casmet june 2012 newsletter
DESCRIPTION
CASMET Newsletter: June 2012TRANSCRIPT
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Anguilla
St. Vincent & Grenadines
Haiti
Grenada
Dominica
The Cayman Islands
Bermuda
Belize
The Bahamas
Barbados
Jamaica
Antigua & Barbuda
Trinidad & Tobago
St. Lucia
St. Kitts & Nevis
Suriname
Guyana
The Netherland Antilles
The British Virgin Islands
For Laboratory Professionals
CONTRIBUTORS FOR MARCH:
Earther Went (Barbados)
Jasmin Hanley (St. Kitts & Nevis)
The World Health Organization (WHO)
Tamara Chambers-Richards & Samson Omoregie (Jamaica)
Bonaventia Culmer (The Bahamas)
Distributed: June 2012
How we learn Pt 2. Pg 2
Meeting Procedures Pt 1. Pg. 3
WHO guidelines on drawing
blood Pt 2. Pg. 5
Patient’s Perception of Laboratory
Testing in Jamaica: A Pilot Study
Pg. 8
Happenings in the Region Pg. 13
WELCOME TO THE JUNE EDITION
We hope that you enjoyed the first edition of the CASMET newsletter. Although due to the
feedback received from the Membership, we can definitely say that you had. Therefore, we are back
with this our second issue of the newsletter, and we hope that it will be received in the same way as
the first.
We would like to thank all those who contributed in the provision of information or simply
commented on this newsletter prior to its distribution. However, we are again requesting that articles
be submitted for insertion into for the third issue in this volume, which should be distributed by
September 30th, 2012. Therefore the deadline for the submission of articles is September 9
th.
Articles may be sent to:
Earther Went (Chairperson): [email protected]
Sashoy Duncan: [email protected]
Marcia Robinson- Walters: [email protected]
Delphia Theophane: [email protected]
Tamara Chambers: [email protected]
Via Post: Miss Earther Went, Barbados Community College,
‘The Eyrie’, Howell’s Cross Roads, St. Michael, Barbados
THE CARIBBEAN ASSOCIATION OF
MEDICAL TECHNOLOGISTS
Newsletter: Volume 1, Issue 2
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Just in case you still have yet to decide how best you learn, try this questionnaire designed by Marcia
L. Conner, http://www.agelesslearner.com/assess/learningstyles.html .
Instructions: Begin by reading the words in the left hand corner. Of the three responses to the right,
circle the one that best characterizes you, answering as honestly as possible with the description that
best applies to you right now. Count the number of circled items and write your total at the bottom of
each column.
1. When I try to
concentrate….
I grow distracted by clutter
or movement, and I notice
things around me other
people don’t notice
I get distracted by sounds
and I attempt to control the
amount and type of noise
around me
I become distracted by
commotion,and I tend to
retreat into myself
2. When I visualize …. I see vivid, detailed pictures
in my thoughts
I think in voices and sounds I see images in my thoughts
that involve movement
3. When I talk with
others ….
I find it difficult to listen for
very long
I enjoy listening, or I get
impatient to talk to myself
I gesture and communicate
with my hands
4. When I contact
people….
I prefer face – face
meetings
I prefer speaking by
telephone for serious
conversations
I prefer to interact while
walking or participating in
some activity
5. When I see an
acquaintance ….
I forget names but
remember faces, and I tend
to replay where we met for
the first time
I know people’s names and
I can usually quote what we
discussed
I remember what we did
together and I may almost
‘feel’ out time together
6. When I relax ….
I watch TV, see a play, visit
an exhibit, or go to a movie
I listen to the radio, play
music, read or talk with a
friend
I play sports, make crafts or
build something with my
hands
7. When I read ….
I like descriptive examples
and I pause to imagine the
scene
I enjoy the narrative most
and I can almost ‘hear’ the
characters talk
I prefer action – oriented
stories, but I do not often
read for pleasure
8. When I spell ….
I envision the word in my
mind or imagine what the
word looks like when written
I sound the word sometimes
aloud, and tend to recall
rules about letter order
I get a feel for the word by
writing it out or pretending to
type it
9. When I do
something new ….
