The Evaluation of Error Types and Turnaround Time of Preanalytical Phase in Biochemistry and Hematology Laboratories

Çakırca, Gökhan

doi:10.30699/ijp.13.2.173

Cited by 14 publications

(11 citation statements)

References 20 publications

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“…The LOs and associated triggers identified in our study for developing a session on pre-analytical phase( Table 1 ) are in agreement with the basic principles of laboratory medicine, as reported by Park & Marques [ 26 ]. These LOs and triggers are also in agreement with the most common type of errors of pre-analytical phase of laboratory testing as mentioned by various studies [ 3 , 6 , 27 , 28 ]. The virtual session was designed for year III medical students as an interactive, case-based session with a quiz and problem-centered approach to effectively engage and motivate the students.…”

Section: Discussionsupporting

confidence: 88%

Development of a virtual classroom for pre-analytical phase of laboratory medicine for undergraduate medical students using the Delphi technique

et al. 2022

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Background Amongst the pre-analytical, analytical, and post-analytical phase of laboratory testing, pre-analytical phase is the most error-prone. Knowledge gaps in understanding of pre-analytical factors are identified in the clinical years amongst undergraduate students due to lack of formal teaching modules on the pre-analytical phase. This study was conducted to seek experts’ consensus in Clinical Chemistry on learning objectives and contents using the Delphi technique with an aim to develop an asynchronous virtual classroom for teaching pre-analytical factors of laboratory testing. Methods A mixed method study was conducted at the Aga Khan University. A questionnaire comprising of 16 learning objectives and their associated triggers was developed on Google Docs for developing the case vignettes. A four-point Likert Scale, which included strongly agree, agree, disagree and strongly disagree, was utilized for the learning objectives. An open-ended question was included for experts to suggest new items for inclusion. A cut off of at least 75% agreement was set to establish consensus on each item. A total of 17 Chemical Pathology faculty from 13 institutions across Pakistan were invited to participate in the first round of Delphi. Similar method of response was used in round two to establish consensus on the newly identified items suggested by the faculty in round 1. Later, the agreed-upon objectives and triggers were used to develop interactive scenarios over Moodle to concurrently test and teach medical students in a nonchalant manner. Results A total of 17 responses were received in Round 1 of the Delphi process (response rate = 100%), while 12 responses were received in Round 2 (response rate = 71%). In round 1, all 16 learning objectives reached the required consensus (≥ 75%) with no additional learning objectives suggested by the experts. Out of 75 triggers in round 1, 61 (81.3%) reached the consensus to be included while 39 were additionally suggested. In 2nd round, 17 out of 39 newly suggested triggers met the desired consensus. 14 triggers did not reach the consensus after two rounds, and were therefore eliminated. The virtual classroom developed using the agreed-upon learning objectives and triggers consisted of 20 items with a total score of 31 marks. The questions included multiple choice questions, fill in the blanks, drag and drop sequences and read-and-answer comprehensions. Specific learning points were included after each item and graphs and pictures were included for a vibrant experience. Conclusion We developed an effective and interactive virtual session with expert consensus on the pre-analytical phase of laboratory testing for undergraduate medical students which can be used for medical technologist, graduate students and fellows in Chemical Pathology.

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Section: Discussionsupporting

confidence: 88%

Development of a virtual classroom for pre-analytical phase of laboratory medicine for undergraduate medical students using the Delphi technique

et al. 2022

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“…Higher than this finding was reported from Croatia 65% 30 and Iran 74.1%. 31 Lower than this finding was reported from Iraqi Kurdistan 26% 32 of hemolyzed samples were used for analysis.…”

Section: Discussionmentioning

confidence: 77%

<p>Factors Affecting Quality of Laboratory Result During Ordering, Handling, and Testing of the Patient’s Specimen at Hawassa University College of Medicine and Health Science Comprehensive Specialized Hospital</p>

