Category: Teaching

Teaching medical and technical staff transfusion medicine

International Perspective

drzeyd

When I first moved overseas from the United States, I brought the perspective of my American training and experience.  I saw everything in my new blood bank through those eyes.

Yet, most of my staff were not American or even North American.  Few were even native in English, and most of those  were not American.  They had different qualifications, many of which would not have been accepted by the American schemes.  Still, they functioned well.

I also worked with the US military technologist staff during Gulf War One.  Some did not even have a Bachelor’s degree;  yet, they performed the work well.

I used many technologies that were not yet (or never) US FDA approved such as gel or glass bead typings and pooled buffy coat platelet production.  There were rare reagents I could buy off the shelf (e.g. anti-Tja/PP1Pk).

Later, I adopted pathogen-reduction technology (Mirasol), automated component production (Atreus then Reveos), and platelet additive solution.  I achieve a level of good manufacturing practice that would have been difficult to achieve by the FDA-approved methods.

My perspective had changed.  In the Middle East, I studied many frameworks and came to the conclusion that the best approach was to customize them to our local needs.  My particular experience was to start with one framework, i.e. Council of Europe CE, and then localize it.

To do this, I could not use an American turnkey blood bank software for either the donor or patient operations.  I needed a flexible system that could be customized to my needs.  Again, I chose a CE-marked system, Medinfo Hematos IIG that had already been adapted to many frameworks.

It is much easier to work solely within one system such as FDA.  However, if I had done that, I would have lost so much flexibility and not had a system optimized for local conditions.  I would not have used Mirasol, Reveos, Diamed, and many other reagents.

One big disappointment at such international meetings is the perspective by one country’s regulatory agency that they feel its regulations and framework will work well overseas.  I would wager that those people were not well acquainted with international conditions.

Another frustration was attending another international meeting in which the presenters apologized for the source of information since it came from a foreign country (France) and not their own (United States).

No country has a monopoly on what is best for everyone.  To share our experiences and compare is so valuable.  No one assume his way is the best.  In my career, I have had the richest experiences studying other perspectives and my organizations have benefited greatly from the exchange.  We can all learn from each other.  We are citizens of the world.

Bacterial Risk Control Strategies for Platelets—USA

drzeyd

I am attaching the US Center for Biologics Evaluation and Research CBER Guidance for Industry revision dated December 2020 to replace the one issued in September 2019.

This is a very detailed document that will require US blood centers to comply with newer more stringent safeguards to minimize the risk of bacterial contamination of platelet components.

The easiest way to comply is to universally pathogen-inactivate all platelet components:  then the rest of the algorithm does not apply.  I am happy that for over 10 years I have used pathogen-inactivation (riboflavin-based Mirasol, Terumo BCT) and not experienced any bacterial sepsis from platelet or plasma components.

For those of us practicing outside the USA, please note:

The US still does not permit pooled, buffy coat platelets to have either a 5 or 7 day outdate.  For pooled components stored at 20-24 C, the FDA only allows a four-hour outdate, regardless what the rest of the world permits.  Thus, the USA mainly uses apheresis platelets.

If you have pathogen-inactivated platelets, you are so fortunate that you don’t have to follow these other recommendations to have a low risk of bacterial contamination.

Reference:

Bacterial Risk Control Strategies for Blood Collection Establishments and Transfusion Services to Enhance the Safety and Availability of Platelets for Transfusion, Guidance for Industry, U.S. Department of Health and Human Services, Food and Drug Administration, Center for Biologics Evaluation and Research, September 2019 updated December 2020

CBER Guidance for Bacterial Contamination Guidance, Revised December 2020 (PDF)

COVID-19 Convalescent Plasma CCP Series Introduction

drzeyd

I will be posting a detailed series about the manual and software-enhanced COVID-19 processes that I set up in Qatar at HMC Doha in March-April 2020.