I seek out demonstrations,
pictures or diagrams
I want verbal and written
instructions , and to talk it
over with someone else
I jump right in to try it, keep
trying, and try different
approaches
10. When I assemble
an object….
I look at pictures first and
then, maybe, read the
directions
I read directions, or talk
aloud as I work
I usually ignore the directions
and figure it out as I go along
11. When I interpret
someone’s mood…
I examine facial expressions I rely on listening to tone of
voice
I focus on body language
12. When I teach
other people ….
I show them I tell them, write it out,or ask
them a series of questions
I demonstrate how it is done
and ask them to try it
TOTAL Visual:
________________
Auditory:
_____________
Tactile/ Kinesthetic:
____________________
The Second and Final Installment of: How We Learn !!!!!
"I have learned that if
one advances
confidently in the
direction of his
dreams, and
endeavours to live the
life he has imagined,
he will meet with a
success unexpected in
common hours."
-Henry David Thoreau
The column with the highest total represents your primary processing style. The column with the second – most choices, is your secondary processing style.
If your primary style is - visual: draw pictures in the margins, look at graphics and read the text that explains the graphics…
If your primary style is - auditory: listen to words as you read, develop an internal conversation, read aloud or talk through the information
If your primary style is– tactile: use a pencil or highlighter pen to mark passages, take notes and transfer them to a journal, doodle whatever comes to mind as you read, hold the book in your hands instead of placing it on the table…
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MEETING PROCEDURES (PART I)
By Jasmin Hanley
As professionals and medical technologists, there will be numerous occasions when we would be called on to
conduct a meeting, whether it is a staff meeting at work, a branch or council meeting of CASMET or any other in our
professional life.
As potential leaders we must be in a strong position of knowledge of the basics of meeting procedure.
Chairing an effective meeting is a skill. One that is learnable. Outlined below are some simple principles; which if
followed can result in focused efficient meetings where everyone feels their opinion is valued and the job gets done.
The chairperson is the one in command of the meeting. He or she determines the agenda, the length of the meeting and the
tone of the meeting. The chairman listens to the points of view of the members, encourages less vocal persons to share their
opinions, and disallows too many comments from the more assertive. He or she recognizes persons who have queries and
acknowledges them in fair order.
Here are some general pointers which would assist you in conducting successful meetings
1: Be Prepared. The number one rule for
effective chairmanship is to be prepared, well in
advance for the meeting. The Chairman should, with
the help of the secretary of the organization, draft an
agenda for the meeting which reflects the purpose of
the meeting.
He should see to it that all committees and
subcommittees are given equal chances to be heard
without hindrance.
Prioritize the items according to importance. If some
topics are current, motivate the concerned
committees to present their reports. Spread the
agenda evenly to provide for everyone to be heard.
Being prepared will enable the chair to guide the
meeting in the proper direction rather than allow it to
drift aimlessly. Adhering to proper formal meeting
procedures by the chair will uphold democratic
principles and increase the efficiency and
effectiveness of the procedures.
2: Be Punctual. A chair should be the first to
arrive at the meeting place. He should realize that
time is very precious. A chair must insist that
meetings start on time and end on time. Frivolous
discussion should be discouraged.
3: Be Prompt. Prompt responses to the
members' opinions and suggestions are very
important in keeping the meetings under control. Use
common sense. Never let the discussion linger on.
Never let things get out of your command.
4: Be Firm. A chair should be firm without
being rude. Always see to it that the rule and
decorum of the organization are observed by the
members. Never allow personal attacks and ego
boosting performances by the members.
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Meeting procedures cont’d
5: Be Fair. On many occasions, the discussions
may reach appoint where the chair will have to make a
ruling depending on the preceding discussions. The
general trend of the discussion may have gone against
the chair's own conviction. But the majority should
always be given the decision. The Chair may mention
his reservations while proclaiming his rulings, though.
The chair does not vote unless there is an equal
number of persons either for or against the motion on
the floor.
Whatever decisions are agreed at the meeting MUST
STAND.
