Accurate laboratory reporting is crucial to patient diagnosis and treatment. This study identified critical success factors (CSF) for implementing a laboratory quality management system (QMS). This descriptive research used qualitative and quantitative methods to collect and analyze data from laboratory managers and staff employed in Vietnamese hospital laboratories implementing a QMS. The top five CSFs identified were: (1) staff QMS knowledge, (2) manager leadership, (3) staff commitment, (4) mentorship, and (5) hospital administration support. Identifying CSFs is critical to successful planning and implementation of QMS.

BackgroundThere is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs.ObjectivesGaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA).MethodWorkshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS) lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself.ResultsThe new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes.ConclusionsThese approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.

As a German colony under South African occupation until winning independence in 1990, Namibia supports a population of 2.17 million people. The country is progressive and quickly established goals to improve the quality of life and economics for its citizens, and the strategy included a national priority for providing quality health care for all citizens. To achieve this goal, the National Institute of Pathology (NIP) was formed to provide support and resources to the government laboratory system. Laboratory accreditation through the WHO-Afro system was selected as the standard, and baseline assessments were performed to identify strengths and gaps within all tiers of the laboratory network. Under the PEPFAR-funded program administrated by the CDC, ASCP was requested to assist NIP in developing workshops to improve and increase laboratory capacity and meet specific gaps in their laboratory testing quality, staff competency, biosafety, and management skills and processes. Private laboratories were also invited to attend workshops and improve their labs as well as NIP sponsored labs. International laboratory capacity-building projects were begun, and the tiers and infrastructure of the national laboratory system were defined in Namibia. Laboratory strengthening improvement goals such as external and internal quality assurance and basic laboratory operations training programs were designed to address gaps and target international accreditation standards. Tools to measure improvements were identified that can be used to assess and track achievements, and the next steps were outlined for the NIP in Namibia to implement its goals and sustain their improvements.