In this series I will provide you with screen shots of my Medinfo Hematos IIG software design for each step in the process:  collection, processing, testing, inter-depot transfer, and hospital transfusion service/blood bank release.

This GMP-compliant software-enhanced system is based on the manual system I set up in early March 2020 at HMC.

I want to thank Medinfo Hematos IIG for their rapid response to building this parallel system based on my standard processes in so short a time (two weeks) and my special thanks to the software engineering team at Vital Health Technologies, the agent for Medinfo in Qatar.

To start the series, I am providing the basic workflow for the system.  As is normal in Medinfo software design, a full mapping of the processes are made.  This workflow shows the new CCP ISBT codes and the quarantine collection and processing steps.  The donor testing (marker and immunohematology) processes are similar to those for regular donor units.

This is basically the same process both manually and in the software.  I always say:

A good software process is based on a good manual process!!

Please note the following workflow for our initial discussion.

Opinion: Understanding Each Step of the Process

drzeyd

During an AABB inspection many years ago, I observed the Lead Assessor interacting with a medical technologist at the bench.  As expected, the Assessor asked in detail about the test and where the documentation and any teaching aids were located.  Most importantly, the tech was asked to explain the procedure step-by-step and if they knew WHY each step was done and how the various outcomes affected the test.

In my opinion, the WHY is the most important issue.  In our testing and processing, we are not baking a cake.  We do not need a mindless automaton to perform the steps without knowing what they are doing.  To get it right, the technologist must understand why he/she does each and everything—and what are the consequences for not following the procedure precisely.  If the staff member knows this, he/she has respect for the process and is more likely to adhere to the proper method.

In my interactions with my staff, I want to engage them in the importance of their testing to the patient’s care.  If they know that the result may affect the care, they may become more respectful of their work since they are part of the patient care team.

I want them to understand what each of the various results will mean to the patient, i.e. how he will be handled.  I give them updates about the patient’s condition.  A caring technologist is more likely to follow the steps properly.  They understand that a deviation from the process may adversely affect the patient.

To this day, I often go to the technologists and quiz them about what they are doing, e.g. why do they add a particular reagent, why the incubation time is 15 minutes versus 60 minutes.  I encourage them to check and recheck what they are doing if they have any doubts.  Working the bench is not a quiz or examination.  If they are uncertain, I want them to seek out the information, ask questions.  In fact, I tell them there is no shame in saying, “I don’t know”—but be certain to add, “I will find out what to do.”

Blood bank can be fatal to those who guess.  Each of us must know our individual limitations and seek the necessary knowledge.  In fact, many of my assessments are open-book.  They can use any resource in the blood bank or references on-line.  This is real life:  I discourage them from relying on memory if they are understand.  Our end point is the correct action.

13/12/20

Enzyme Panel Details

drzeyd

Principle:

Performing antibody panels using both enzyme (ficin, bromelin, and/or papain)-treated  and routine panel cells may be necessary to detect most clinically significant antibodies

Policy:

  1. Regular (LISS) panels are to be performed using AHG reagents whereas enzyme panels done by the gel technology must use the saline (NaCl)-enzyme card.
  2. Perform BOTH enzyme and routine panels in the following situations
    1. All patients with sickle cell anemia and thalassemia
    2. Antibody pattern of panreactivity with a negative autocontrol (see attached examples)
    3. Antibody workup that does not show a specific pattern with the regular panel alone
    4. Any case with a previous history of antibodies with a current negative antibody screen
    5. Any other case that you are directed to do so by the transfusion medicine consultant, supervisor, or senior technologist.
  3. Remember the reactivities of the following antibody specificities with enzyme-treated cells:
    1. Reactions may not be the same with papain vs ficin-treated cells!
    2. Enzyme-labile with both papain- and ficin-treated cells:  Fya, Fyb, M, N, Ge2, Yta, Rg, Ch, Pr, Tn, Mg, Mia, Cla, Jea, Nya, JMH, Inb
    3. Variable, enzyme-labile or weakened, some unchanged with both papain and ficin-treated cells:  S, s, U
    4. Variable reactions with papain (labile, weakened, unchanged, or increased) but usually increased or unchanged with ficin-treated cells:  Kell system (K, k, Kpa, Kpb)
    5. Reactions are increased or unchanged with both papain and ficin-treated cells:  Rh (D, C, c, E, e), Jka, Jkb, Lea, Leb, Lua, Lub, P1, H, most cold antibodies, autoantibodies, Tja (PP1Pk)

