in case notes etc.)?
• Qualitative and quantitative feedback by trainees and trainers — can be used to evaluate particular teaching sessions. Questionnaires can be paper based or electronic.

Evaluation by trainees

Areas to evaluate:

• Facilities used for training e.g. venue, access to venue for face-to-face teaching
• Access to IT resources for computer based learning
• Did the teaching session cover pre-defined key learning objectives
• Likely impact or anticipated change in clinical practice
• Quality and content of teaching material
• Quality and content of any handout material
• Quality of teaching method
• Clarity of presentation

Evaluation by trainers

Areas to evaluate:

• Facilities available for training e.g. venue etc
• Key learning objectives clearly defined
• Clear information available regarding training needs of target group
• Training provision for teaching and facilitation skills (‘training the trainer’)
• Resources available for teaching
• Quality of teaching material (learner feedback on slides, handouts etc)
• Accessibility to training (e.g. computer based learning)