Continuing professional development training needs of medical laboratory personnel in Botswana.

Ishmael Kasvosve,Robert Nyangah,Modisa S Motswaledi,Bazghina-Werq Semo,Othilia Phumaphi,Mulamuli Mpofu,Jenny H Ledikwe,Robert Martin

doi:10.1186/1478-4491-12-46

Abstract

BackgroundLaboratory 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.MethodsA 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.ResultsOut 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.ConclusionsCPD 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.

Highlights

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
Characteristics of the study population Three hundred and fifty questionnaires were distributed to laboratory scientists and technicians and 275 (79%) responded to the survey, of which 56% were employed as medical laboratory technicians, 32% as medical laboratory scientists, 4% as laboratory managers, and 8% were employed in teaching or research institutions (Table 1)
CPD educational preferences of the laboratory personnel The most frequently selected topics for training in rank order according to key themes were (i) quality management systems, most important; (ii) pathophysiology, data interpretation, and research (68%, 52% to 78%); (iii) technical competence (65%, 44% to 73%); and (iv) laboratory management, leadership, and coaching (60%, 37% to 77%) (Table 2)

Summary

Introduction

Health professional boards worldwide are increasingly requiring practitioners to demonstrate their engagement with continuing professional development (CPD) in order to maintain competence in light of the ever-changing scope of practice and technological advances in the medical sciences. The enforcement of this requirement varies from country to country and between professions. Studies have shown that physicians who engage in CPD are more likely to accept new and effective treatment modalities and discontinue use of existing lower-benefit practices resulting in improved patient outcomes [4]

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Discussion

Conclusion