Abstract
IntroductionThe educational program for health care personnel is important for reducing preanalytical errors and improving quality of laboratory test results. The aim of our study was to assess the level of knowledge on preanalytical phase in population of biomedicine students through a cross-sectional survey.Materials and methodsA survey was sent to students on penultimate and final year of Faculty of Pharmacy and Biochemistry – study of medical biochemistry (FPB), Faculty of Veterinary Medicine (FVM) and School of Medicine (SM), University of Zagreb, Croatia, using the web tool SurveyMonkey. Survey was composed of demographics and 14 statements regarding the preanalytical phase of laboratory testing. Comparison of frequencies and proportions of correct answers was done with Fisher’s exact test and test of comparison of proportions, respectively.ResultsStudy included 135 participants, median age 24 (23-40) years. Students from FPB had higher proportion of correct answers (86%) compared to students from other biomedical faculties 62%, P < 0.001. Students from FPB were more conscious of the importance of specimen mixing (P = 0.027), prevalence of preanalytical errors (P = 0.001), impact of hemolysis (P = 0.032) and lipemia interferences (P = 0.010), proper choice of anticoagulants (P = 0.001), transport conditions for ammonia sample (P < 0.001) and order of draw during blood specimen collection (P < 0.001), in comparison with students from SM and FVM.ConclusionsStudents from FPB are more conscious of the importance of preanalytical phase of testing in comparison with their colleagues from other biomedical faculties. No difference in knowledge between penultimate and final year of the same faculty was found.
Highlights
The educational program for health care personnel is important for reducing preanalytical errors and improving quality of laboratory test results
Students from Faculty of Pharmacy and Biochemistry (FPB) were more conscious of the importance of specimen mixing (P = 0.027), prevalence of preanalytical errors (P = 0.001), impact of hemolysis (P = 0.032) and lipemia interferences (P = 0.010), proper choice of anticoagulants (P = 0.001), transport conditions for ammonia sample (P < 0.001) and order of draw during blood specimen collection (P < 0.001), in comparison with students from School of Medicine (SM) and Faculty of Veterinary Medicine (FVM)
Students from FPB are more conscious of the importance of preanalytical phase of testing in comparison with their colleagues from other biomedical faculties
Summary
The educational program for health care personnel is important for reducing preanalytical errors and improving quality of laboratory test results. Preanalytical phase is nowadays recognized as the most vulnerable part of the total testing process. Due to their impact on the quality of results of laboratory testing, preanalytical errors have been recognized as the greatest challenges to the laboratory professionals [2]. Standardization of preanalytical activities can be achieved by major adherence to available guidelines, implementation of total quality management system that include preanalytical requirements, as well as continuous education of the health care staff with test ordering and blood sampling responsibilities [6]
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