Chapter Six
Module Code MLT06106: Laboratory
Information Management
Session 1: Laboratory Information
System
NTA Level 6, Semester 1: Module Code: MLT
06106 – Laboratory Information Management
Total Session Time: 120 minutes
Prerequisites; MLT 05110 Application of
Computer in Health Laboratory
Learning
Objectives
By the end of this session student will be
able to:
1. Define
laboratory information system (LIS)
2. Explain
laboratory information system (LIS)
3. Explain
Function of LIS
4. Explain
benefit of LIS
5. Mention
types of LIS
Resources
Needed:
·
Flip charts, marker pens and masking tape
·
Black/White board and chalk/whiteboard
markers
·
Computer
·
LCD
·
Worksheets
SESSION
OVERVIEW
|
Steps |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning objectives |
|
2 |
5 minutes |
Presentation |
Define LIS |
|
3 |
50 minutes |
Presentation |
Explain LIS |
|
4 |
25 minutes |
Presentation |
Explain function of LIS |
|
5 |
20 minutes |
Presentation |
Explain benefits of LIS |
|
6 |
5 minutes |
Presentation |
Mention types of LIS |
|
7 |
5 minutes |
Presentation |
Key points |
|
8 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2: Define LIS
(5 minutes)
Activity: Brainstorm (5 minutes)
ASK students to define the meaning of the term
‘LIS’
WAIT for some student
response, encourage all definitions of the term.
SUMMARIZE the responses
using the information below.
·
Laboratory Information System is a group of system for analyzing data,
it can be paper based or electronically
Step 3: Explain LIS (50
minutes)
·
Laboratory information systems are often part of an integrated system
informatics solution, which involves many disparate applications.
·
Use of an LIS is a critical piece of the clinical IT spectrum of systems
and contributes significantly to the overall care given to patients.
·
The LIS is used in inpatients and outpatients settings and is in many
cases designed to support both.
·
Physicians and lab technicians use laboratory information systems
to supervise many varieties of inpatient and outpatient medical testing,
including Phlebotomy (as phlebotomy is an area where clients starts for
outpatients). Haematology and Blood Transfusion, Clinical Chemistry,
Histopathology. Immunology and Microbiology. Parasitology.
·
Basic laboratory information systems commonly have
features that:
- Manage
patient check in
- Patient
demographics
- Order
entry,
- Specimen
receiving
- Specimen
processing
- Result
entry
- Dispatch/Releasing
(of results)
- Achieving
(retrieve/saving).
LIS-All
Areas of Testing Cycle
NB: LIS tracks
and stores every detail about a patient from the minute they arrive until they
leave and keeps the information stored in its database for future reference.
Step 4: Function
of Laboratory Information System (LIS) (25 minutes)
·
It supports the operation of laboratories to:
- Collect information
o
This collects necessary information’s which are needed
from clients/ (patients and Clinicians) for Laboratory uses
- Store information
o
There are some information’s which are required for
research, teaching must be stored
- Analyze information
o
Data may be analyzed in the way that can be clear
understood and applicable
- Report data to the requestor and clinical
activities, associated with the provision, and utilization of clinical
laboratory services.
- Report data to Administration that
is organizing, directing and controlling administrative
- Archive
information especially retrieve information for planning
Step 5:
Benefits of Laboratory Information System (20 LIS) (minutes)
·
Improve data management for entire Laboratory use and
planning
·
Enable centralization of information, confidentiality
and security
·
Support and enhance lab processes
·
Generate routine reports rapidly and accurately
·
Increase confidence in data by reducing data entry
errors
·
Helps with WHO
certification process
Step 6:
Types of Laboratory Information System (LIS) (5 minutes)
·
These are 2 types of Laboratory
Information System
- Paper based
- Electronic
Laboratory Information System
Step 7:
Key Points (5 minutes)
·
L IS is a group of system for analyzing of
data (includes paper based and eLIS)
·
The LIS is used in inpatients and
outpatients settings
·
Report data to the requestor and clinical
activities, and utilization of clinical laboratory services.
·
Achieve data for administration usage
especially during planning and budgeting
·
LIS divided in to two types, Paper base
and Electronic
Step 8:
Evaluation (5 minutes)
·
What is LIS?
·
Write the functions of LIS?
·
What are the benefits of LIS?
·
Mention types of LIS
References:
1. President’s
Emergency Plan for AIDS Relief, APHL. Guidebook for Implementation of
Laboratory Information Systems in Resource Poor Settings, January 2006
2. MOHSW,
APHL, CDC. Laboratory Information System, Paper Based Laboratory Information
Tools. JUNE 2007
3. MOHSW, WWW.moh.tz, Document version 1.0, Custom
Software, WWW.CustomSoftware.ie
Software version 8.2, Laboratory Information System, User Manual, Net Acquire
May, 10 2008
4. MOHSW
Diagnostic Service Section. Laboratory Information System, Paper Based
Laboratory Information Tools. January 2012
5. Bott,
E. and Siechert, C. (2001). Microsoft Windows XP Inside Out.
6. Cook,
L.R. (2001). 1st Edition, Computer Fundamentals –Understanding How they Work.
Ventage Press.
7. Herniter,
M.E. (2000). Personal Computer
Fundamentals for Students, Hardware Windows 2000 Application (2nd Ed). Prentice
Hall. http://www.gcflearnfree.org/computer/
8. Joos,
I. W., N. Smith, M., Nelson, R. et al. (2006). Introduction to Computers for
Healthcare Professionals (4th Ed). Barb Mews: London.
9. Morris
M & Charles, M. (2003). Logol Computer Designer Fundamentals. Prentice
Hall.
10. O’leary,
T. J & O’leary, L. I. (2006). Computing Essentials, Introductory Edition.
Arizona State University: Boston Burr Ridge.
Session 2: Manual Laboratory
Information System
NTA Level 6, Semester 1: Module Code: MLT
06106 – Laboratory Information Management
Total Session Time: 120 minutes
Prerequisites; MLT 05110 Application of
Computer in Health Laboratory
Learning
Objectives
By the end of this session student will be
able to:
1. Define
manual laboratory information system
2. Explain
the three major groups of Paper Based Tools used in Laboratory
3. Explain
the four major categories of General Laboratory Management Tools
4. Explain
the Disease Reporting Forms
Resources
Needed
·
Flip charts, marker pens and masking tape
·
Black/White board and chalk/whiteboard
markers
·
Computer
·
LCD
·
Worksheets
SESSION
OVERVIEW
|
Step |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning objectives |
|
2 |
5 minutes |
Presentation |
Define Manual LIS |
|
3 |
60 minutes |
Presentation & Demonstration |
Explain three major groups of Paper Based
Tools used in Laboratory |
|
4 |
25 minutes |
Presentation |
Explain four major categories of
General Laboratory Management Form |
|
5 |
15 minutes |
Presentation |
Explain Disease Reporting Form |
|
6 |
5 minutes |
Presentation |
Key points |
|
7 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Define Manual LIS (5 minutes)
Activity: Brainstorm (5 minutes)
ASK students to define the meaning of the term
‘Manual LIS’
WAIT for some student
response; encourage all definitions of the term.
SUMMARIZE the responses
using the information below.
Manual LIS is a non-computerized
laboratory information system which use paper based tools from Clinical
activities, to Laboratory including Administration and finally higher Authorities.
Step 3:
Explain three major groups of Paper Based Tool used in the Laboratory (60minutes)
·
Paper Based Tools used in the Laboratory
are in three major groups
- These
are;
o
Standardized Paper Based LIS Tools
o
Laboratory Management Tools
o
Disease Reporting Forms
·
Standardized
Paper Based includes:
- Diagnostic
Investigation Form
o
Registers
ü Reception
Register
ü Results
Register
·
Investigation
form composed of
- Hospital
Details – The area where Requestor fills out
o
Important when specimen needs to be
referred to another laboratory
·
Client Details – Requestor fills
out
- Hospital registration number, File number – the number the client
has been registered at that particular hospital or clinic
- Postal address – this information may be useful in mapping an area
of interest (outbreak)
- Also valuable if more than one person has same name and same type
of investigation
- Date of birth is very important
·
Requestors Details
- Filled out by person who requests the investigation
- Assists different persons involved in health care to ascertain to
verify the validity of request
- “Head of Firm” may also be called the “Head of Department” or “Head
of Clinic”
- Specimen collection date and time – important to fill out for time
sensitive tests and helps to monitor the viability of the specimen
·
Clinical notes - Helps with the investigation
- Diagnosis
o
Any information is important
o
Clinician can document what has been
discussed or seen on physical exam
- Information
needed for investigation
o
Good for chronic patients and for
follow-up patients
o
Nature of specimen – important to fill out
to ensure correct specimen is collected for a particular test - Example is test
for CD4 but specimen is serum
Notes of investigating department
·
This area documents the receipt of the specimen with
the date and time received and by whom.
Additional comments can also be noted
Report – Result portion of form
·
Important to make sure all of the other parts of the
form are filled out prior to receiving it into the lab
·
The laboratory writes the specimen (investigation)
number, name and signature - Ensure the information on the container is the
same as on the form
·
Results are entered here
NB: Make sure that investigation forms are filled
properly
Registers:
·
Reception Register
·
Result Registers
- Bacteriology
- Cluster of Differentiation
- Clinical Chemistry
- Haematology
- Histopathology & Cytology (4)
- HIV Testing
- Parasitology – Stool & Urine
- Parasitology – Blood parasites
- Serology
- Hormones and Tumors Markers
Reception Register
Reception registers for both inpatient and out-patient
It is
very important that all column are completely filled out so the patient medical
information’s are complete
• Reception register is used for both in-patients and out-patients
• No other registers are used in reception
• All specimens are registered in this register before processing begins
• The numbering is continuous
§ On January 1 of the year the numbering starts at 1
§ On December 31st the numbering stops
• One number per specimen – if one patient and three specimens
§ Three Investigation Forms
§ Three entries in the registers
• Record all specimens in the reception register even if they do not fit
criteria for testing – record those that do not fit the criteria in the
specimen rejection register (provides tracking and the clinician should be
immediately notified)
• Result Registers
§ Fourteen Result Registers
o
Bacteriology
o
Cluster of Differentiation
o
Clinical Chemistry
o
Haematology
o
Histopathology & Cytology (4)
o
HIV Testing
o
Parasitology – Stool & Urine
o
Parasitology – Blood parasites
o
Serology
o
Hormones and Tumors Markers
o
Blood Bank
It is
very important that all column are completely filled out so the patient medical
information’s are complete
Laboratory
Management Tools
·
Equipment Monitoring
·
Specimen Management & QA/QC
·
Job Cards
·
Personnel Monitoring
Disease Reporting Forms
·
These forms usually collect number of tests performed.
