Training activity information
Details
Review and critique an existing quality control process for a diagnostic assay
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Appropriateness of QC metrics
- QC metrics which have not been considered
- The implications of data quality on patient care
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What knowledge of quality control principles and diagnostic assays is required?
- How will you improve your ability to critically evaluate existing quality control processes? What specific aspects of a quality control process will you focus on reviewing? What is your current understanding of quality control in a laboratory setting?
- Will you research principles of quality control and common practices in diagnostic assays? Have you discussed the specific quality control process you will be reviewing with relevant colleagues? What criteria will you use to critique the process? How do you feel about providing constructive criticism?
In action
- What aspects of the quality control process are you currently examining? What criteria are you using to evaluate its effectiveness (e.g., comprehensiveness, sensitivity, specificity)? What are your initial observations and thoughts on its strengths and weaknesses?
- Are you systematically reviewing the different stages of the QC process? Are you identifying specific areas where improvements could be made? Are you cross-referencing the process with best practice guidelines or relevant literature (if available)?
- If you are struggling to understand a particular aspect of the QC process, are you seeking clarification or further information? Are you considering different perspectives or potential failure modes?
On action
- Describe the quality control process you reviewed. What were its key components and objectives?
- What aspects of quality control in diagnostic assays did you learn more about? What were the strengths and weaknesses of the quality control process you reviewed? What criteria did you use to evaluate it? Did you identify any potential areas for improvement? What were they? How did your analysis of the process (‘reflect-in-action’) lead to your critique? How does the ability to review and critique quality control processes relate to ensuring the reliability of genomic testing?
- What principles of quality control in a laboratory setting do you want to explore further? How can you apply your critical appraisal skills to other quality processes? What specific actions will you take to enhance your understanding of quality control in diagnostic assays? What resources or support would help you to develop your expertise in this area?
Beyond action
- Have you had the opportunity to review other quality control processes since this training activity? Did the skills of critical appraisal you developed help you in these reviews?
- Can you identify any instances where your critique of a QC process has led to improvements or further discussion?
- How will your understanding of quality control principles contribute to your role in maintaining and improving laboratory standards in the future?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Appraise laboratory quality control systems. |