Training activity information
Details
Review an External Quality Assessment (EQA) report, recommend corrective actions and draft a plan to action recommendations.
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.
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 are the intended outcomes of the training activity?
- How will you demonstrate that you can employ specialist knowledge of quality management while reviewing the EQA report?
- How does the EQA process fit into the wider laboratory quality system, and why is it a critical component of maintaining a diagnostic service?
- What do you need to know before embarking on the activity? Consider reviewing the specific External Quality Assessment (EQA) scheme criteria (e.g., GenQA or EMQN), the laboratory’s Quality Manual, and the standards for ISO 15189 accreditation.
What do you anticipate you will learn from the experience?
- What will you learn about the process of root cause analysis when a discrepancy is identified in an EQA report?
- How do you expect this activity to improve your ability to distinguish between immediate corrective actions and long-term preventive actions (CAPA)?
- How does your existing understanding of laboratory quality control (QC) and non-conformance reporting provide a foundation for this more advanced review?
What actions will you take in preparation for the experience?
- How will you gain clarity on the expected format of the action plan?
- Consider possible challenges you might face—such as identifying the technical reason for a “poor performance” score or managing the professional implications of a laboratory error—and how you might handle them.
- Identify how you feel about embarking on this activity. Given that EQA results are a direct measure of laboratory proficiency and patient safety, how are you preparing for the professional responsibility of recommending changes to laboratory practice?
In action
What are you doing?
- How are you currently approaching the review of the EQA report? Why have you selected this specific method for identifying discrepancies or areas of concern?
- What real-time decisions are you making as you evaluate the laboratory’s performance against the EQA scheme’s criteria?
- Which aspects of quality management—such as identifying a standard technical error—feel intuitive, and which—such as recommending complex corrective actions —require more conscious effort?
How are you progressing with the activity?
- How effective are your current actions in identifying the root cause of any issues highlighted in the report?
- What challenges are you facing in this moment—perhaps ambiguous feedback from the EQA provider or difficulty finding supporting evidence in local records—and what are you learning as the review unfolds?
- How does this activity connect to your existing knowledge of laboratory quality systems and ISO 15189 standards?
How are you adapting to the situation?
- Are there alternative approaches or investigative techniques you should consider if the initial cause of a performance issue is not immediately clear?
- What immediate support or guidance do you need from the laboratory Quality Lead or a senior Clinical Scientist to ensure your recommendations are robust and actionable?
- As you draft the action plan, are you ensuring that you are working strictly within your professional scope of practice?
- How are you applying your specialist knowledge of quality management to ensure that your proposed plan will effectively prevent the recurrence of identified issues?
On action
What did you notice?
- Summarise the key points of the experience, specifically the specific EQA report you reviewed and the process you followed to identify discrepancies or areas for improvement.
- What were the essential technical or quality details—such as a specific “poor performance” score, a recurring technical artifact, or a reporting error—that most significantly influenced your recommended corrective actions?
What did you learn from the activity?
- What specific skills or knowledge did you develop or improve regarding the employment of specialist knowledge of quality management, particularly in the context of external quality assurance?
- How has this activity enhanced your ability to perform root cause analysis and distinguish between immediate corrections and long-term preventive actions (CAPA)?
- Were there any unexpected challenges or successes during the review—such as uncovering a systemic laboratory issue or successfully negotiating an action plan with senior staff—and what did you learn from these?
- In what ways did your reflection-in-action influence the quality and robustness of the final action plan?
- How does the experience of managing EQA performance and quality improvement relate to the professional requirements for your post-programme practice as a Clinical Scientist?
What will you take from the experience moving forward?
- What specific areas for continued development in quality management or specific genomic laboratory techniques have been identified as a result of this activity?
- How can you apply the learning from this experience to your routine practice to ensure the laboratory remains compliant with ISO 15189 standards and consistently delivers a high-quality service?
- Identify the specific actions you will now take—such as presenting your plan at a quality meeting or monitoring the implementation of your recommendations—to support the assimilation of what you have learned?
- What support or resources (e.g., mentorship from the Quality Lead, access to specialised quality management software, or further training on root cause analysis tools) do you need to further develop in these areas?
Beyond action
Have you revisited the experiences?
- How has your perspective on employing specialist knowledge of quality management evolved as you have encountered different types of non-conformances or EQA feedback since this activity?
- Comparing this experience with your Observed Training Activities (OTAs), what specific observable behaviours—such as performing a root cause analysis or justifying a preventive action—have you assimilated into your routine practice?
- As part of a review of the module, what recurring themes regarding laboratory proficiency and patient safety have you identified by revisiting reflections from multiple quality-related training activities?
- Through discussions with your Quality Lead or senior colleagues, has your understanding of how to manage a “poor performance” notification changed as a result of that mutual exchange?
How have these experiences impacted upon your current practice?
- Recognising that these tasks are not isolated incidents, how has the process of drafting a corrective action plan supported your development in wider areas, such as communication skills, presentation skills, or writing technical reports?
- How have you applied the specialist knowledge of the CAPA (Corrective and Preventive Action) process since the original experience to improve the overall safety and quality of the genomic service you provide?
- How is the learning from this quality management activity supporting your preparation for in-person assessments, such as Case-based Discussions (CBDs) regarding laboratory accreditation or Direct Observations of Practical Skills (DOPS) related to quality control?
How might these experiences contribute towards your future practice?
- What transferable skills—such as high-level problem-solving, critical analysis of data, or strategic planning—are you continuing to develop as you move toward becoming a Clinical Scientist?
- What clear actions have you identified for the continued development of your skills in quality leadership to ensure you consistently deliver a high standard of care in your future post-programme practice?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 5 |
Outcome
Employ specialist knowledge of quality management within a Genomics laboratory. |