Data reports almost depends organization planning, it can be Monthly,
Quarterly, Semi-annually and annually
Step 4:
Explain four major categories of General Laboratory Management Form (25minutes)
These are:
·
Equipment Monitoring
·
Specimen Management & QA/QC
·
Job Cards
·
Personnel Monitoring
Equipment Monitoring
·
Temperature Charts
·
For all equipment needing temperature monitoring,
rooms, etc.
·
Calibration Log
·
Service Log
Specimen Management & QA/QC
·
Specimen Rejection Form
·
Specimen Transfer Form
·
Deficiency/Corrective Action Log Sheet
·
Occurrence Management Log
·
Levey-Jennings Chart
Job Cards
·
ELISA Worksheet
·
HIV Rapid Test – Result Template
·
Clinical Chemistry
·
Culture bench books
·
Hematology
·
Parasitology
·
Other worksheets depends sections activities
Personnel Monitoring
·
Job descriptions
·
Training Log
·
Annual Leave Chart
·
Promotions
Step 5:
Explain Disease Report Forms (15minutes)
·
These forms are usually for administrative purposes up
to higher authority
·
The following are the forms for reporting diseases
·
Concerned in collection of information for data analysis
·
Data reports almost depends organization planning can
be Monthly, Quarterly, Semi- annually and annually. These are:
§ Microbiology – bacteriology
§ Microbiology – serology
§ Microbiology – culture
§ Chemistry– Blood & Serum
§ Chemistry – Urine, CSF & Other Body Fluids
§ Haematology
§ Blood Transfusion
§ Histopathology & Cytology
§ Parasitology
§ Hormones & Tumors Markers
Step 6:
Key points (5 minutes)
·
Manual LIS is a non-computerized laboratory
information system, which use paper based tools from Clinical activities, to
Laboratory including Administration and
finally higher Authorities.
·
Major groups of Laboratory paper based tools;
standardized paper based, management, and disease forms
·
Categories of Laboratory management tools: Equipment
Monitoring, Specimen Management & QA/QC, Job Cards, Personnel Monitoring
·
Disease Report Forms are usually for laboratory
administrative purposes up to higher authority
Step 7:
Evaluation (5 minutes)
·
What is manual LIS?
·
Mention 3 groups of paper based tools.
·
Mention 4 categories of Laboratory management
tools.
References:
1. President’s
Emergency Plan for AIDS Relief, APHL. Guidebook for Implementation of
Laboratory Information Systems in Resource Poor Settings
2. MOHSW,
APHL, CDC. Laboratory Information System, Paper Based Laboratory Information
Tools. JUNE 2007
3. MOHSW, WWW.moh.tz, Document version 1.0, Custom
Software, WWW.CustomSoftware.ie
Software version 8.2, Laboratory Information System, User Manual, Net Acquire
May, 10 2008
4. MOHSW
Diagnostic Service Section. Laboratory Information System, Paper Based
Laboratory Information Tools. January 2012
5. Bott,
E. and Siechert, C. (2001). Microsoft Windows XP Inside Out.
6. Cook,
L.R. (2001). 1st Edition, Computer Fundamentals –Understanding How they Work.
Ventage Press.
7. Herniter,
M.E. (2000). Personal Computer
Fundamentals for Students, Hardware Windows 2000 Application (2nd Ed). Prentice
Hall. http://www.gcflearnfree.org/computer/
8. Joos,
I. W., N. Smith, M., Nelson, R. et al. (2006). Introduction to Computers for
Healthcare Professionals (4th Ed). Barb Mews: London.
9. Morris
M & Charles, M. (2003). Logol Computer Designer Fundamentals. Prentice
Hall.
10. O’leary,
T. J & O’leary, L. I. (2006). Computing Essentials, Introductory Edition.
Arizona State University: Boston Burr Ridge.
Session 3: Electronic Laboratory
Information System
NTA Level 6, Semester 1: Module Code: MLT
06106 – Laboratory Information Management
Total Session Time: 120 minutes
Prerequisites; MLT 05110 Application of
Computer in Health Laboratory
Learning
Objectives
By the end of this session student will be
able to:
1. Define
eLIS
2. Name
major components of eLIS
3. Explain
functions of each major component of eLIS
4. Explain
advantages and disadvantages of eLIS
Resources
Needed
·
Flip charts, marker pens and masking tape
·
Black/White board and chalk/whiteboard
markers
·
Computer
·
LCD
·
Worksheets
SESSION
OVERVIEW
|
Step |
Time |
Activity/Method |
Content |
|
5 minutes |
Presentation |
Introduction, Learning objectives |
|
|
2 |
15 minutes |
Presentation |
Define eLIS |
|
3 |
10 minutes |
Presentation & Demonstration |
Name Major components of Elis |
|
4 |
35 minutes |
Presentation |
Explain Functions of each
component eLIS |
|
5 |
45 minutes |
Presentation |
Explain advantages and
disadvantages of eLIS |
|
6 |
5 minutes |
Presentation |
Key points |
|
7 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK students
if they have any questions before continuing.
Step 2:
Define eLIS (15 minutes)
Activity: Brainstorm (15 minutes)
ASK students to define the meaning of the term
‘eLIS’
WAIT for some student
response; encourage all definitions of the term.
SUMMARIZE the responses
using the information below.
Electronic
Laboratory Information System is the process of recording all
activities relate to laboratory using computer system.
·
The system which used to manage those
activities is called Laboratory Information System
·
eLIS is a class of software that receive,
process and stores information generated by medical laboratory process.
·
This system often must interface with
instruments and other information system such as hospital information system
(HIS). A LIS is high configurable application, which is customized to
facilitate a wide variety of laboratory workflow models.
·
Deciding on the LIS vendor is a major
undertaking for all laboratories.
·
Vendor selection typically takes months of
research to few years depending on the complexity of organization.
·
There are many laboratory discipline
require the support of computerized information.
Step 3: Name Major Components of eLIS (10 minutes)
·
Software
·
Hardware
Step 4:
Explain function of each major component (35 minutes)
·
These are physical device, which supports
LIS.
·
The eLIS hardware categorized by their
functions
·
These are:
- Input
devices
- Output
devices
- Processor
·
Input devices allow user to enter data to
the system, and these are keyboard, mouse, scanner, barcode reader and
laboratory automated machines
·
Output devices are those which give out
results.
·
These are:
- Monitors
- Speakers
- Printers
Processor is the device which process data
to information
·
This is Central Processing Unity (CPU)
·
The eLIS Software are all programs or
application with specific purpose
·
These software are the one which tells the
system what to do.
Step 5:
Explain Advantages and Disadvantages of eLIS (45minutes)
Advantages
·
Error
reduction—A
well planned computer system, with check systems for errors, will help to alert
the user of inconsistencies, and reduce the number of errors. It will also
provide information that is legible.
·
Quality
control management—It becomes easy to keep good quality
control records perform analysis on QC data, and generate statistics
automatically.
·
Provision
of options for data searching—A variety of parameters can be used for
data retrieval, e.g. it is usually possible to access data by name, by
laboratory or patient number, and sometimes by test result or analysis performed.
This kind of data searching is almost impossible with paper-based systems.
·
Access
to patient information—Most computer systems allow access to all
recent laboratory data for a patient. This is very useful in the process of
checking the most recent results against previous data to look for changes,
which is a good practice, and helps to detect errors. Some computer systems
give enough information to determine the admitting diagnosis or access other
useful information related to the illness.
·
Generate
reports—It
is easy to generate detailed, legible reports quickly. A LIMS will provide
standardized (or customized) reports.
·
Ability
to track reports—A computer system makes it much easier to track
reports; to know when work was finished, who performed the work, when the data
was reviewed, and when the report was sent.
·
Ability
to track and analyze trends—The computer and its databases provide
very strong search capabilities, and with careful design it will be possible to
retrieve and use large amounts of data effectively to track and analyze trends
of various kinds.
·
Improved
capability for maintaining patient confidentiality—It is often
easier to maintain confidentiality of laboratory data when using a computer
than when dealing with a hand-written report form by establishing computer user
codes that control access to the data.
·
Financial
management—Some
systems will allow for financial management, for example, patient billing.
·
Integration
with sites outside the laboratory—A LIMS can be set up so that data
comes into the laboratory system directly from a patient or client registration
point. Data can be transmitted to many sites or interfaces as needed. Results
can be provided directly to computers accessible to the health care provider or
public health official. Computers can handle data entry into a national
laboratory database, and almost any other data application that is needed.
·
Manufacturer-provided
training—Purchased
laboratory information systems often include on-site training for staff. To
make the full use of the system, it is essential that either on-site training
of all staff or training at the manufacturer’s headquarters is provided.
Disadvantages
·
It is
important to remember that in spite of all of the advantages, computers do have
disadvantages.
·
Some of these are as follows.
- Training—Personnel
training is required, and because of the complexity of LIMS, this training
can be time consuming and expensive.
- Time
to adapt to a new system—When starting up a computer system
it may seem inconvenient and unwieldy to laboratory staff. Personnel
accustomed to manual systems may be challenged by such tasks as correcting
errors and uncertain of how to proceed when encountering situations where
a field must be filled in.
- Cost—Purchase
and maintenance are the most expensive parts of a computerized system, and the costs can
be prohibitive in some settings. Additionally, some settings will not have
good maintenance that is locally available. Surprisingly, computers use
lots of paper, and the cost of materials must be planned for, as this can
add up. Also remember that technology changes rapidly, and the life of a
computer may not be more than a few years. This might require repurchase
of computer equipment periodically in order to remain current and
compatible with other systems.
- Physical
restrictions—Adequate space and dedicated
electrical requirements are necessary, as well as placement of the
computer away from heat, humidity, and dust.
- Need
for back-up system—All computer information must be
carefully backed up. Loss of data due to a damaged disk or system crash
cannot be tolerated, and backup systems will be critical.
Step 6:
Key points (5minutes)
·
Electronic Laboratory Information System
is the process of recording all activities relate to laboratory using computer
system.
·
Major components of Elis are software
and hardcopy
·
eLIS categorized according to their
functions are input devices, output devices and processor
Step 7:
Evaluation (5minutes)
·
What is eLIS?
·
What are the components of eLIS?
·
What is output device?
References:
1. President’s
Emergency Plan for AIDS Relief, APHL. Guidebook for Implementation of
Laboratory Information Systems in Resource Poor Settings
2. MOHSW,
APHL, CDC. Laboratory Information System, Paper Based Laboratory Information
Tools. JUNE 2007
3. MOHSW, WWW.moh.tz, Document version 1.0, Custom
Software, WWW.CustomSoftware.ie
Software version 8.2, Laboratory Information System, User Manual, Net Acquire
May, 10 2008
4. MOHSW
Diagnostic Service Section. Laboratory Information System, Paper Based
Laboratory Information Tools. January 2012
5.
