Malaria parasitemia in apparently healthy blood donors in north-central Nigeria.

OBJECTIVE: To determine the prevalence of transmissible malaria in apparently healthy blood donors in the city of Jos in north-central Nigeria. METHODS: We collected blood specimens from individuals who had passed the screening criteria for blood donation. We created thin and thick blood films using the blood film template provided by the World Health Organization (WHO). The films were allowed to air dry; then, we stained them using a 3% Giemsa solution and examined them microscopically. In specimens that tested positive the malaria species was identified. RESULTS: The highest prevalence of malaria was in donors aged between 31 and 40 years (65.1%), whereas the lowest prevalence was in donors aged 20 years or younger (25.0%). Plasmodium falciparum was the predominant species (98.0%); the least prevalent was Plasmodium malariae (2.0%). In male donors the prevalence of malaria parasitemia was 62.0%; the prevalence in female donors was 62.5%. Among paid donors the malaria parasitemia rate was 82.3%, compared with 22.4% in volunteer donors. Donors who reported their occupation as businessperson (individual who engages in commercial trade, mostly outdoors in a market environment) had the highest prevalence, at 94.3%; students had the lowest prevalence, at 31.9%. CONCLUSION: A high percentage of blood donors in Jos, Nigeria, actually harbor malaria, which is cause for concern and more careful donor screening by healthcare professionals in that region is warranted.

Creating a sustainable culture of quality through the SLMTA programme in a district hospital laboratory in Kenya.

BACKGROUND: Bungoma District Hospital Laboratory (BDHL), which supports a 200-bed referral facility, began its Strengthening Laboratory Management Toward Accreditation (SLMTA) journey in 2011 together with eight other laboratories in the second round of SLMTA rollout in Kenya. OBJECTIVES: To describe how the SLMTA programme and enhanced quality interventions changed the culture and management style at BDHL and instilled a quality system designed to sustain progress for years to come. METHODS: SLMTA implementation followed the standard three-workshop series, mentorship site visits and audits. In order to build sustainability of progress, BDHL integrated quality improvement processes into its daily operations. The lab undertook a process of changing its internal culture to align all hospital stakeholders - including upper management, clinicians, laboratory staff and maintenance staff - to the mission of sustainable quality practices at BDHL. RESULTS: After 16 months in the SLMTA programme, BDHL improved from zero stars (38%) to four stars (89%). Over a period of two to three years, external quality assessment results improved from 47% to 87%; staff punctuality increased from 49% to 82%; clinician complaints decreased from 83% to 16; rejection rates decreased from 12% to 3%; and annual equipment repairs decreased from 40 to 15. Twelve months later the laboratory scored three stars (81%) in an external surveillance audit conducted by Kenya Accreditation Service (KENAS). CONCLUSION: Management buy-in, staff participation, use of progress-monitoring tools and feedback systems, as well as incorporation of improvement processes into routine daily activities, were vital in developing and sustaining a culture of quality improvement.

Biomedical laboratory science education: standardising teaching content in resource-limited countries.

BACKGROUND: There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs. OBJECTIVES: Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA). METHOD: Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS) lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself. RESULTS: The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes. CONCLUSIONS: These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.