Example 1:

Antibody to High-Incidence/Prevalence or Public Antigen:

Reactions destroyed by enzyme (typical of anti-Ge2):

Example 2:

Antibody to high-incidence antigen, reactions unchanged or enhanced by enzyme—VERY DANGEROUS PATTERN:  Examples:  Anti-H, Anti-Tja (PP1Pk), anti-k (cellano), anti-U

Opinion: Transfusion Education for Physicians

drzeyd

Although there are resources allocated for nursing transfusion proficiencies, the training for physicians and medical students may not be as developed.

In medical school in the United States, I had one hour dedicated to transfusion medicine and it did not discuss the actual proficiencies necessary to select and physically transfuse patients.  In my clinical rotations, especially surgery, I was given “cookbook formulae” on what to order for different procedures—without any explanation.

I had considerable training in transfusion medicine during my pathology residency, and I took it seriously.  Many/most pathology residents are not interested in the topic and use the rotation for vacations and other business.  They learn what is necessary to pass the pathology board examinations and do not intend to practice this at all.  Actually, I sense that many practicing pathologists are afraid of blood bank and minimize their activities there.

What about the non-pathology residency training?  In the Middle East, some centers rotate the hematology, surgical, and obstetrics-gynecology residents through the blood bank.  In other posts, I have discussed some training plans I have used for each group.

Sadly, however, most practicing physicians do not well understand how to select and order blood components or administer components.  I try to tell them that they should at least know if the blood components being used for their family members are correct.

In a previous position, there were mandatory training programs for physicians including infection control, fire,  and disaster training.  There was even a program on handwashing!  Yet, there was no required training for transfusion practices.  I had offered to make such a training program but there was little interest.

Minimally, such a proficiency program should be offered to all physicians who might order a transfusion.  It should include:

  • Indications for transfusion of each component type including the institution’s transfusion triggers
  • Indications for modified components, e.g. irradiated, aliquoted, etc.
  • How to order blood components—manually and in the institution’s computer system
  • How to administer blood components, including the maximum transfusion times (e.g. four hours for RBC components), use of filters, etc.
  • Recognition and treatment of transfusion reactions and other adverse effects

In my career, I received blood component orders with many errors.  In the pre-computer, paper era, the blood bank staff automatically corrected these under the direction of the blood bank medical director.  Nowadays, with computer systems, it may not be possible for the blood bank staff to “autocorrect” the orders.

In my Middle Eastern practice, we could still correct the orders—even after adopting a blood bank computer system.  That will be the subject of a future post.

Training Future Transfusion Medicine Physicians: Need for Technical-Medical Expertise

drzeyd

In a previous post, I discussed transfusion training for hematology fellows and general pathology residents.  I have no expectations that most of them have any interest in the field so I suggested concentrating on the interpretation of the direct antiglobulin test DAT and turn-around-times for services.

In contrast, the transfusion medicine physician in-training needs to understand in detail all processes, donor and patient—especially test interpretation so that he/she can make medical decisions and variances.

During my training, I was fortunate to be in a residency training program that also had an American Specialist-in-Blood Bank SBB training program.  To a large extent, I attended the SBB program and even worked on the “wet” specimens.