"2011 LIMS Buyers Guide:
Introduction". Laboratory
Informatics Institute, Inc.http://files.limstitute.com/share/lbgonline/introduction.htm. Retrieved 2011-04-25.
6.
"2011 Laboratory Information
Management: So what is a LIMS?”
Sapio Sciences.
http://sapiosciences.blogspot.com/2010/07/so-what-is-lims.html
Retrieved
2011-04-25.
7.
Vaughan,
Alan. "LIMS: The Laboratory ERP". LIMSfinder.com. http://www.limsfinder.com/BlogDetail.aspx?id=30648_0_29_0_C Retrieved 2011-04-25.
8.
McLelland, Alan (1998).
"What is a LIMS - a laboratory toy, or a critical IT component?” pp. 1.
Session 4: Receive, Store and
Retrieve Laboratory Information
NTA Level 6, Semester 1: Module Code: MLT
06106 – Laboratory Information Management
Total Session Time: 120 minutes
Prerequisites; MLT 05110 Application of
Computer in Health Laboratory
Learning
Objectives
By the
end of this session student will be able to:
1. Prepare
material for receiving, storing and retrieving, laboratory information system
2. Receive
laboratory information using available materials
3. Store
received information appropriately using eLIS
Resources
Needed
·
Flip charts, marker pens and masking tape
·
Black/White board and chalk/whiteboard
markers
·
Computer
·
LCD
·
Worksheets
SESSION
OVERVIEW
|
Steps |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning objectives |
|
2 |
10 minutes |
Presentation |
Define terms |
|
3 |
15minutes |
Presentation & Demonstration |
Prepare material for receiving, storing and
retrieving, laboratory information system |
|
4 |
15 minutes |
Presentation |
Receive laboratory information
using available materials |
|
5 |
55 minutes |
Presentation |
Store received information
appropriately using eLIS |
|
6 |
5 minutes |
Presentation |
Key points |
|
7 |
15 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Define terms (10 minutes)
Activity: Brainstorm (5 minutes)
ASK students to define the meaning of the term
‘Manual LIS’
WAIT for some student
response, encourage all definitions of the term.
SUMMARIZE the responses
using the information below.
·
Receive
To
get or to acquire something. Someone can receive an item (such as a letter or a present) or can
receive something non-tangible (such as a word of encouragement).
·
Store a place where materials
are kept.
·
This
is a place where anything which is supposed to be reserved
·
An
operational data
store
(ODS) is a type of database often used as an interim area for a data
warehouse, a data warehouse, contains mostly statistic data
·
Retrieve is the
area of study concerned with searching for documents, for information within
documents, and for metadata about documents, as well as that of searching
structured storage, relational databases, and the World Wide Web.
·
When evidence is to be removed from the
laboratory for return to the submitter, for presentation in court, or for
disposal, make appropriate entries in laboratory records.
Step 3:
Prepare material for receiving, storing and retrieving, laboratory
information system (15minutes)
Laboratory information management system (LIMS) is the accepted
standard for data storage and retrieval throughout the analytical laboratory
Materials needed:
·
General
investigation form
- General
information from client/patient
·
Registers
book/log –manually
- Reception
registers
- Results
register
·
Computer-electronically
- Storage
devices
- Printers
- Communication
devices
·
General
laboratory management tools
- Equipment
monitoring
- Specimen
management & QA/QC
- Job
cards
- Personnel
monitoring
·
Disease
reporting forms
Step 4:
Receive laboratory information using available materials (15 minutes)
The
person receiving the evidence from the laboratory shall be properly identified
and shall sign and date a receipt for the evidence. Maintain the signed receipt
in the case file either manually or electronically.
·
General investigation form
- Manage
patient check in
- Patient
demographics
- Order
entry,
- Specimen
receiving
- Result entry
·
Reception registers
- Manage
patient check in
- Patient
demographics
- Order
entry
- Specimen
receiving
·
Results register
- Result
entry
- Dispatch/Releasing
(of results)
·
Computer- electronically
All information from General investigation form and
results to be logged in Computer
Step
5: Store received information appropriately using eLIS (55 minutes)
Generally storage receiving in laboratory information system have seven
information processes.
·
The Processes are:
- Collecting
- Organising
- Storing
& Retrieving
- Processing
- Analysing
- Transmitting
& Receiving
- Displaying.
·
Each process has elements of:
- The
types of information or data being dealt with and the form in which it is
represented
- Specific
hardware and software; procedures; people and groups; and issues.
Ergonomic considerations and the relationships among information
technologies and the environments in which they are used must also be
addressed.
The flow of information can be represented across all
of these processes, including data-flow diagrams, systems and block diagrams,
systems flowcharts and other emerging techniques.
Decisions should be made about the most appropriate
form that information should take, the most appropriate tools for the task and
the issues affecting and affected by the decisions taken.
This is a summary of t for each
process in the Information Life-Cycle
Describing
the information processes
|
Collecting |
Identifying sources of data and deciding how and in
what form it might be collected. The process of gathering data, includes
manual recording, surveys, forms, data-logging, audio and video, and various
hardware and software for transforming data into digital form (scanners, a/d
convertors, video capture, remote sensing, keyboards, graphics tablets, OCR
etc.). |
|
Organising |
Data can be organised in various ways. The processes
of organising data should include non-electronic means such as paper-based
forms, as well as electronic forms. |
|
Storing and Retrieving |
Data can be stored or retrieved both on-line and
off-line in various formats. Primary and secondary storage. Consideration
should be given to alternatives for such storage, including paper-based
storage, data archiving and backup, storage media. This will include
consideration of alternatives, speed and frequency of retrieval, storage
capacity, estimating storage requirements. |
|
Processing |
In this section both manual and automated processing
should be considered and the advantages/disadvantages of each. § Processing
as manipulating digital data. § The role
of hardware and software. § Programs
as instructions for manipulating data. § Elementary
operation of the CPU and processor speeds. Examination of the kinds of processing is necessary
for example: Image processing; word-processing; data processing; text-processing;
video-processing; audio-processing; and the hardware and software
requirements of each. |
Source: http://hsc.csu.edu.au/ipt/info_systems/2-1/what_information_processes.htm
Storage
information supposed to be
·
Protect and store evidence in an orderly,
traceable, and retrievable fashion and in a manner, which preserves the
integrity of the evidence.
·
Secure the evidence storage area from
unauthorized entry.
·
Maintain adequate records for all evidence
placed in the evidence storage area.
·
Establish procedures for routine
maintenance of the contents of the evidence storage area.
·
When evidence is first placed in the
evidence storage area, specify procedures for eventual removal. These
procedures shall ensure that after a reasonable period of time, the submitting
agency is contacted requesting instructions for disposition of the evidence.
Step 6: Key points
(5minutes)
·
Retrieve is the area of
study concerned with searching for documents, for information within documents,
and for metadata about documents, as well as that of searching structured
storage, relational databases, and the World Wide Web.
·
Laboratory information management system (LIMS) is the accepted
standard for data storage and retrieval throughout the analytical laboratory
·
There are seven information processes: Collecting, Organising, Storing
& retrieving, Processing, Analysing Transmitting & Receiving
Displaying.
Step 7:
Evaluation (15minutes)
·
Define the term: Retrieve in laboratory
information system
·
What do you understand the word store in
laboratory information system
·
Mention information processes
References:
1. WWW.grcoatley.mcc.education.nsw.gov.au
2. President’s
Emergency Plan for AIDS Relief, APHL. Guidebook for Implementation of
Laboratory Information Systems in Resource Poor Settings
3. MOHSW,
APHL, CDC. Laboratory Information System, Paper Based Laboratory Information
Tools. JUNE 2007
4. MOHSW, WWW.moh.tz, Document version 1.0, Custom
Software, WWW.CustomSoftware.ie
Software version 8.2, Laboratory Information System, User Manual, Net Acquire
May, 10 2008
5. MOHSW
Diagnostic Service Section. Laboratory Information System, Paper Based
Laboratory Information Tools. January 2012
6. Bott,
E. and Siechert, C. (2001). Microsoft Windows XP Inside Out.
7. Cook,
L.R. (2001). 1st Edition, Computer Fundamentals –Understanding How they Work.
Ventage Press.
8. Herniter,
M.E. (2000). Personal Computer
Fundamentals for Students, Hardware Windows 2000 Application (2nd Ed). Prentice
Hall. http://www.gcflearnfree.org/computer/
9. Joos,
I. W., N. Smith, M., Nelson, R. et al. (2006). Introduction to Computers for
Healthcare Professionals (4th Ed). Barb Mews: London.
10. Morris
M & Charles, M. (2003). Logol Computer Designer Fundamentals. Prentice
Hall.
11. O’leary,
T. J & O’leary, L. I. (2006). Computing Essentials, Introductory Edition.
Arizona State University: Boston Burr Ridge.
Session 5: Maintain the security
of laboratory information
NTA
Level 6, Semester 1, Module Code: MLT
06106 - Laboratory Information Management
Total
Session Time: 120 minutes
Prerequisites;
GST 04202 -
Basic Computer Skills and Information Management
Learning
Objectives
By the
end of this session student will be able to:
1. Identify
laboratory information security
2. Identify
different laboratory information security requirements
3. Create
computer / file password
4. Maintain
professional ethics in handling laboratory information
Resources
Needed
·
Flip charts, marker pens, and masking tape
·
Black/white board and chalk/whiteboard
markers
·
LCD Projector
·
Computer
·
Worksheet
SESSION OVERVIEW
|
Step |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning Objectives |
|
2 |
10 minutes |
Presentation |
Define of the terms |
|
3 |
25 minutes |
Presentation |
Different laboratory information
security |
|
4 |
25 minutes |
Presentation |
Identify laboratory information
security requirements |
|
5 |
10 minutes |
Presentation |
Create and use computer / file
password |
|
7 |
15 minutes |
Activity |
Create password |
|
6 |
20 minutes |
Presentation |
Ethics in handling laboratory
information |
|
8 |
5 minutes |
Presentation |
Key Points |
|
9 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Define the terms (10 minutes)
·
Information can be defined as processed
data.
·
Security is the prevention of that
information from being lost or accessed with an authorized person.
·
So in order to prevent Laboratory
information you need to secure it.
Step
3: Different laboratory information
security (25minutes)
·
Access
control
§ This
refers to exerting control over who can interact with a resource. Often but not
always, this involves an authority, who does the controlling. The resource can
be a given building, group of buildings, or computer-based information system.
But it can also refer to a restroom stall where access is controlled by using a
coin to open the door.