6: Be Knowledgeable. Above all, the chair
should have a sound knowledge of the parliamentary
procedures and rules governing the conduct of a
meeting. He should have the Robert's Rules of Order
on his fingertips to guide the meeting in the desired
direction. A basic knowledge about different types of
motions will be a useful tool while chairing.
Model good meeting behavior and accept nothing less
from colleagues. Taking a positive part in the activity,
being generous with ideas, listening to others must be
exemplary.
There must be no aggression, no bullying.
A healthy professional discussion where diversity of
ideas and approaches are constructively used to create
the best solution and not personal attacks is the ideal.
If colleagues are going to give of their best they need
to know that all contributions are valued, that they will
get credit for their ideas and that the whole
organizations is strengthened by the collective success
rather than scoring points off one another.
As Chair Person it is you who will set the tone and
manage the process.
THE MOTION
The motion is the means whereby the group takes action. It is a
statement of what is to be done and how it is to be
accomplished. It should be carefully worded to prevent
misunderstandings. The wording should clearly channel
discussion to the important aspects of the proposal.
The motion is made by stating, "I move (or I wish to move) that
the . . .(name of the group) . . . (-add what is to be done, by
whom, when, how financed etc.)."
After the motion is stated, the chair should repeat the motion in
the exact words as given.
Normally, it should be seconded. This means the seconding
person believes the motion should be discussed. On occasions,
the purpose of a seconder is to ensure that the matter is at least
of sufficient interest to be presented to the Soup, and thus the
seconder prevents one person from wasting the group's time.
It is done by merely stating, without rising, 'I second the
motion." If, however, the type of minutes kept by the group
requires the seconder's name to appear in the record, he should
stand to facilitate recognition.
If there is no seconder, the motion dies for lack of support. The
chairman moves the meeting forward.
Confusion will not result if the presiding officer keeps the
group well informed and explain what has happened, what is
happening, and what will happen next.
PART 2 to follow!
A QUOTE OF NOTE:
“Any committee is only as good
as the most knowledgeable,
determined and vigorous person
on it. There must be somebody
who provides the flame.”
Claudia Lady Bird Johnson
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PART 11: WHO GUIDELINES ON DRAWING BLOOD:
BEST PRACTICES IN PHLEBOTOMY
Acquired from http://whqlibdoc.who.int/publications/2010/9789241599221_eng.pdf: February 29th, 2012
Procedure for drawing blood
At all times, follow the strategies for infection prevention and control listed in Table 2.2.
Table 2.2 Infection prevention and control practices
Do Do Not
DO carry out hand hygiene (use soap and water or DO NOT forget to clean your hands
alcohol rub), and wash carefully, including wrists and
spaces between the fingers for at least 30 seconds
(follow WHO’s ‘My 5 moments for hand hygiene’)
DO use one pair of non-sterile gloves per procedure DO NOT use the same pair of gloves for
or patient more than one patient
DO NOT wash gloves for reuse
DO use a single-use device for blood sampling and DO NOT use a syringe, needle or
drawing lancet for more than one patient
DO disinfect the skin at the venipuncture site DO NOT touch the puncture site after disinfecting it
DO discard the used device (a needle and syringe DO NOT leave an unprotected needle lying is a single
unit) immediately into a robust sharps outside the sharps container container
Wh Where recapping of a needle is unavoidable, Do use DO use DO NOT recap a needle using both hand
the one-hand scoop technique (see Annex G)
DO seal the sharps container with a tamper-proof lid DO NOT overfill or decant a sharps container
DO place laboratory sample tubes in a sturdy rack DO NOT inject into a laboratory tube while before
injecting into the rubber stopper holding it with the other hand
DO immediately report any incident or accident DO NOT delay PEP after exposure to
linked to a needle or sharp injury, and seek potentially contaminated material; beyond assistance;
start PEP as soon as possible, following 72 hours, PEP is NOT effective
protocols
PEP, post-exposure prophylaxis; WHO, World Health Organization.
