Continuing professional development training needs of medical laboratory personnel in Botswana
Continuing professional development training needs of medical laboratory personnel in Botswana
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DOI：
10.1186/1478-4491-12-46
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发表时间：
2014-08-18
影响因子：
4.5
通讯作者：
Semo, Bazghina-werq
中科院分区：
文献类型：
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作者：
Kasvosve, Ishmael;Ledikwe, Jenny H.;Semo, Bazghina-werq
背景资料：实验室专业人员应保持对实验室检测最新进展的了解，持续专业发展（CPD）计划可以满足这一期望。在发展中国家，获得持续专业发展计划是实验室人员面临的一项重大挑战，部分原因是其有限的可用性。在博茨瓦纳的临床实验室劳动力进行了评估，以确定和优先CPD培训需求以及首选的CPD delivery.Methods模式：自我管理的问卷调查分发到医学实验室的科学家和技术人员注册与博茨瓦纳卫生监督理事会。问题被组织成与以下相关的能力领域：（i）质量管理体系;（ii）技术能力;（iii）实验室管理、领导和指导;（iv）病理生理学、数据解释和研究。参与者被要求使用3点量表按重要性（最大，中等和最小）对他们自我感知的培训需求进行排名。此外，参与者被要求选择任何三个偏好的交付格式为CPD.Results：在350份问卷，分发，275完成并返回给79%的整体响应率。按关键主题排列，最常选择的培训主题是（平均值，范围）（一）质量管理体系，最重要的（79%，74-84%）;（ii）病理生理学，数据解释和研究（68%，52-78%）;（iii）技术能力（65%，44-73%）;和（iv）实验室管理，领导和辅导（60%，37-77%）。与会者选择的三个最重要的主题是：（i）医学实验室质量体系要点，（ii）实施质量管理体系，以及（iii）识别和控制实验室程序错误来源的技术。首选的三大持续专业发展交付模式依次为培训讲习班、实践讲习班和网上学习。期刊俱乐部在工作场所是最不喜欢的方法交付的CPD credits.Conclusions：CPD计划开发应侧重于解决质量管理体系，案例研究，能力评估和客户服务的主题。调查结果也可作为医学检验专业职前教育课程的参考。
Background: Laboratory professionals are expected to maintain their knowledge on the most recent advances in laboratory testing and continuing professional development (CPD) programs can address this expectation. In developing countries, accessing CPD programs is a major challenge for laboratory personnel, partly due to their limited availability. An assessment was conducted among clinical laboratory workforce in Botswana to identify and prioritize CPD training needs as well as preferred modes of CPD delivery.Methods: A self-administered questionnaire was disseminated to medical laboratory scientists and technicians registered with the Botswana Health Professions Council. Questions were organized into domains of competency related to (i) quality management systems, (ii) technical competence, (iii) laboratory management, leadership, and coaching, and (iv) pathophysiology, data interpretation, and research. Participants were asked to rank their self-perceived training needs using a 3-point scale in order of importance (most, moderate, and least). Furthermore, participants were asked to select any three preferences for delivery formats for the CPD.Results: Out of 350 questionnaires that were distributed, 275 were completed and returned giving an overall response rate of 79%. The most frequently selected topics for training in rank order according to key themes were (mean, range) (i) quality management systems, most important (79%, 74-84%); (ii) pathophysiology, data interpretation, and research (68%, 52-78%); (iii) technical competence (65%, 44-73%); and (iv) laboratory management, leadership, and coaching (60%, 37-77%). The top three topics selected by the participants were (i) quality systems essentials for medical laboratory, (ii) implementing a quality management system, and (iii) techniques to identify and control sources of error in laboratory procedures. The top three preferred CPD delivery modes, in rank order, were training workshops, hands-on workshops, and internet-based learning. Journal clubs at the workplace was the least preferred method of delivery of CPD credits.Conclusions: CPD programs to be developed should focus on topics that address quality management systems, case studies, competence assessment, and customer care. The findings from this survey can also inform medical laboratory pre-service education curriculum.