·
Preventive
maintenance
§ Is a
regular, repetitive work done to keep equipment in good working order and to
optimize its efficiency and accuracy. This activity involves regular, routine
cleaning, lubricating, testing, calibrating and adjusting, checking for wear
and tear and eventually replacing components to avoid breakdown. This will help
the system from
o
Minimizes running cost
o
Prolongs life of the equipment
o
Reduce equipment breakdown and down-time
o
Ensure quality of laboratory services
·
Confidentiality
§ All
employees have a responsibility to maintain the confidentiality of medical
information. Medical information should never be discussed outside of the
laboratory. It should only be
discussed with the ordering doctor or an authorized representative of the
doctor. Employees should verify the identity of the individual requesting such
information
§ Employees
who communicate with patients, physicians or their office staff, insurance
company representatives or government employees about any laboratory activity
should only give information they know to be true and accurate. Employees
should never give false information and should never guess the answer to any
question. In case of doubt, refer the person to a supervisor.
§ Confidentiality can be
applied by
o
Keep system
locked
is a security policy, which will give permission only authorised person to enter
in a certain room. Weakness of this approach is when the authorised person is
not there nothing will be done
o
Disclose
with permission, here you won’t be allowed to view some information
unless you have permission from supervisor. The weakness of this is easy to
forge the permit.
o
Use
password, this
type of security is good because numbers are used in order to access the
system. Weakness of password is if you forget the numbers you can’t access
anything.
o
Putting
confidential information into confidential files here secured
document is kept into file which cannot be viewed by anyone. Confidential file
has weakness because it can be stolen or misplaced
Step 4:
Identify laboratory information security requirements (25 minutes)
·
Functional Requirements
§ Laboratory
staff
§ Information
Technology staff
§ Patient
management
§ Maintenance
management
§ Specimen
management
§ Inventory
Management
·
System Requirements
§ Software
architecture
§ Operating
system
§ Connectivity
§ Database
§ Support
·
Operational requirements
§ Training
§ Backup
and disaster recovery plan
§ Security
Step
5: Create computer / file password (10
minutes)
·
This process will depend on which
operating system is in your computer but most of Windows Operating the
procedure in the same.
§ Select
the folder you wish to encrypt.
§ Right-click
the folder and click Properties.
§ Click
the Sharing tab.
§ Check
the box Make this folder private
§ Click Apply
and then Ok.
Step 6:
Activity (15 minutes)
|
Activity: Create computer and
file password (15 minutes) ASK the students:. To sit in
groups and create file password |
Step 7:
Ethics in handling laboratory information (20 minutes)
·
Ethics in handling Laboratory information introduces
moral principles and values applicable to the laboratory information system
workplace. Sound ethics policies ensure good conduct and safety within the lab.
Many laboratories develop their own ethics model for their LIS.
·
Function
§ In
a laboratory, LIS ethics is essential for workplace performance. Employees must
consciously safeguard data from falsification and prevent dangerous situations
from happening through carelessness. Ethics policies help stop discrimination,
racism and harassment from happening in the laboratory.
·
Features
§ Ethics
prevents negligence in the work area by holding employees accountable for their
actions. For example, it is unethical for an employee to knowingly handle a
chemical in a way that is dangerous to himself and others. It is ethical for
someone to stop that employee from handling the chemical dangerously.
·
Considerations
§ Poor
ethics within a laboratory can have severe consequences. Civil lawsuits,
criminal charges and large fines can be filed against a business for
misrepresentation of data, client favoritism or violating environmental and
state laws. Poor ethics can also damage the laboratory's reputation, leading to
government or business loss
Step
8: Key Points (5 minutes)
·
Laboratory information security
requirements are Operational, functional and system requirement
·
Laboratory information security can be
access control, confidentiality and preventive maintenance
·
Ethics in handling Laboratory information introduces
moral principles and values applicable to the laboratory information system
workplace.
Step 9:
Evaluation (5)
·
Ethics in handling laboratory information
·
What do Confidentiality means?
References
1.
"2011 LIMS Buyers Guide:
Introduction". Laboratory
Informatics Institute, Inc.http://files.limstitute.com/share/lbgonline/introduction.htm. Retrieved 2011-04-25.
2.
"2011 Laboratory Information
Management: So what is a LIMS?". Sapio Sciences.
http://sapiosciences.blogspot.com/2010/07/so-what-is-lims.html. Retrieved 2011-04-25.
3.
Vaughan,
Alan. "LIMS: The Laboratory ERP". LIMSfinder.com. http://www.limsfinder.com/BlogDetail.aspx?id=30648_0_29_0_C. Retrieved 2011-04-25 .
4.
McLelland, Alan (1998).
"What is a LIMS - a laboratory toy, or a critical IT component?", pp.
1.
Session 6: Methods of analyzing
laboratory information
NTA Level 6, Semester 1, Module Code: MLT 06106 - Laboratory Information Management
Total
Session Time: 120 minutes
Prerequisites
Learning
Objectives
By the end of this session, students will
be able to:
1. List
different methods of analyzing laboratory information’s (computer, manual)
2. Explain
advantages and disadvantages of different methods of analyzing information
3. Explain
advantage of analyzing the laboratory information
Resources
Needed
·
Flip charts, marker pens, and masking tape
·
Black/white board and chalk/whiteboard
markers
·
LCD Projector
·
Computer
·
Worksheet
SESSION OVERVIEW
|
Steps |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning Objectives |
|
2 |
30 minutes |
Presentation |
Different methods of analyzing
laboratory information’s |
|
3 |
25 minutes |
Presentation |
Advantages and disadvantages of
different methods of analyzing information |
|
4 |
25 minutes |
Presentation |
Advantage of analysing the
laboratory information |
|
5 |
5 minutes |
Presentation |
Key Points |
|
6 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Different methods of analyzing laboratory information’s (30 minutes)
·
Analysis is the process of breaking a
complex topic or substance into smaller parts to gain a better understanding of
it. The technique has been applied in the study of mathematics and logic,
though analysis as a formal
concept is a relatively recent development.
·
Analyzing
Laboratory information can be analyzed manual or electronically.
·
Analyze
Manually
·
Analyse information manual is called
qualitative method.
·
Analysis of qualitative (descriptive)
information is a creative and critical process. The way the information has
been gathered will probably determine how it can best be analyzed.
·
For example, if drawings of a community have
been done at the beginning, middle and end of the project, can be analyzed by
presenting a series of drawings to a number of individuals and asking them to:
·
Validate the drawings (are they truly
representative, and if not, why not).
·
Rate the difference (very good, good, not very
good).
Analyszing using computer
·
This is to analyze information electronically.
This process need component such as hardware,software and storage devices
§ Hardware
are computer itself, printers for printing results
§ Storage
devices like flash drive and hard disk drive
§ Software
for analysis.
Analysis softwares
·
This are specialized computer programs for
statistical analysis. There are lots of statistical software bt the common are
Statistical Package for social Science (SPSS) and Epi-Info.
Epi-Info
·
public domain statistical software for
epidemiology developed by Centers for Disease Control and Prevention (CDC)
·
From a user's perspective, one of the most
important functions of Epi Info is the ability to rapidly develop a
questionnaire, customize the data entry process, quickly enter data into that
questionnaire, and then analyze the data. For epidemiological uses, such as outbreak
investigations, being able to rapidly create an electronic data entry screen
and then do immediate analysis on the collected data can save considerable
amounts of time versus using paper surveys.
·
Epi Info uses three distinct modules to
accomplish these tasks: MakeView, Enter, and Analysis. Other modules include
the Report module, a mapping module, a menu module, and various utilities such
as the NutStat program.
·
Statistical Package for social Science (SPSS)
·
SPSS is among the most widely used programs for
statistical analysis in social science. It is used by market researchers,
health researchers, survey companies, government, education researchers,
marketing organizations and others. The original SPSS manual (Nie, Bent &
Hull, 1970) has been described as one of "sociology's most influential
books" In addition to statistical analysis, data management (case
selection, file reshaping, creating derived data) and data documentation (a
metadata dictionary is stored in the data file) are features of the base
software.
·
SPSS places constraints on internal file
structure, data types, data processing and matching files, which together
considerably simplify programming. SPSS datasets have a 2-dimensional table
structure where the rows typically represent cases (such as individuals or
households) and the columns represent measurements (such as age, sex or
household income). Only 2 data types are defined: numeric and text (or
"string").
·
The graphical user interface has two views which
can be toggled by clicking on one of the two tabs in the bottom left of the
SPSS window. The 'Data View' shows a spreadsheet view of the cases (rows) and
variables (columns).
Step 3:
Advantages and disadvantages of different methods of analyzing information (25
minutes)
Advantages
of Statistical Software
·
Rapidly development of questionnaire
·
Quick searching information
·
Customize the data entry process
·
Quickly entering of data
·
Accuracy
·
Quick results
·
Eliminate usage of papers
·
Find unusual data.
·
Purpose and transform data.
·
Analysis everywhere.
·
Sustainable innovation.
Disadvantages
of Statistical software
·
Suitable hardware and software start-up
costs.
·
Training is required
·
If you delete any of your variables you
cannot restore it.
·
System Configuration
·
Security Risks Involved
Step 4:
Advantage of analyzing the laboratory information (25 minutes)
·
Can enable easier and faster
interpretation of information
·
Correlate processing data with established
data
·
Provide more detail information than
descriptive statistic
·
Yield insight into relationship between
variables
·
Generate convincing support for a given
hypothesis
·
Be generally accepted due to wide spread
use in business and academics
Step 5:
Key Points (5 minutes)
·
Analysis is the process of
breaking a complex topic or substance into smaller parts to gain a better
understanding of it.
·
Analysis software is a specialized
computer program for statistical analysis.
Step 6:
Evaluation (5 minutes)
·
Mention advantages of statistical software
·
Mention advantages of analyzing laboratory
information
Reference
1. Levesque,
R. SPSS Programming and Data Management: A Guide for SPSS and SAS Users, Fourth
Edition (2007), SPSS Inc.,
2. www.peciousheat.net/chaplaincy/auditor
Session 7: Collect and Analyse Laboratory
Data
NTA Level 6, Semester 1: Module Code: MLT
06106 – Laboratory Information Management
Total Session Time: 120 minutes
Prerequisites; MLT 05110 Application of
Computer in Health Laboratory
Learning
Objectives
By the end of this session student will be
able to:
1. Prepare
tools for Laboratory information collection
2. Collect
information using prepared information tools
3. Conduct
gap analysis
4. Prepare
assessment report
5. Maintain
assessment reports
Resources
Needed:
·
Flip charts, marker pens and masking tape
·
Black/White board and chalk/whiteboard
markers
·
Computer
·
LCD
·
Worksheets
SESSION
OVERVIEW
|
Steps |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning objectives |
|
2 |
5 minutes |
Presentation |
Define |
|
3 |
30 minutes |
Presentation |
Prepare tools for Laboratory
information collection |
|
4 |
30 minutes |
Presentation |
Collect information using
prepared information tools |
|
5 |
20 minutes |
Presentation |
Conduct gap analysis |
|
6 |
10 minutes |
Presentation |
Prepare assessment report |
|
7 |
10 minutes |
Presentation |
Maintain assessment report |
|
8 |
5 minutes |
Presentation |
Key point |
|
9 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Define ( 5 minutes)
Activity: Brainstorm (5minutes)
ASK students to define the meaning of the term ‘’
WAIT for some student
response, encourage all definitions of the term.