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ANNEX B: INFECTION AND CONTROL, SAFETY EQUIPMENT AND BEST PRACTICES
Table B.1 Recommendations for infection prevention and control, safety equipment and best practice
Item Item Best Practice Rationale
Personal protection and hygiene
Hand hygiene Before and after each patient contact, as Reduces risk of cross- contamination
well as between procedures on the same patient between patients
Gloves A pair of well-fitting, clean, disposable Reduces the health-care worker’s potential
latex or latex-free gloves per patient or exposure to blood and reduces the patient’s
per procedure risk of cross-contamination between patients
Masks, visors or Goggles Not indicated
Apron/gown or cover Not indicated
Safe blood-sampling equipment
Tourniquet Clean elastic tourniquet reprocessed Contamination with nosocomial bacteria
between patients has been documented on tourniquets
DO NOT use latex gloves as a tourniquet Some patients may have latex allergy
if patients have an history of latex allergy
Sharps containers Puncture and leak-proof containers, that Prevents needle-stick injury to patients
are sealed after use health workers and the community at large
Keep container visible and within arms’ reach
Skin preparation Inspect skin, clean if visibly dirty Prevents insertion-site infection and
Apply 70% alcohol with single-use swab contamination of the blood collected
or clean cotton-wool ball Cotton wool that is pre-torn with bare hands
is contaminated and bacteria can multiply over
time
Do not leave containers of cotton, saturated
alcohol and cotton; dampen cotton
immediately before use without contaminating
the primary container
For blood donation, a one-step combimation Reduces contamination of the blood collected
of 2% chlorhexidine gluconate in 70% isopropyl
alcohol is recommended; allow to air dry
Blood Sampling
Drawing venous blood Closed vacuum extraction tubes with Reduces exposure to blood and single-use
needle and needle holder likelihood of contamination
If needle holders must be reused due to cost,
they should be removed with one hand; some
safety boxes have slots for this purpose
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Blood Sampling cont’d
Winged needles with needle cover Safer for health workers and patients
Safety syringes with retractable needles reduces exposure to blood and sharps injuries
Small quantities of Single-use lancet Hypodermic needles should be used with
capillary blood Retractable lancet care as they may enter deeper than is
Lancet platform or glucometer is dedicated desirable; they should never be used for
to one patient during hospital stay, or platform heel-pricks
or device is cleaned of all visible dirt and Hepatitis infections have been transmitted
disinfected with alcohol between uses to patients when lancet platforms or
or glucometers were used on several patients
reprocessing (i.e. without cleaning and
disinfection)
Blood-sampling system Blood-sampling tubes or containers Vacuum-extraction sampling reduces
(single use)
Blood-drawing system Sterile blood collection bag (single or Reduces bacterial contamination
multiple bag systems) with integrated Protects the health worker and patient
needle and needle protection Platelets may be stored at room
Blood collected in these systems should temperature
be stored and transported according to Some sterile blood bags may have
blood-bank procedures and the product a diversion pouch to separate the
(i.e. warm or cold stored) 150–500 ml first 10 ml or so of blood to reduce
sterile bag or bags for blood (medical or contamination
blood donation)
Transportation of Closed system that keeps samples Closed system keeps blood samples contained
laboratory samples upright and snugly fitted in stackable in case of breakage or spillage
trays or racks
Clearly labelled blood sample containers Clearly labelled sample containers with
(Some samples – such as cold agglutinins tracking system allows samples to be traced
– may need to be transported in a warm
transportation system)
Request forms A legible completed form must Provides accurate information on tests
accompany blood sample to laboratory required and patient identification
Form is stored with samples but in a Some facilities use a plastic bag with
separate compartment of the laboratory an outer pouch that keeps the paper with the
transport system specimen but protects it from contamination
Specimen storage and Storage in a cool, separate area; Keeps samples secure and away from
blood sampling area temperature regulated to around 25o C the general public
Patient information Verbal explanation and consent Helps to ensure patient cooperation and
(information leaflet) respect of patient rights
Source for information on hand hygiene and gloves: (3, 4).
