PERFECTION FROM INCEPTION: STANDARDS FOR BIOCHEMISTRY UNDERGRADUATE CERTIFICATE PRACTICAL

JASPREET KAUR; AMIT SAMADHIYA; MITHILESH KUMAR SINGH; RENU CHANE; GITANJALI GUPTA; JASWANT KAUR

doi:10.22159/ajpcr.2023.v16i3.46683

Authors

JASPREET KAUR Department of Biochemistry, Noida International Institute of Medical Sciences, Gautam Buddha Nagar, Uttar Pradesh, India. https://orcid.org/0000-0002-7491-0061
AMIT SAMADHIYA Department of Biochemistry, Noida International Institute of Medical Sciences, Gautam Buddha Nagar, Uttar Pradesh, India.
MITHILESH KUMAR SINGH Department of Biochemistry, Noida International Institute of Medical Sciences, Gautam Buddha Nagar, Uttar Pradesh, India.
RENU CHANE Department of Biochemistry, Noida International Institute of Medical Sciences, Gautam Buddha Nagar, Uttar Pradesh, India.
GITANJALI GUPTA Department of Biochemistry, Noida International Institute of Medical Sciences, Gautam Buddha Nagar, Uttar Pradesh, India.
JASWANT KAUR Department of Biochemistry, NC Medical College and Hospital, Panipat, Haryana, India.

DOI:

https://doi.org/10.22159/ajpcr.2023.v16i3.46683

Keywords:

Competency-based medical education, Quality control

Abstract

Objectives: The undergraduate biochemistry practical’s are the routine test performed in all the medical laboratories. Few of these have been certified practical by competency-based medical education. This will help the teachers access the depth of theoretical and practical knowledge as well as judge their communication skills. To detect the basic concept of quality control in the biochemistry laboratory.

Methods: Quantitative analysis was conducted with a purposive sample, at the Noida International institute of medical sciences by the department of biochemistry. 150 students performed the practical on serum albumin in two batches after the demonstration by the faculty. The results were collected through Google forms. The mean, SD, coefficient of variation, and bias were calculated.

Results: Both batches showed significant improvement in repeating the practical. Batch a performance was markedly improved after disclosing the optical density of the standard.

Conclusion: Teaching basic quality standards used in the biochemistry laboratory and emphasizing the preanalytical errors made during the 1st year of practical’s, markedly improved the performance.

Downloads

Download data is not yet available.

References

Available from: https://www.nmc.org.in/wp-content/uploads/2020/01/ ug-curriculum-vol-I.pdf

Roth CG, Huang WY, Caruso AC, Sekhon N, Kung DH, Greely JT, et al. How to teach laboratory stewardship in the undergraduate medical curriculum? Am J Clin Pathol 2020;153:66-73.

Available from: https://www.clinicalestablishments.gov.in/ writereaddata/6661.pdf

Lundberg GD. Acting on significant laboratory results. JAMA 1981;245:1762-3. doi: 10.1001/jama.1981.03310420052033, PMID 7218491

Plebani M. The detection and prevention of errors in laboratory medicine? Clin Chem Lab Med 2006;44:750-9. doi: 10.1515/ CCLM.2006.123, PMID 16729864

Mao X, Shao J, Zhang B, Wang Y. Evaluating analytical quality in clinical biochemistry laboratory using six sigma. Biochem Med (Zagreb) 2018;28:020904.

Malathi BG, Sandhu JK, Bhat YM, Nagaraju KK. Significance of skill reinforcement in undergraduate teaching: A medical college experience. Int J Sci Stud 2016;4:108-11.

Available from: https://www.nmc.org.in/wpcontent/uploads/2020/08/ module_competence_based_02.09.2019.pdf

Plebani M. Quality indicators to detect pre-analytical errors in laboratory testing. Clin Biochem Rev 2012;33:85-8. doi: 10.1016/j. cca.2013.07.033, PMID 22930602

Badrick T. Biological variation: Understanding why it is so important? Pract Lab Med 2021;23:e00199. doi: 10.1016/j.plabm.2020.e00199, PMID 33490349