Collect =gather/bring together
information’s or data
Analyse data = evaluation of data
Step 3:
Prepare tools for Laboratory information collection (30minutes)
The various methods of data gathering involve the use
of appropriate recording forms. These are called tools or instruments of data
collection. They consist of
·
Observation
·
Interview
·
Questionnaire
·
Rating scale
·
Checklist
·
Document schedule/data sheet
·
Schedule for institutions
·
Each of the above tools is used for a specific method
of data gathering:
- Observation
schedule for observation method, interview schedule and interview guide
for interviewing, questionnaire for mail survey, and so on
Functions
·
The tools of data collection translate the research
objectives into specific questions/ items, the responses to which will provide
the data required to achieve the research objectives.
·
In order to achieve this purpose, each question/item
must convey to the respondent the idea or group of ideas required by the
research objectives, and each item must obtain a response which can be analysed
for fulfilling the research objectives.
·
Information gathered through the tools provides
descriptions of characteristics of individuals, institutions or other phenomena
under study.
·
It is useful for measuring the various variables
pertaining to the study.
·
The variables and their interrelationships are
analysed for testing the hypothesis or for exploring the content areas set by
the research objectives.
A brief
description of the various tools of data collection is given below:
·
Observation schedule
- This is
a form on which observations of an object or a phenomenon are recorded.
The items to be observed are determined with reference to the nature and
objectives of the study.
- They
are grouped into appropriate categories and listed in the schedule in the
order in which the observer would observe them.
- The
schedule must be so devised as to provide the required verifiable and
quantifiable data and to avoid selective bias and misinterpretation of
observed items.
- The
units of observation must be simple, and meticulously worded so as to
facilitate precise and uniform recording.
·
Interview guide
- This is
used for non-directive and depth interviews.
- It does
not contain a complete list of items on which information has to be
elicited from a respondent: it just contains only the broad topics or
areas to be covered in the interview.
- Interview
guide serves as a suggestive reference or prompter during interview.
- It aids
in focussing attention on salient points relating to the study and in
securing comparable data in different interviews by the same or different
interviewers.
- Interview
schedule and mailed Questionnaire both these tools are widely used in
surveys.
- Both
are complete lists of questions on which information is elicited from the
respondents.
- The
basic difference between them lies in recording responses.
- While
the interviewer fills out a schedule, the respondent completes a
questionnaire.
·
Rating Scale
- This is
a recording form used for measuring individual's attitudes, aspirations
and other psychological and behavioural aspects, and group behaviour.
·
Checklist
- This is
the simplest of all the devices.
- It
consists of a prepared list of items pertinent to an object or a
particular task.
- The presence or absence of each item may
be indicated by checking 'yes' or 'no' or multipoint scale.
- The use
of a checklist ensures a more complete consideration of all aspects of the
object, act or task.
- Checklists
contain terms, which the respondent understands, and which more briefly
and succinctly express his views than answers to open-ended question.
- It is a
crude device, but careful pre-test can make it less so. It is at best when
used to test specific hypothesis.
- It may
be used as an independent tool or as a part of a schedule/questionnaire.
·
Document Schedule/Data Sheet.
- This is
a list of items of information to be obtained from documents, records and
other materials. In order to secure measurable data, the items included in
the schedule are limited to those that can be uniformly secured from a large
number of case histories or other records.
·
Schedule for Institutions
- This is
used for survey of organisations like business enterprises, educational
institutions, social or cultural organisations and the like.
- It will
include various categories of data relating to their profile, functions
and performance. These data are gathered from their records, annual
reports and financial statements.
Step 4:
Collect information using prepared information tools (30 minutes)
·
During collection of information, the
tools are used as following:
- Observation is
either an activity of a living being, such as a human, consisting of
receiving knowledge of the outside world through the senses, or the
recording of data using scientific instruments. The term may also refer to
any data collected during this activity. An observation can also be the
way you look at things or when you look at something.
o
Asking a question about a natural
phenomenon
o
Making observations of the phenomenon
o
Hypothesizing an explanation for the
phenomenon
o
Predicting a logical consequence of the
hypothesis
o
Testing the hypothesis by an experiment,
an observational study, or a field study
o
Creating a conclusion with data gathered
in the experiment
- Interview
is a conversation between two people (the interviewer and the interviewee)
where questions are asked by the interviewer to obtain information from
the interviewee.
o
Informal, conversational interview - no
predetermined questions are asked, in order to remain as open and adaptable as
possible to the interviewee’s nature and priorities; during the interview the
interviewer “goes with the flow”.
o
General interview guide approach -
intended to ensure that the same general areas of information are collected
from each interviewee; this provides more focus than the conversational
approach, but still allows a degree of freedom and adaptability in getting the
information from the interviewee.
o
Standardized, open-ended interview - the
same open-ended questions are asked to all interviewees; this approach
facilitates faster interviews that can be more easily analyzed and compared.
o
Closed, fixed-response interview - all
interviewees are asked the same questions and asked to choose answers from
among the same set of alternatives. This format is useful for those not
practiced in interviewing.
- Questionnaire
o
A questionnaire is a research instrument
consisting of a series of questions and other prompts for the purpose of
gathering information from respondents. Although they are often designed for
statistical analysis of the responses, this is not always the case. The
questionnaire was invented by Sir Francis Galton.
o
Usually, a questionnaire consists of a
number of questions that the respondent has to answer in a set format. A
distinction is made between open-ended and closed-ended questions. An
open-ended question asks the respondent to formulate his own answer, whereas a
closed-ended question has the respondent pick an answer from a given number of
options. The response options for a closed-ended question should be exhaustive
and mutually exclusive. Four types of response scales for closed-ended
questions are distinguished
- Rating Scale
o
Rating scale is a set of categories
designed to elicit information about a quantitative or a qualitative attribute.
In the social sciences, common examples are the Likert scale and 1-10 rating
scales in which a person selects the number which is considered to reflect the
perceived quality of a product.
o
A rating scale is a method that requires
the rater to assign a value, sometimes numeric, to the rated object, as a
measure of some rated attribute.
- Types of Rating Scales
o
All rating scales can be classified into
one of three classifications:-
ü Some
data are measured at the ordinal level. Numbers indicate the relative
position of items, but not the magnitude of difference. One example is a Likert
scale:
-
Statement: e.g. "I
could not live without my computer".
-
Response options:
o
Strongly disagree
o
Disagree
o
Agree
o
Strongly agree
ü Some
data are measured at the interval level. Numbers indicate the magnitude of difference
between items, but there is no absolute zero point. Examples are attitude
scales and opinion scales.
ü Some
data are measured at the ratio level. Numbers indicate magnitude of difference
and there is a fixed zero point. Ratios can be calculated. Examples include
age, income, price, costs, sales revenue, sales volume and market share.
- Checklist
o
A checklist is a type of
informational job aid used to reduce failure by compensating for potential
limits of human memory and attention.
·
It helps to ensure consistency and completeness
in carrying out a task.
·
A basic example is the "to do list." A
more advanced checklist would be a schedule, which lays out tasks to be done
according to time of day or other factors.
·
Example checklist
§ Checklists
are often presented as lists with small checkboxes down the left hand side of
the page. A small tick or checkmark is drawn in the box after the item has been
completed.
- Other
formats are also sometime used. Aviation checklists generally consist of a
system and an action divided by a dashed line, and lack a checkbox as they
are often read aloud and are usually intended to be reused.
- Document schedule/data sheet
- The concept of document has
been defined as “any concrete or symbolic indication, preserved or
recorded, for reconstructing or for proving a phenomenon, whether physical
or mental" (Briet, 1951, 7; here quoted from Buckland, 1991).
- Documents
are sometimes classified as secret, private or public. They may also be
described as a draft or proof. When a document is copied, the source is
referred to as the original.
- Spread sheet
- A spreadsheet
is a computer application with tools that increase the user's productivity
in capturing, analyzing, and sharing tabular data sets. It displays
multiple cells usually in a two-dimensional matrix or grid consisting of
rows and columns.
Step 5:
Conduct gap analysis (20minutes)
·
Gap
analysis is a quality-measurement tool used to identify the gulf between actual
performance and desired performance, and to recommend strategies for bringing
the ideal state into actual practice.
·
Gap
analysis highlights services and/or functions that have been
accidentally left out, deliberately eliminated, or is yet to be developed or
procured.
·
Identify Expectations
§
A gap analysis begins with a thorough identification
of expectations from an internal and external perspective. Internally, determine target performance levels through studying
benchmarks and business goals. Externally,
determine what customers expect in terms of the quality and timeliness of process
delivery.
§
If standards do not exist, set best-of-breed
performance targets and use these as the baseline expectation of performance.
·
Gather Data
§
Collect relevant data about the process being
improved to determine the current-state metrics.
§
There are many statistical techniques (including
statistical process capability and regression analyses) that can help provide
context if direct measurements are not possible.
·
Close the Gap
§
Review the expectations and the current-state
data to determine where the gaps exist.
§
Explore the causes of deviation from the ideal
using tools like cause-effect diagrams, and identify specific improvement
efforts that can bring greater efficiency to different parts of the process.
·
Learn the Lessons
§
When the improvement effort concludes, have a
wrap-up meeting to discuss whether the specific process improvements can be
sustained over time, and whether inefficiencies identified in the gap analysis
affect other areas of the business and therefore might provide a ready target
for a rapid-cycle process-improvement effort
Step 6:
Prepare assessment report (10minutes)
·
Assessment report means / look like
appraisal, evaluation, judgement report.
·
Assessment focuses on applied clinical
assessment, with an emphasis on information relevant to the use of assessment
measures, including test development, validation, and interpretation practices.
·
Articles cover the assessment of cognitive and
neuropsychological functioning, personality, and psychopathology, as well as
empirical assessment of clinically relevant phenomena, such as behaviors,
personality characteristics, and diagnoses.
·
Generally there are four parts of
laboratory assessment report, so during preparation make sure that, the part 1
up to 4 includes all basic requirements for laboratory assessment report.
·
Part I
Includes worksheets to determine and record laboratory performance for the
immediately preceding 12 months where data is complete. Selection of the most
recent 12-month period, rather than the most recent calendar year as a basis
for calculation, provides an assessment of current performance and permits
inspection of laboratories at any time during the calendar year.
·
Part II
Provides
a profile of the laboratory and serves to identify resource needs.
·
Part
III
Contains the assessment checklist for evaluation of laboratory operating
procedures and practices
·
Part IV
Summarizes
the findings of the accreditation assessment and action planning worksheet.