I had no delusions that I would ever function as technologist or SBB in the blood bank.  However, that extended blood bank training has made me the physician I am.  I can correlate advanced, even reference, procedures to my medical knowledge and thus provide a unique offering.  In contrast, even the SBB is not a physician and cannot make the medical correlations.  Recently, I was flattered at an AABB meeting when the speaker thought that I was an SBB.

In certain regions where reference immunohematology laboratories and SBBs or equivalent are rare, the transfusion medicine should have sufficient technical background to help fill this gap.  In my practice, I review all antibody and DAT workups and make interpretative comments for the physicians and nursing staff.  These comments are entered into the blood bank computer system.

I personally tutor the trainees and make certain that they understand potentially dangerous patterns such as antibodies to high-incidence antigens, significance of the autocontrol in panreactivity, and assessing for fatal acute transfusion reactions—both hemolytic and non-hemolytic.

It also helps when I can discuss with my technical staff my interpretations and choices for clinical management.  They get a better idea how important their work is for patient care and understand how any errors may adversely affect the patient.

In regions where there are good immunohematology reference laboratories, some of this may be less necessary.  I lament that transfusion medicine physicians may not maintain these skills and must rely on others to their detriment.  Even if one is comfortable with this, the physician is still ultimately responsible for making the clinical decision.

Therapeutic Apheresis Volume Calculations

drzeyd

You can get the values off the therapeutic apheresis machine, but in the middle of the night when you have to write orders, it is convenient to estimate the volumes (whole blood, plasma, RBCs).  These are the values from my lectures to hematology fellows while I was at HMC Doha:

Whole Blood:

Weight in kg X 70 ml/kg = whole (whole) blood volume adult

Weight in kg X 85 ml/kg =whole blood volume for child (prepubertal)

Weight in kg X 100 ml/kg = whole blood volume for neonates/premature

Example:  70 kg adult has 4900 ml blood volume (I round up to 5 liters)

Plasmacrit + hematocrit = 1.00 in fractions (100%), ignore buffy coat volume

Plasmacrit = 1- hematocrit

Plasma volume:

Plasma volume = whole blood volume x plasmacrit = whole blood volume X (1-hematocrit)

RBC volume:

RBC volume = whole blood volume x hematocrit

Estimates for blood components:

The volumes will depend on the original amount collected (e.g. 450 vs 500 ml),  original preservative solution used (e.g. CPD), use of automated component production such as Terumo Atreus or Reveos, use of RBC additive solution (e.g. SAGM), leukodepletion, platelet additive solution, pathogen inactivation.

At HMC Doha, the average values were:

300 ml for leukodepleted RBCs in SAGM prepared by Reveos

300 ml for platelet pools in Mirasol and platelet additive solution (residual WBC < 1E6)

300 ml for plateletpheresis concentrate (2.4E11) in Mirasol and platelet additive solution

250 ml for leukodepleted, pathogen inactivated plasma

Opinion: International Perspective

drzeyd

In all my years practicing medicine outside the United States, I have come to appreciate working with a diverse group of health care professionals from many countries and cultures and with many different primary languages.

I learned that there are many different international standards and not all agree with each other.  Yet, despite the apparent contradictions, they all work to improve patient care and were generally successful.  It made me reconsider my roots and think less dogmatically and be willing to learn from other perspectives.

This applies in many ways.  First, which English should we use?  Most people are at least somewhat aware of American English, but there are differences with British, Australian, and international English—even the term “blood bank” may have different meanings:  is it a hospital transfusion service, is it a donor center, or some combination of the two?

I have worked at many sites where I was the only person native in English.  I always tried to conceive how difficult it could be for someone non-native to understand and communicate in a highly technical and highly Germanic structured language.  I considered the scenario where I had to work in another language exclusively and perform all my tasks—I highly respect my staff having to cope with this.

English technical writing includes a lot of passive voice, subjunctive mode, perfect tenses, and participles.  How formidable a barrier are these to staff whose native languages may not use these structures?