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Patients’ Perceptions of Laboratory Testing in Jamaica: A Pilot Study by Tamara Chambers-Richards and Samson Omoregie
Aim of Study
The aim of this study was to determine how patients perceive the importance of laboratory tests to their physicians in
diagnosing and treating disease.
Background
Laboratory tests drive a large part of the clinical decisions
that doctors make about patients’ health, from diagnosis
through therapy and prognosis. There are many diseases
and health conditions that are a threat to the health and
productivity of Jamaicans today. Non-communicable
diseases are the leading cause of functionary impairment
and deaths worldwide. The non-communicable diseases
that mostly affect Jamaicans are cardiovascular diseases,
heart attack, stroke, diabetes, cancer and chronic respiratory
diseases, particularly asthma (Samuels 2008, cited in
Pennant 2008). The prevalence of these diseases makes it
absolutely necessary for diagnostic testing to be a major
part of the health care industry in Jamaica. Thus, there are
laboratories set up in public as well as private health care
facilities to ensure that patients have access to rigorous
diagnostic procedures which may result in better care and
outcomes.
It is estimated that of the 2.8 million people living in
Jamaica, 25,000 are known to be living with HIV/AIDS
(HIV/AIDS Health Profile-Jamaica, 2008). Diagnosis,
treatment and monitoring of HIV/AIDS are extremely
dependent upon laboratory testing.
The cost of health care is extremely high to the government
with the removal of user fees from health services. The
Jamaican government spends approximately 6% of its gross
domestic product (GDP) in the treatment of diabetes and
hypertension alone (Samuels 2008, cited in Pennant 2008).
It was estimated in 2001 that for Jamaica, the combined
economic burden of diabetes and high blood pressure, if the
diseases were properly treated, would be $419.3 million US
dollars (Jamaica Gleaner, 2007). This cost becomes even
greater when diseases are not diagnosed and treated in a
timely manner. The role of the laboratory services in the
diagnosis, treatment and monitoring of infectious as well as
chronic, non-communicable diseases cannot be overlooked.
It is clear that physicians have been doing their part in
requesting laboratory tests to guide them in patient care.
The major question is however, have patients been getting
their tests done?
Given the crucial role that test data play in medical
decision-making, and the fact that physicians are in fact
directing patients to access laboratory services, it was only
wise to examine and document patients’ perceptions of the
importance of laboratory tests in diagnosis.
Methodology
This study was conducted within the Mandeville Regional
Hospital and the Hargreaves Memorial Hospital in
Manchester, Jamaica with a total of 100 patients by
stratified random selection.
A survey was conducted where fifty patients from the
waiting rooms of each hospital were asked to complete an
interview-guided questionnaire.
Data Analysis
The data was analyzed using the Statistical Package for the
Social Sciences (SPSS). Descriptive and inferential
analyses were done on ninety four (94) of the
questionnaires, six (6) were ruled out due to non-response
or error.
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Results Demographics
(1) Gender: The study population consisted of sixty six
(66) females (70%) and thirty four (34) males (30%).
(2) Education status: Of the respondents, sixty six percent
(66%) had completed secondary and primary levels of
education, twenty percent (20%) tertiary, and fourteen
percent (14%) no formal education.
(3) Employment status: thirty three percent (33%) fully
employed, forty percent (40%) unemployed or employed part-
time, and the remaining twenty seven (27%) were self-
employed or retired.
(4) Major illnesses: Forty eight percent (48%) of the sample
registered major illnesses as follows: 21% hypertension, 9%
diabetes, 7% heart disease, 1% cancer, and 10% other general
maladies including kidney failure and sickle cell disease.
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(5) Reasons for not getting laboratory tests done: Of the
79% of respondents that had been sent to the lab by
physicians at least once in the last six months, more than
a third of respondents (44%) put off getting laboratory
tests done for several reasons: expensive (29%),
inconvenient/time-consuming (27%), unnecessary
(19%), afraid of needles (10%), afraid of results (10%),
no reason/just don’t go (5%)
(6) Perceptions about importance of laboratory tests:
When patients were asked about the reasons for doctors requesting laboratory tests, the following results were
obtained:
63% felt that laboratory tests were important in helping the doctor to diagnose and treat patients.