Step 7:
Maintain assessment report (10minutes)
·
Maintain assessment report/any report
means preserve/retain,/sustain/ keep.
·
Assessment reports or any document reports
for Clinical activities and Laboratory are maintained for future references
·
Make sure assessment report/document &
records properly maintained, easily accessible and indicated on an up-to-date
Master List.
·
Example Quality Assurance assessment are
documented and reported for future references.
·
Confidentiality, including access by
authorized users, is maintained.
·
File copies, and reference copies as
required, are easily located and available and maintained in good condition
·
Maintenance system ensures distributed
documents are complete and current.
·
Range communications, distribution
networks, training programmers for document users in maintaining documents,
quality assurance checks, access and retention of documents, handling referenced and non-referenced documents.
Step:
Key points (5minutes)
·
The various methods of data gathering involve the use
of appropriate recording forms. These are called tools or instruments of data
collection. They consist of: Observation, Interview,
questionnaire, Rating scale Checklist, , Document schedule/data sheet, Schedule
for institutions
·
Gap analysis highlights services and/or
functions that have been accidentally left out, deliberately eliminated, or is
yet to be developed or procured.
Step 7:
Evaluation (5minutes)
·
What are the tools or instruments of data
collection?
·
What is a checklist?
·
What is a questionnaire?
References:
1. President’s
Emergency Plan for AIDS Relief, APHL. Guidebook for Implementation of
Laboratory Information Systems in Resource Poor Settings
2. MOHSW,
APHL,CDC. Laboratory Information System, Paper Based Laboratory Information
Tools. JUNE 2007
3. MOHSW, WWW.moh.tz, Document version 1.0, Custom
Software, WWW.CustomSoftware.ie
Software version 8.2, Laboratory Information System, User Manual, Net Acquire
May, 10 2008
4. MOHSW
Diagnostic Service Section. Laboratory Information System, Paper Based Laboratory
Information Tools. January 2012
5. Bott,
E. and Siechert, C. (2001). Microsoft Windows XP Inside Out.
6. Cook,
L.R. (2001). 1st Edition, Computer Fundamentals –Understanding How they Work.
Ventage Press.
7. Herniter,
M.E. (2000). Personal Computer
Fundamentals for Students, Hardware Windows 2000 Application (2nd Ed). Prentice
Hall. http://www.gcflearnfree.org/computer/
8. Joos,
I. W., N. Smith, M., Nelson, R. et al. (2006). Introduction to Computers for
Healthcare Professionals (4th Ed). Barb Mews: London.
9. Morris
M & Charles, M. (2003). Logol Computer Designer Fundamentals. Prentice
Hall.
10. O’leary,
T. J & O’leary, L. I. (2006). Computing Essentials, Introductory Edition.
Arizona State University: Boston Burr Ridge.
Session 8: Prepare laboratory
information report
NTA
Level 6, Semester 1, Module Code: MLT
06106 - Laboratory Information Management
Total
Session Time: 120 minutes
Prerequisites:
MLT
05110 Application of Computer in Health Laboratory
Learning
Objectives
By the end of this session, students will
be able to:
1. Define
the terms
2. Assemble
different reports
3. Discuss
methods of report presentation
4. Compile
the assessment report including the introductions, background results,
conclusions recommendations and summary
5. Keep
Records
Resources
Needed
·
Flip charts, marker pens, and masking tape
·
Black/white board and chalk/whiteboard
markers
·
LCD Projector
·
Computer
·
Worksheet
SESSION OVERVIEW
|
Step |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning Objectives |
|
2 |
5 minutes |
Presentation, Brainstorm |
Define of the terms |
|
3 |
20 minutes |
Presentation |
Assemble different reports |
|
4 |
50 minutes |
Presentation |
Methods of report presentation |
|
5 |
10 minutes |
Presentation |
Compile the assessment report
including the introductions, background results, conclusions recommendations
and summary |
|
7 |
20 minutes |
Presentation |
Records keeping |
|
8 |
5 minutes |
Presentation |
Key Points |
|
9 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Definition of Terms (5 minutes)
Activity:
Brainstorm (5 minutes)
ASK students to define the meaning of the term
‘Report’
WAIT for
some student response; encourage all definitions of the term.
SUMMARIZE the
responses using the information below.
·
Report is a textual work
(usually of writing, speech, television, or film) made with the specific
intention of relaying information or recounting certain events in a widely
presentable form.
·
A report is a presentation of facts and
findings, usually as a basis for
·
Recommendations; written for a specific
readership, and probably intended to be kept as a record.
·
Some examples of reports are: scientific
reports, recommendation reports, white papers, annual reports, auditor's
reports, workplace reports, census reports, trip reports, progress reports,
investigative reports, and budget reports
Step 3:
Assemble different reports (20 minutes)
·
Headings to indicate topics
·
Content to a specific audience
·
Mode of Presentation
·
Where to store?
Step 4:
Methods of report presentation (50 minutes)
·
This is the way of how to present your
report. In order to present a good report, it should be presented in tabular,
graphical and graphical.
·
Tabular presentation
- Presentation of data in tables so as to organization them into a
compact, concise and readily comprehensible form.
- They can display the characteristics of data more efficiently than
the raw data.
·
Types of Tabular
- Simple Table
o
One variable (quantitative or qualitative)
o
Corresponding frequency
·
Cross tabulation:
- Two–dimensional tables: two variables are cross classified
- Three-dimensional tables: three variables are cross-classified
(outcome of treatment by age and sex)
·
Contingency table
- This type demonstrating the relationship between two or more
variables
·
Criteria of a proper table
- Simple
- Understandable and self explanatory
- All symbols, codes, or abbreviations should be explained in details
in a foot note
- Each row or column should be labeled concisely and clearly
- Units of the data should be clearly mentioned
- The title should be clear, precise, and should answer the
questions, what? Where and when?
- Totals should be shown
·
Criteria of a proper table
- The title should be separated from the body of the table by lines
or spaces
- Avoid too much ruling
- If the data are not original, their source should be mentioned as a
foot note or in the title
Figure 1. Example of Table
Figure 2. Example of Table
·
Graphical Presentation
- The use of diagrams to display distribution or characteristics of
one or more sets of data in a compact and readily comprehensible form.
They can provide a better visual appreciation of characteristics of data
than tabular presentation
- Graphs can be drawn by hand or on a
computer. Program such as Microsoft Excel, produce graphs and perform some
statistical calculations. Statistics program such as SPSS is
higher-powered program that perform many statistical tests as well as
producing graphs.
·
Graphs
- It is a pictorial display of quantitative data using a coordinate
system, where the X is the horizontal axis and the Y is the vertical axis.
- X-axis usually includes the independent variable (method of classification)
- Y-axis includes the dependent variable
·
General Principles
- Simple, no more lines or symbols should be used in a single graph than the eye
can follow.
- Self-explanatory
- The title can be placed at the top, or at the bottom of the graph.
- When more than one variable or relation is shown on a graph, each
should be differentiated clearly by a “key”
- Scale divisions and the units into which the scales is divided
should be indicated clearly
·
Different types of graphs are as follows
- Arithmetic scale line graph
o
This is particularly beneficial to present the trend
of one or more sets of data.
o
In general the Y-axis is 2/3 the X-axis
o
An equal distance represents an equal quantity
anywhere on an axis.
o
The slop of the line indicates the rate of increase or
decrease
o
Two or more lines following a parallel path indicate
identical rates of increase or decrease
- Arithmetic scale line graph
o Trends in Cardiovascular Operations and Procedures
Source: CDC/NCHS
·
Histogram
- Graphical display of frequency distribution of quantitative
variable.
- The values of the quantitative variable (as class interval) will be
placed on the X-axis (representing the width of the rectangles), and the
corresponding frequency (or relative frequency) will be placed on the
Y-axis (representing the height of the rectangles)
- The area is proportional to the height, and examining the relative
height of the respective bar can directly compare the frequencies in
different categories.
- It is important that the class interval should be equal; otherwise
the area should be compared.
- Only one set of data can be shown in one histogram
·
Frequency Polygon
- Another form of graphical presentation of frequency distribution of
quantitative variables.
- It is similar to the histogram, but instead of using rectangles to
present data, the midpoint of the top of each rectangle are plotted, and
connected together by straight lines.
- More than one set of data can be demonstrated on the same graph, to
facilitate direct comparison.
- It provides information about underlying characteristics of data.
- The area under the frequency polygon is equal to the area under the
equivalent histogram
·
Cumulative frequency polygon,
and cumulative frequency charts
- The cumulative frequency are plotted against the upper tabulated value
for each class .
- It is used to estimate by interpolation the frequency of occurrence
of a value of the variable less than or equal to a specified value.
Stem-and Leaf Plot
·
Scatter diagram
- A pair of measurements is plotted as a single point on a graph.
- The value of one variable of each pair is plotted on the X axis and
the value of the other variable is plotted on the Y axis
- The pattern made by the plotted points is indicative of the
relationship between these two variables, which might be linear (if they
follow straight line) or curvilinear (if the pattern doesn't follow
straight line) A scatter diagram could suggest:
·
No relationship: when one variable changes with
no change in the other variable, or when the pattern is buzzard
·
Linear relationship: an increase in the 1st variable is associated with an increase
(positive) or decrease (negative) in the 2nd variable, and the pattern follows
a straight line.
·
Curvilinear (positive or negative) relationship: the pattern of increase or
decrease will not follow a straight line.
·
Pictorial Presentation
- Is visual
representation as by photography or painting
·
Pictograms
- Uses series of
small identifying symbols to present the data. Each symbol represents a
fixed number of units
·
Charts
- These are pictorial methods of presenting statistical information .
They can convey many different types of information as lengths,
proportion, geographical distribution, and special relationships.
·
Bar chart
- Used to present discrete or qualitative data
- It includes separated bars of equal width
- The method of classification of the variable is usually placed on
the X-axis, and the Y-axis usually represents the corresponding frequency
or relative frequency.
·
It can be used to present more than one set of data
simultaneously using different colors, shades, etc. In this case a key should be used.
·
Comparison will be made on the basis of the height of
the bar (frequency). i.e.: the width of the bar has no value.
·
It is important that the vertical axis should start at
the zero, otherwise the heights of the bars are not proportional to the
frequencies.
·
Distribution of coronary risk factors among patients
with chronic metabolic syndrome
·
Component bar chart
- It is a type of charts based on proportion.
- It uses bars that are either shaded or colored to show the relative
contribution of each of its components
Estimated Direct
and Indirect Costs of Cardiovascular Diseases and Stroke
Source: Heart
Disease and Stroke Statistics – 2005 Update.
