Growing Your Teaching Methodology in Bone Marrow Transplant (BMT) Staff Education: Going Beyond Powerpoint™

Topic Significance & Study Purpose/Background/Rationale

The addition of allogeneic BMT to our program required revision of the staff education program. The BMT team was cognizant of avoiding a “death by PowerPoint™” approach to education.   Our approach was to go beyond the communication of data and standard operating procedures; a program where staff, as lifelong learners, reflect and examine the intensive and complex culture of BMT. The challenge was to meet the needs of advanced and novice staff with varying experiential learning styles (Kolb, 1984).

Methods, Intervention, & Analysis 

A three day comprehensive course was designed to incorporate all aspects of BMT, including survivorship. Learners included oncology/BMT nurses, mid-level practitioners, pharmacists, physical therapists, social workers and dieticians.   Content was developed and presented by BMT experts (physicians, nurses, coordinators, program manager, pharmacist, physical therapist, dietician, social worker, and psychologist).  Teaching strategies beyond didactic presentations included an audience response system, critical thinking exercises, case studies, mindful meditation, and professional and personal reflection activities.  The program concluded with a panel of BMT patients and caregivers to foster a deeper understanding of BMT survivorship.  Staff participants were encouraged to explore meaningful ways to care for BMT patients, families and caregivers.

Findings & Interpretation

A total of 72 staff members attended the program.  BMT Experience of the staff members varied from less than three months to more than seven years.  Daily program evaluations of the content and varied teaching strategies resulted in an overall learner satisfaction rating of 96%.

Discussion & Implications 

Expanding traditional teaching strategies beyond PowerPoint™lecture format to effectively teach the complexity and intensity of BMT care can enhance experiential learning. Creating an environment to encourage classroom interactions resulted in a high level of learner satisfaction. Areas for improvement include expanding allogeneic transplant topics and pediatric content.