21% felt that doctors ordered lab tests as part of the routine.
10% felt that laboratory tests were ordered to get more money out of people.
6% felt that laboratory tests were requested simply to give lab staff work to do.
(6-b) 81% of respondents would be interested in
attending a seminar on the importance of laboratory
tests while 19% showed no interest.
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Discussion It is clear from the 38% of respondents having chronic non-
communicable diseases that laboratory testing for monitoring
and treatment is an absolute necessity for this study
population. However, 44% of the respondents put off getting
their laboratory tests done; 21% of whom believe that
laboratory tests are requested by physicians as part of a
routine. Another 10% believe that doctors order tests to get
more money out of people. This perception is influenced by
the employment status of respondents as the number of
patients’ who thought that doctors ordered laboratory tests to
get more money from people were those in the category of
being unemployed (p=0.010). Studies show that the degree
of societal level income inequality is seen to have a direct
bearing on its average health (Smith, 1999). Persons who
have less income tend to sacrifice health care for putting
food on the table. Thus, there is little or no extra cash to pay
for laboratory tests.
With more persons losing jobs due to the economic crisis
being faced by Jamaica at this time along with the increase in
persons living with lifestyle diseases, there needs to be
greater efforts in educating the public on the importance of
laboratory testing for diagnosis, monitoring and treatment.
Education status affected how often patients went to the lab
when sent (p=0.023) and patients putting off getting their
laboratory tests done (p=0.004).Those persons who had
limited education were of the number who put off getting
their laboratory tests done because they felt that they were
unnecessary. Persons who were more educated were of the
greater numbers of those who got their laboratory tests done
each time they were requested.
Education has been proven to have a positive influence on
health. The more a person is educated, the longer he will
live. The more educated a person is, the more they will seek
medical attention. Educated citizens are more forward
looking, more aware of problems, and have been given the
skills needed in order to deal with the problems they face
(Deaton, 2002). This is translated into these patients getting
their laboratory tests done each time they are requested.
The more educated respondents also believe that laboratory
tests are important in helping doctors to treat
illnesses/diseases.
It therefore means that more resources need to be allocated
to the education sector, and not just public awareness
campaigns for public health problems and its associated
challenges that face the lowest economic classes (Deaton
2002). This is evidenced by the fact that patients who had
had the importance of laboratory tests explained to them
had gone to the laboratory every time they were sent
(p=0.001).
Timely intervention is needed for the population put off
getting their laboratory tests done because of fear of
needles or fear of results (20%). Fear of Needles can cause
health problems that can become even deathly to the
patient. Some refuse to receive shots and laboratory
procedures that are mandatory, thus leading to greater risk
of getting certain diseases and remaining ill for a long time
(Lountzis, Rahman, 2008). This fear can lead to delays in
diagnosis and treatment increasing the economic burden of
healthcare to families as well as governments.
Conclusion There is need for a public awareness campaign to educate
Jamaicans on the crucial importance of getting laboratory
tests done for enhancement and maintenance of a good
health status.
Such an exercise, should, in the long run prove immensely
beneficial to the society, as physicians would be better able
to diagnose and treat illnesses in a timely manner.
Changing people’s perception on this issue could only lead
to positive results, mainly, a healthier and hence more
productive society.
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About the Authors Tamara Chambers-Richards is Assistant Professor and
Chair of the Department of Medical Technology at Northern
Caribbean University, Mandeville, Jamaica. She holds a
Bachelor of Science degree in Medical Technology and a
Master in Public Health (Medical Epidemiology) from
Northern Caribbean University.
Samson Omoregie is Associate Professor and Chair of the
Department of Biology, Chemistry & Environmental
Sciences at Northern Caribbean University. Dr. Omoregie is
a graduate of the University of Benin, Nigeria with the BSc.
and MSc. in Biochemistry and a graduate of the University
of Benin and the University of the West Indies with the
PhD in Biochemistry. He holds the PGD in Education from
the University of Technology, Jamaica.