·
Pie chart
- It is a type of charts based on proportion
- It uses wedge-shaped portions of a circle to illustrate the
relative contribution of each part to the total (division of the whole
into segments)
- To demonstrate the angel of each wedge, we multiply the relative
frequency of each division by 360 degrees.
- Start at 12 o’clock,
- It is preferable to arrange segments in order of their magnitude
(starting with the largest), and proceed clockwise around the chart.
Percentage
Breakdown of Deaths From Cardiovascular Diseases
Source: CDC/NCHS.
·
Map charts
- These are used to present the geographical distribution of one or
more sets of data
·
Flow chart
- It is used to illustrate the sequence of a series of events.
- It is characterized by multiple arrows
- Development of Atherosclerotic Plaques
Reach Pleque Lipid
Fatty Stricky
Normal
Thromobus Lipid Core
Ross R. Nature. 1993;362:801-809.
§ Suggestions for the design and
use of tables, graphs, and charts
- Choose the method most effective for data and purpose
- Point out one idea at a time
- Limit the amount of data and include one kind of data in each
presentation
- Black and white are better for exhibits that are to be reproduced
- Use adequate , properly located titles and labels
- Mention the source , if it is not yours
- Care and caution in proposing conclusions
Step 5:
Compile the assessment report (10 minutes)
·
To compile report the following steps
should be followed
·
Introduction
·
Background
·
Results
·
Conclusion
·
Recommendation
·
Summary
Step 6:
Keep Records (20 minutes)
·
Keeping a record of your activities, plans
and tasks is essential to ensuring you can recall key facts, numbers, contacts,
dates etc.
·
The question becomes, what kind of record,
and what system should you use to record
·
A record should be no more than a tool to
achieve other ends, not an end in itself. The goal is to keep a brief record of
the important information you may need later so that your energies can be
channelled into doing project work.
·
You should keep a different record book for
each project or campaign, and the record books you use should be different from
a daily calendar that you use to keep day-to-day appointments.
·
This will help you keep your records and
separate tasks for separate projects organized, and your day-to-day life
organized also.
·
The record book should be large, but not
too large. Large enough so that you are not running out of pages often, but it
should not be so large that it is a burden to carry around. Of course, you can
also use one of computerized record books now available as they are small
enough to carry with you.
·
Record only essential information. Record
what you will likely need to recall later, but not so much that you are
spending unnecessary amounts of time in your record keeping. In most projects,
the vital information includes:
·
Day, date, time, person, number, summary
of conversation of all phone calls. Special care should be made to get the
correct spelling of the person's name (it is often easy to do this at the
beginning of a conversation; in some cases, just asking about the spelling
shows that you are serious and that you consider the person an important
contact).
·
Summaries of contacts with experts, public
officials' administrators, etc. Usually you can make notes during such
meetings. Occasionally, you can't (e.g. at a meeting with a politician giving
you inside information who might feel more constrained and apt to censor or
leave out information if s/tre is talking in the presence of someone who is
recording virtually everything being said). In such cases, you will want to pay
close attention during the meeting, to the point of repeating important names
in your mind or using memory tricks so you don't forget, and then making a
summary of the conversation afterwards. Many people find that just making the
summary later helps over a period of months to increase your ability to pick
out and remember important items.
·
Summaries of project meetings can also be
recorded in your log, making it a one-stop summary of what is happening in your
project. The key to note-taking is to stick to key new information, summaries
of important information from project members working on other parts of the
issue than you are, specific dates, events coming up, contacts, assignments,
etc. It is a valuable skill to develop to be able to record the key information
of a meeting as it progresses without hindering your ability to participate.
·
Go through your log regularly (e.g. once
each week) to make sure you did everything you wanted to or agreed to do. Also,
reviewing meeting, phone and contact summaries might suggest new ideas to you.
·
Review your record book for key
information occasionally. As your record book fills up, it's a good idea to go
through and underline key names and./or circle key topics with a red pencil for
quick reference in the future.
Step 7:
Key Points (5 minutes)
·
Methods of report presentation are
tabular, graphical and pictorial
·
A record should be no more than a tool to
achieve other ends, not an end in itself. The goal is to keep a brief record of
the important information you may need later so that your energies can be
channelled into doing project work.
Step 8:
Evaluation (5 minutes)
·
Mention components of bar charts
·
List different types of graphs
References
1. How to write reports John Mitchell. (Fontana/Collins)
2. Report writing A. E. Derbyshire. (Edward Arnold)
3. Writing technical reports Bruce M. Cooper. (Pelican)
4.
The technique of clear writing Robert
Gunning. (McGraw-Hill)
Session 9: Electronic methods for
disseminating / communicating laboratory information
NTA
Level 6, Semester 1, Module Code: MLT
06106 - Laboratory Information Management
Total
Session Time: 120 minutes
Prerequisites
Learning
Objectives
By the
end of this session student will be able to:
1. Explain
electronic methods of disseminating / communicating laboratory information
2. Explain
advantages and disadvantages of using electronic method for disseminating /
communicating laboratory information
3. Differentiate
programs used in disseminating / communicating laboratory information
Resources
Needed
·
Flip charts, marker pens, and masking tape
·
Black/white board and chalk/whiteboard
markers
·
LCD Projector
·
Computer
·
Internet connection
·
Worksheet
SESSION OVERVIEW
|
Steps |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning Objectives |
|
2 |
10 minutes |
Presentation, Brainstorm |
Define of the terms |
|
3 |
20 minutes |
Presentation |
Methods of
disseminating/communicating laboratory information |
|
4 |
15 minutes |
Presentation |
Advantages and disadvantages of
using electronic method for disseminating |
|
5 |
15 minutes |
Presentation |
Different programs used in
disseminating / communicating laboratory information |
|
7 |
45 minutes |
Practical |
How to access dissemination
information |
|
8 |
5 minutes |
Presentation |
Key Points |
|
9 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Definition of Terms (10 minutes)
Activity: Brainstorm (10 minutes)
ASK students to define the meaning of the term
‘dissemination and communication’
WAIT for some student
response, encourage all definitions of the term.
SUMMARIZE the responses
using the information below.
·
Dissemination
- In
simple terms, the term dissemination of information is defined as the
process of making information available to the public.
·
Communication
- Is
the activity of conveying information. Communication has been derived from
the Latin word "communis", meaning to share. Communication
requires a sender, a message, and an intended recipient, although the
receiver need not be present or aware of the sender's intent to
communicate at the time of communication; thus communication can occur
across vast distances in time and space. Communication requires that the
communicating parties share an area of communicative commonality. The
communication process is complete once the receiver has understood the
message of the sender. Feedback is critical to effective communication
between parties.
Step 3:
Methods of disseminating/communicating laboratory information (20 minutes)
·
Print
- Brochures
- Publications
(Reports, Newsletters, Briefs)
- Newspapers
- Magazines
·
Meetings/Conferences
·
Radio
·
Television
·
Internet
·
Computer methods of Disseminating
Information electronically are
- Listservs
This is an
automatic mailing list server developed by Eric Thomas for BITNET in 1986. When
e-mail is addressed to a LISTSERV mailing list, it is automatically broadcast
to everyone on the list. The result is similar to a newsgroup or forum, except
that the messages are transmitted as e-mail and are therefore available only to
individuals on the list.
o
Effective way to reach target audience
o
Require e-mail access only (except in some cases for
registration)
o
Cost-efficient
o
Accessible
Examples of Listservs
o
COMMUNITY-HEALTH-L (Management Sciences for Health)
o
DemoNetAsia
o
Development Forum (World Bank)
o
H-DEMOG (Michigan State University and National
Endowment for the Humanities, US)
o
Interagency Gender Working Group (Population Reference
Bureau)
o
Population (Audubon Population and Habitat Program)
o
PROCAARE: Program for the Collaboration Against AIDS
and Related Epidemics (Harvard AIDS Institute)
o
Repronet-L (JHPIEGO Corporation)
- Development
Forum (World Bank) www.worldbank.org/devforum
o
Electronic forum for dialogue and knowledge sharing
within development community
o
Emphasis is on learning from stakeholders in
developing countries
o
Ongoing series of development dialogues that vary in
content, format, and duration
o
Each usually focused on a particular subject and
limited in duration
o
Accessible via web and e-mail
o
Open to public
Development Forum (World Bank)
- Dissemination
Website
o
Reach a wider audience
o
More permanent
- Examples
o
id21
o
InfoShare
- Population
and Health InfoShare www.phishare.org
o
Electronic library of material from
partner organizations
o
Platform for sharing information on
reproductive and child health, HIV/AIDS, and population
o
Partner organizations present study
results, reports, presentations, and other materials
InfoShare Homepage
- InfoShare
Features
o
Web pages about the organization
o
Email document distribution
o
Data on use of the material
o
Material listed in InfoShare E-mail
updates
- Email
Distribution & Updates Data on Use of the Material
- Membership
o
Free
o
Complete registration form
o
Organizations with science-based research, policy, or
program findings relevant to less developed countries
- Registration
- Contributing
Material
o
Add new documents
o
Manage documents
o
View usage statistics
o
Edit account information and website profile
Step 4: Advantages
and disadvantages of using electronic method for disseminating / communicating
laboratory information (15 minutes)
·
Advantages
of using electronic disseminating laboratory information system are
- Inexpensive
- Fast,
efficient
- Easy to
update
- Readily
available
- Wide audience
- Target
audience
- Easily
accessible for users
·
Disadvantages
of using electronic disseminating laboratory information system
- Loss of data
- Require
training personnel
- Require
internet connection
Step 5:
Different programs used in disseminating / communicating laboratory information
(15 minutes)
·
Electronic
mail (E-mail) program
- E-mail is a
program, which will allow computer user to read and send electronic mail.
s a method of exchanging digital messages from an author to one or more
recipients. Modern email operates across the Internet or other computer
networks. Some early email systems required that the author and the
recipient both be online at the same time, in common with instant
messaging.
·
Website
- Is a set of
related web pages containing content (media) such as text, image, video,
audio, etc. A website is hosted on at least one web server, accessible via
a network such as the Internet or a private local area network through an
Internet address known as a Uniform Resource Locator. All publicly
accessible websites collectively constitute the World Wide Web.
Step 6:
How to use listserv and dissemination website (45 minutes)
|
Activity: View dissemination
sites (45 minutes) ASK the students:. To sit in groups
and open dissemination website |
Step 7:
Key points (5 minutes)
·
Dissemination of information is defined as
the process of making information available to the public.
·
Computerized methods of Disseminating
Information electronically are
- Listservs
- Dissemination
Website
·
Programs used in disseminating /
communicating laboratory information
- Electronic
mail (E-mail) program
- Website
Step 8:
Evaluation (5 minutes)
·
What are the advantages of electronic
dissemination of laboratory information?
·
What are the disadvantages of electronic
dissemination of laboratory information?
References
1.
