Continuing professional development training needs of medical laboratory personnel in Botswana

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.

Information and Communication Technology to enhance Continuing Professional Development (CPD) and Continuing Medical Education (CME) in Rwanda: A Scoping Review of Reviews

“…Within the context of this paper CME is considered a component of CPD, with CME focusing on improving medical knowledge and skills of health professionals and CPD providing additional skills required to practise high-quality medicine, including teaching, leadership, ethical, social, and personal skills [6,7]. This type of education can be mandatory or voluntary [8]. Still, the main goal is to ensure currency of ability that supports and increases quality and competence of healthcare services and patient management [5,8].…”

Training Needs Assessment of Academic Teaching Staff in Faculty of Dentistry, University of Gezira, Sudan 2018

“…Although Hennessy-Hicks Questionnaire is depended on self-assessment, it was validated, adapted by World Health Organization (WHO) and used before in different health professions, like nurses, midwives and primary healthcare team (7)(8)(9)(10)(11). Self-assessment for professional medical laboratory technician (12) and the emergency medical technician was also studied (13). The tool was used in both developed (14) and developing countries (1).…”

Training needs among maritime professionals: a cross sectional study

“…The prevalence of perceived training needs was analysed in two phases through ranking and prioritisation of training needs. For this categorisation, we used the method described by Kasvosve et al in 2014 [17]. Competencies ranked equal or above 80% were included in priority 1, 70-79% in priority 2, 60-69% in priority 3 while priority 4 consisted of topics with a score of ≤ 59% [17].…”

“…For this categorisation, we used the method described by Kasvosve et al in 2014 [17]. Competencies ranked equal or above 80% were included in priority 1, 70-79% in priority 2, 60-69% in priority 3 while priority 4 consisted of topics with a score of ≤ 59% [17]. Descriptive statistics were used to describe the basic characteristics of the data.…”

“…Each of the 23 competencies of perceived training needs was prioritised into four domains as priority 1, priority 2, priority 3 and priority 4 according to their scores of importance. Competencies ranked equal or above 80% were included in priority 1, 70-79% in priority 2, 60-69% in priority 3 while priority 4 consisted of topics with a score of ≤ 59% [17]. It was not possible to consider all the four priorities with their competencies for further analyses due to the small number of responses.…”