The Role of Laboratory Professionals in increasing awareness of the importance of Laboratory Testing for Diagnosis Laboratory professionals should not just be concerned with getting results. They play a more pivotal role in patients
accessing complete healthcare. Below is highlighted a number of recommendations for the laboratory professional to
consider in helping to spread the word that laboratory testing is an important aspect of healthcare. If laboratory testing is
important, certainly laboratory medicine is also. As a laboratory professional you can:
1. Share information about your profession at public lectures; be seen beyond the microscope in a closed room.
2. Publish, publish, publish!
3. Give back and collaborate with non-profit organizations, so that tests can be offered at cheaper rates to especially
at risk groups within the population.
4. Be calm, pleasant, reassuring and professional at all times when interfacing with patients.
5. As professionals, have a stronger voice. Be united in efforts to lobby government ministries for allocation of
resources to laboratory medicine.
6. Be involved in your professional organizations. Share your experience and expertise. Only laboratory professionals
who are at the source of the issues can truly address these issues and offer valuable suggestions toward solutions.
7. Believe in the importance of laboratory testing for diagnosis, monitoring and treatment of patients.
8. Know the importance of your profession and then share it with others.
9. Remember, each one can reach one.
References Caribbean unity to stop chronic diseases epidemic- Obesity
a major target. 2007 August. Jamaica Gleaner 1997-2007.
http://www.jamaica-gleaner.com/gleaner/20070829/carib/
carib4.html. Accessed 2009 September 17.
Deaton, Angus. (2002). Policy Implications of the Gradient
of Health and Wealth. Health Affairs.
HIV/AIDS Health Profile. 2008 September. USAID
HIV/AIDS Jamaica.
http://www.usaid.gov/our_work/global_health/aids/Countrie
s/lac/jamaica.html. Accessed 2009 September 15.
Lountzis and Rahman 359 (2): 177, July 10, 2008 The New
England Journal of Medicine
Pennant L. 2008 August 3. PAHO Rep. Highlights Chilling
Effects of Non-Communicable Diseases. Ministry of Health
and Environment, JIS. http://www.jis.gov.jm/health/html/.
Accessed 2009 September 15.
Smith, James P. (1999). Healthy Bodies and Thick Wallets:
The Dual Relation Between Health and Economic Status.
The Journal of Economic Perspectives.
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Happenings In the Region
Agenda
3:30 – 4:00 p.m. Registration and Refreshments
4:00 – 4:15 p.m. Welcome and Introduction
4:15 – 5:15 p.m. Conference
“An early Predictor of Renal Disease and Cardiovascular Risk”:
Presented By: Nancy Haley, Ph.D., Siemens Healthcare Diagnostics
5:15 -6:15 p.m. Conference
‘Natriuretic Peptides in HF and ACS”
Presented By: Nancy Haley, Ph.D.,
6:15 – 6:30 p.m. Break
6:30 – 7:30 p.m. Conference
“Thyroid Dysfunction and Diagnosis
Presented By: Nancy Haley, Ph.D.,
7:30 – 8:30 p.m. Closure & Dinner
Dr. Nancy Haley received her doctoral degree from St. John’s University in New York in Biochemistry. She has received several research awards from the National Cancer Institute and was responsible for the first ‘Know Your Cholesterol” campaign to promote public awareness of cardiovascular disease risks.
Dr, Haley has published over 200 articles in peer-reviewed journals and has written over 15 chapters in educational texts. She is a licenced clinical laboratory director in the areas of chemical pathology, toxicology and immunology.
"Mediserv Cytology Training School has opened registration for the 2nd Gynaecological Course, which
begins on August 8th.
Be on the Lookout for non-gynae training and cytopreparatory techniques in 2013.
Application forms are available at www.cytologytraining.com.
St. Kitts & Nevis
The Bahamas “Bahamas Educational Symposium, Siemens Healthcare Diagnostics
Thursday, June 28, 2012
Sheraton Nassau Beach Resort & Casino
Nassau, Bahamas
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Answers in the next issue of the newsletter:
Stay Tuned !
This Newsletter is a production of the
Education Committee of the Caribbean
Association of Medical Technologists
All rights reserved @ March 31St 2012