"2011 LIMS Buyers Guide:
Introduction". Laboratory
Informatics Institute, Inc.http://files.limstitute.com/share/lbgonline/introduction.htm. Retrieved 2011-04-25.
2.
"2011 Laboratory Information
Management: So what is a LIMS?". Sapio Sciences.
http://sapiosciences.blogspot.com/2010/07/so-what-is-lims.html. Retrieved 2011-04-25.
3.
Vaughan,
Alan. "LIMS: The Laboratory ERP". LIMSfinder.com. http://www.limsfinder.com/BlogDetail.aspx?id=30648_0_29_0_C
Retrieved
2011-04-25.
4.
McLelland, Alan (1998).
"What is a LIMS - a laboratory toy, or a critical IT component?", pp.
1.
Session 10: Transmit electronic
information to appropriate receiver
NTA Level 6, Semester 1, Module Code: MLT 06106 - Laboratory Information Management
Total
Session Time: 120 minutes
Prerequisites
Learning
Objectives
By the end of this session, students will
be able to:
1. Define
electronic information
2. Identify
appropriate receiver
3. Describe
how to send electronic information to the receiver
4. Describe
how to track information for feedback
5. Describe
how to keep records of electronic information transmitted
Resources
Needed
·
Flip charts, marker pens, and masking tape
·
Black/white board and chalk/whiteboard
markers
·
LCD Projector
·
Computer
·
Worksheet
SESSION OVERVIEW
|
Step |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning Objectives |
|
2 |
10 minutes |
Presentation, brainstorm |
Define electronic information |
|
3 |
20 minutes |
Presentation |
Identify appropriate receiver |
|
4 |
20 minutes |
Presentation |
Sending electronic information to
the receiver |
|
5 |
20 minutes |
Presentation |
Tracking information for feedback
|
|
6 |
10 minutes |
Presentation |
Keeping records of electronic
information transmitted |
|
7 |
5 minutes |
Presentation |
Key Points |
|
8 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK
students if they have any questions before continuing.
Step 2:
Define electronic information (10 minutes)
Activity: Brainstorm (10 minutes)
TASK
students to define the meaning of the term
‘Electronic information’
WAIT for some student
response, encourage all definitions of the term.
SUMMARIZE the responses
using the information below.
·
Information is data that has been verified to be accurate and timely,
is specific and organized for a purpose, is presented within a context that
gives it meaning and relevance, and that
can lead to an increase in understanding and decrease in uncertainty.
·
Electronic
information can be defined as the management of information that
is recorded on printed or electronic media using electronic hardware, software
and networks. It includes the description of strategies, processes,
infrastructure, information technology and access management.
Step 3: Identify
appropriate receiver (20 minutes)
·
You should know who is the receiver? What
do we really know about them? Often, they are just a dim and shadowy figure in
the mind, but we can usually get a clearer picture by asking three questions:
- What does the receiver know?
When you want to
send electronic information two common mistakes are to overestimate a receiver
knowledge-and blind them with science, or to underestimate it - and bore them
to tears. We must always try to discover how much the reader knows already, so
that we can communicate at their level
of knowledge.
- What are the receiver attitudes?
However good our
ideas, they may get thrown out if we don't take account of these, the receiver
special interests, likes, and dislikes. The truth has many faces, and it is
only sensible to feature the one most likely to appeal to them.
- What does the receiver really want?
The receiver is
rarely a passive recipient of our report, to be swayed this way and that by our
arguments. We'll need to find out just what their hopes and expectations are.
Then we shall know what we're up against, and can prepare our case accordingly
Step 4:
Sending electronic information to the receiver (20 minutes)
§ Identify
information receiver
§ Identify
channels of transfer information (Bluetooth, telephone, internet)
§ Identify
where the information is stored
§ Identify
type of information (text or pictorial)
§ Identify
size of information to be sent
Step 5:
Tracking information for feedback (20 minutes)
·
Clarify
- Ask questions for clarification
to check if you have understood the idea / the behavior well. Avoid
questions that imply criticism.
o Value
ü State explicitly
what you appreciate in the behaviour or idea. Avoid going straight through to
negative points.
o Concerns and
suggestions
Concerns
ü Make clear
what you don’t like or what is worrying you. Avoid speaking en absolute and
accusing terms. Make clear that what you say is subjective.
ü Suggestions/Expectations
ü Offer
concrete suggestions or make expectations clear. Be clear and constructive.
Step 6:
Keeping records of electronic information transmitted (10 minutes)
·
Provide file name
·
Identify the size of information
·
Identify means of storing information
·
Create copy of the information for backup
Step 7: Key Points
(5 minutes)
·
Information
is
data that has been verified to be accurate and timely, is specific and
organized for a purpose, is presented within a context that gives it meaning
and relevance, and that can lead to an increase in understanding and decrease
in uncertainty
·
In order to identify information receiver
you should know who is the receiver? What do we really know about them, and
what do receiver want.
Step 8: Evaluation
(5 minutes)
·
What is electronic information?
·
How to keep records of electronic
information transmitted
·
How to track information for feedback
Reference
1.
David Bearman, "Guidelines for the
Management of Electronic Records: A Manual for Policy Development and
Implementation, Electronic Records
Management Guidelines: A Manual for Policy Development and Implementation (New York,
1990)
2.
Walch, "The Role of Standards in the
Archival Management of Electronic Records," pp. 41-42
Session 11: Tele-medicine for
pathological interpretation
NTA Level 6, Semester 1, Module Code: MLT 06106 - Laboratory Information Management
Total
Session Time: 120 minutes
Prerequisites
Learning
Objectives
By the end of this session, students will
be able to:
1. Describe
Tele-medicine
2. Identify
requirements for tele-medicine (computer, digital camera, network connections,
telephone)
3. Use of
each requirement for tele-medicine
4. Explain
importance of tele-medicine
5. Take
picture / photograph for tele-medicine
6. Communicate
picture/photograph through tele-medicine for pathological interpretation
7. Document
the results of pathological interpretation
Resources
Needed
·
Flip charts, marker pens, and masking tape
·
Black/white board and chalk/whiteboard
markers
·
LCD Projector
·
Computer
·
Worksheet
SESSION OVERVIEW
|
Step |
Time |
Activity/Method |
Content |
|
1 |
5 minutes |
Presentation |
Introduction, Learning Objectives |
|
2 |
20 minutes |
Presentation, |
Describe Tele-medicine |
|
3 |
10 minutes |
Presentation |
Requirements for tele-medicine |
|
4 |
15 minutes |
Presentation |
Use of each requirement for
tele-medicine |
|
5 |
15 minutes |
Presentation |
Importance of tele-medicine |
|
6 |
10 minutes |
Presentation |
Take picture / photograph for
tele-medicine |
|
7 |
10 minutes |
Presantation |
Communicate picture/photograph
through tele-medicine for pathological interpretation |
|
8 |
20 minutes |
Presentation |
Document the results of
pathological interpretation |
|
9 |
5 minutes |
Presentation |
Key Points |
|
10 |
5 minutes |
Presentation |
Evaluation |
Step 1:
Presentation of Session Title and Learning Objectives (5 minutes)
READ or
ASK
students to read the learning objectives and clarify.
ASK students
if they have any questions before continuing.
Step 2:
Tele-medicine (20 minutes)
·
Basically tele-medicine is the combination of
medicine & information technology.
·
It is used to transfer information from one
place to other,by using audio or video methods. Telemedicine is the examination
of patients from distance via electronic connection is the use of
telecommunication and information technologies in order to provide clinical health
care at a distance.
·
It helps eliminate distance barriers and can
improve access to medical services that would often not be consistently
available in distant rural communities. It is also used to save lives in
critical care and emergency situations.
·
These technologies permit communications between
patient and medical staff with both convenience and fidelity, as well as the
transmission of medical, imaging and health informatics data from one site to
another.
·
Telemedicine
can be broken into three main categories:
§ Store-and-forward,
§ Remote
monitoring and
§ Real-time
interactive services.
Step 3: Requirements for tele-medicine
(10 minutes)
·
For tele
medicine to take place it require the following
§ Computer
§ Digital
camera
§ Network
connections
§ Telephone
§ Computer
peripherals
Step 4:
Use of each requirement for tele-medicine (10 minutes)
·
Computer
is is for storing, editing and presenting your pictures
·
Digital
camera is for taking pictures
·
Network
connections is the channel of communication. When sending pictures in your
computer they will be transfered through network channels
·
Telephone
allow voice communication between people
Step 5:
Explain importance of tele-medicine (15 minutes)
·
Increase of customers
·
Higher income/Sales
·
Improvement of social fame
·
Economies of scale
·
Experience and possibility of undertaking
complicated incidents
·
Higher reliability of diagnoses
·
Reduction of required time for customer
service
Step 6:
Take picture / photograph for tele-medicine (10 minutes)
·
When take picture for telemedicine you
have to create quality picture and which will be understood by the customer or
audience.
Step 7:
Communicate picture/photograph through tele-medicine for pathological
Interpretation (minutes)
·
Identify what is needed at that time
·
Identify means of communication
·
Identify who is the receiver
·
Summarize picture instruction
·
Identify receiver location
Step 8:
Document the results of pathological interpretation (20 minutes)
·
All relevant documentation is to be
obtained and reviewed prior to the session.
·
A full explanation is to be given to the
patient and where applicable their family
·
Patient consent is to be obtained and
documented before the session.
·
At the start of the session, all
participants are to introduce themselves
·
If necessary the camera(s) is to be
readjusted to reassure participants that there is no one observing without
permission
·
If necessary the staff member in charge of
the session is to give an explanation of the technical aspects of the
Telemedicine equipment including sound quality and time delays, as well as
camera placement.
·
The session is then to be conducted.
·
If the session has involved a patient then
the session is to be documented in the patient’s clinical record
Step 9:
Key Points (5 minutes)
·
Telemedicine It is used to transfer
information from one place to other, by using audio or video methods
·
Telemedicine helps eliminate distance
barriers and can improve access to medical services that would often not be
consistently available in distant rural communities
Step
10: Evaluation (5 minutes)
·
Importance of telemedicine
·
Mention telemedicine categories
Reference
1. Mendelson Daniel N. and Salinsky Eillen Miller,
(1997), “Health Information Systems
and the Role of State Government”, Health Affairs,
2.
Olumide O. S.,
Adewale S.,
(2004), “An internet – based
telemedicine system in Nigeria”,
3. TELEMEDICINE JOURNAL AND e-HEALTH Volume 8, Number
1, 2002 © Mary Ann Liebert, Inc
4. Bedi B. S., (2003), “Telemedicine in India Initiatives and Perspective”, eHealth:
5.
Jennett P, Jackson A, Ho K, Healy T,
Kazanjian A, Woollard R, et al . The essence of telehealth readiness in
rural communities: an organizational perspective. Telemed J E Health 2005
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