Fenta¹,

Ali²

2020

JMDH

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Background: The increase of medical laboratory test errors represents the increase of all defects within the process. An error can be any defect during the entire process, from ordering to reporting. It may have negative effects on patient care, by contributing to inappropriate treatment, an increase in lengths of hospital stay, and dissatisfaction with healthcare services. Therefore, this study aimed to determine factors affecting the quality of laboratory results through the entire process. Methods: A cross-sectional study was conducted at Hawassa University hospital from October 2018 to May 2019. Data were collected by using structured questionnaires and checklist and entered and analyzed using SPSS version 21. P-values less than 0.05 were considered statistically significant. Results: A total of 455 individuals participated in this study. During the actual observational assessment, 72.5% of laboratory professionals identify their patients correctly and 62.5% of them label the sample before collection. In multivariate logistic regression, labeling of sample before collection (AOR=1.357, 95% CI=1.09, 1.58, P-0.017), use of unmixed (AOR=4.364, 95% CI=1.950, 20.036, P-0.049) and hemolyzed blood for testing (AOR=1.403, 95% CI=1.096, 1.692 P-0.021) were associated with laboratory test errors. The clinical service providers who requested the test believed, lack of efficient laboratory service (P=0.005), unable to use manuals (P=0.025), and incorrect interpretation of reference booklets were associated with laboratory errors. Patient residence and frequency of first and second visits of the hospital were statistically associated with laboratory errors. Conclusion: The occurrence of laboratory errors in our study was demonstrated by the distribution pattern, the preanalytical, analytical, and post-analytical steps. But changes have occurred in the types and frequencies of errors in these phases of testing by laboratory professionals, clinicians, and patients in the current study. Therefore, the hospital administrations, laboratory professionals and clinicians should work harder and closer to solve the identified problems.

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“…Therefore, during assessment of the laboratory services, evaluation of established TAT for each test is an important tool ( 11 , 12 ). Ethiopian standards for comprehensive specialized hospital requirements (ES3618:2012), under section 5, states that each service unit of the hospital shall maintain a sufficient number of staff with the qualifications, training and skills necessary to meet patient needs.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Laboratory Performance, Associated Factors and Staff Awareness Towards Achieving Turnaround Time in Tertiary Hospitals, Ethiopia

Gebreyes¹,

Sisay

Tegen³

et al. 2020

Ethiop J Health Sci

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BACKGROUND: WHO recommends that each laboratory should establish turnaround time (TAT) to monitor and evaluate performance throughout processes. The status of established TAT was not yet assessed in Ethiopian Armed Force Comprehensive Specialized Hospital. The aim of this study was to evaluate the laboratory performance and associated factors towards achieving TAT in clinical chemistry and hematology tests at Armed Force Comprehensive Specialized Hospital, Addis Ababa, Ethiopia.METHODS: Hospital-based cross-sectional study was conducted from April 2019 to June 2019. Standardized questionnaire was designed to collected data on awareness of laboratory staffs about TAT. The data was entered, cleaned and analyzed using SPSS version 24.0 Software. Logistic regression analysis was done to find out statistically significant association and strength of association between dependent and independent variables at pvalue <0.05.RESULT: A total of 422 test results were systematically selected with 100% response rates. Of these, 253(59.9%) were chemistry tests. From the expected < 90min TAT clinical chemistry tests, only 41(16.2%) and from < 60min TAT time for hematology tests, 37(21.9%) met the target. The laboratory TAT was affected by factors including high work load, laboratory information system problem, power interruption and sample collection time. Moreover, the level of knowledge, attitude and practices of laboratory staffs towards laboratory TAT were 60%, 85.7% and62.9% respectively.CONCLUSION: Overall achievement of clinical Chemistry and hematology tests TAT was poor. The finding might reflect other public hospital situation in Addis Ababa. Thus, additional large scale studies need to conduct.

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The Evaluation of Error Types and Turnaround Time of Preanalytical Phase in Biochemistry and Hematology Laboratories

Cited by 14 publications

References 20 publications

Development of a virtual classroom for pre-analytical phase of laboratory medicine for undergraduate medical students using the Delphi technique

Development of a virtual classroom for pre-analytical phase of laboratory medicine for undergraduate medical students using the Delphi technique

<p>Factors Affecting Quality of Laboratory Result During Ordering, Handling, and Testing of the Patient’s Specimen at Hawassa University College of Medicine and Health Science Comprehensive Specialized Hospital</p>

Evaluation of Laboratory Performance, Associated Factors and Staff Awareness Towards Achieving Turnaround Time in Tertiary Hospitals, Ethiopia

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