I am not saying that English is the best language to perform the work in, but it is most prevalent one so everyone must cope with it.  I told many of my staff to learn German to better understand English grammar.

What bothers me is that certain software vendors and visiting lectures send speakers and staff who ONLY think in American English and American culture.  I can think of several anecdotes:

One speaker was talking about hyperlipidemia and used non-SI units.  He kept stating cholesterol > 200 and LDL-cholesterol > 120 to an audience who only used SI units.  Could the audience quickly convert to cholesterol > 5 and LDL > 3?  Did they know what a temperature of 104 F was 40 C?

Another speaker for a software company used an analogy of collecting maple sap and making maple syrup—in a presentation in the Middle East.  How many in the audience even knew what maple syrup is?

In building a series of software modules, some company staff used 24-hour clock and others used 12-hour clock.  It was chaos trying to define a 24-hour interval between the different modules.

Finally, I think of the Aesop’s fable about the mother who gave birth to a very ugly child, but to her, he was the most beautiful child in the world—so much so that she entered him into a beauty contest.  Well, each of us is the “mother” to our documents and memos.  The writing looks good to us and is perfect, but do our staff interpret it the same way we do?

I had my staff read my documents and then explain back to me what I was trying to say.  I was shocked at the differences in many cases.  After this, I always included a validation step to have other people read and interpret what I was saying—and correct any misconceptions in the writing before I finally released the document.

In summary, it is a whole new world outside the United States.  Don’t assume everyone thinks the same way or uses the same criteria to accomplish goals.  Be open to this and you will have a rewarding international career.

30/10/20

Base Medical Technologist Assessment Examination

drzeyd

Background:

I prepared this exam for base transfusion service technologists and candidates. For prospective new staff, I would be more lenient and use it as a projective exercise in the potential abilities. However, for staff working one year in my blood bank, I expected a higher score. Each and every problem is based on issues they would actually encounter at work–nothing esoteric.

Answer the following questions:

  1. What is the blood type in each of the following results:
Anti-AAnti-BA1 cellsB cellsType?  
  4+  0  0  3+ 
  0  4+  3+  0 
ABO Typing Problems
  1. You are signing out a unit of FFP, Group A Pos, Unit #23556 for Mohd Ahmad Ali Al Harbi, MRN# 729887 in Ward 21.  The nurse comes with the requisition to pick up the thawed unit.  The requisition says to pick up the thawed FFP for Mohd Ali Ahmad Al Harbi, MRN# 728987 in Ward 21.  Can you release the unit?  Explain.
  1. The antibody screen and crossmatch results are shown on the following IgG Coombs card (Biorad):

The reactions I-II-III are the antibody screen results.  Note the crossmatches # 91 and 98.  Which one(s) is/are compatible?

  1. The following are actual ABO/D typing results with the Diamed (Biorad) reagents.  What are the ABO/D types?
  1. The Blood Bank is severely short of AB packed cells and AB plasma.  What other blood types can you safely issue?

Request for AB packed RBCs:  Permissible substitutions are:

Request for AB plasma:  Permissible substitutions are:

  1. A specimen for crossmatching is drawn at 7:30 a.m. on 26/10/20.  When does it expire?
  1. Emergency blood, group O positive is issued for a 30 year-old male victim of a traffic accident.  You receive the specimen and complete the crossmatching.  You find the unit is incompatible.  What do you do?
  2. A patient has anti-C antibody.  How do select the appropriate type of blood to give?  Select any or all that apply:
    1. First crossmatch the requested number of units, then if compatible, release them.
    2. First crossmatch the requested number of units, then antigen type them for “C”, release only the ones that are C-negative.
    3. First screen for C-negative units, then crossmatch and release compatible units.
    4. None of the above
  3. Evaluate the attached antibody screening and panel results:

37 year old pregnant female, no previous history:

26 year old G3P3 pregnant female in labor, O-positive, no previous transfusion or antibody history:

19/10/20