2015 Version

MODULE 9
Test Result
Reporting

SLMTA Trainer’s Guide

 Overview
MODULE 9. TEST RESULT REPORTING

Performance Outcome
With satisfactory participation in the training and successful implementation of laboratory
improvement projects, a participant’s laboratory should achieve the following outcome:
 Reporting of accurate test results and findings within established turn around time
 Satisfied clients

Checklist Items Supported by this Module

This module supports the requirements for the following items from the SLIPTA Checklist:
1.2, 1.5, 2.2, 4.1, 4.2, 4.3, 4.4, 4.5, 8.1, 8.2, 11.2, 11.4, 11.5

Learning Objectives (Management Tasks)

By the end of this module, participants should be able to perform the following management
tasks:

1. Aggregate and report all test findings for each patient

2. Ensure test results reach referral sites or test requestors
3. Consult with clients regarding specimen quality, test results and findings in
a professional manner and ensure each issue is resolved promptly and
documented appropriately
4. Conduct customer satisfaction survey to identify areas for improvement

What’s in this Module?

ACTIVITY TITLE PURPOSE DURATION

The laboratory is a service organization and its

primary reason for existence is to care for patients.
Customer Service In this activity, following sensitization to the patient’s 50 min
perspective, participants are provided tools for
developing a customer friendly laboratory.

Clinicians and laboratorians must work as a team to

provide quality patient care. In this activity clinicians
Meet the Clinician and laboratory personnel meet and share 1 hr 30 min
viewpoints with the goal of improving delivery of
quality service to the patients.

TOTAL ACTIVITY TIME: 2 hrs 20 min

SLMTA Module 9 Overview i

 Overview

TABLE OF CONTENTS

Activity: Customer Service 9-1

Activity: Meet the Clinician 9-11

SLMTA Module 9 Overview ii

TRAINER’S GUIDE (2015) 9-1

ACTIVITY Customer Service Module 9

PURPOSE: RESOURCES FOR FACILITATOR:

The laboratory is a service
organization and its primary reason for  
PowerPoint slides: 9.4 to 9.8
existence is to care for patients. In  Tool: Clinic Day Role-play Script
this activity, following sensitization to  Role-play supplies
the patient’s perspective, participants
are provided tools for developing a
 ‘Post-it notes’, Pens, Flip chart, &
Markers
customer friendly laboratory.

RESOURCES FOR PARTICIPANT:

 Job Aid 1: Customer Communication
Guidelines (901)
 Job Aid 2: Customer Satisfaction Survey
(902)

This activity supports the following laboratory management tasks and SLIPTA checklist items
Management Tasks 1.12 Develop and implement lab improvement plans based on best practices and
feedback from staff, patients, customers, quality indicators, and external
assessment
9.3 Consult with clients regarding specimen quality, test results and findings in a
professional manner and ensure each issue is resolved promptly and
documented appropriately
9.4 Conduct customer satisfaction survey to identify areas for improvement

Checklist Items 1.5 Laboratory Policies and Standard Operating Procedures Are policies and/or
standard operating procedures (SOPs) for laboratory functions, technical and
managerial procedures current, available and approved by authorized
personnel? (Communication (internal and external); Advisory Services;
Resolution of Complaints and Feedback; Continual Improvement)
4.1 Advice and Training by Qualified Staff Do staff members with appropriate
professional qualifications provide clients with advice and/or training
regarding required types of samples, choice of examinations, repeat
frequency, and interpretation of results?
4.2 Resolution of Complaints Does the laboratory investigate (review) and
resolves of customer complaints?
4.3 Laboratory Handbook for Clients – information to users Is there a laboratory
handbook for laboratory users that includes information on location of the lab,
services offered, laboratory operating times, instructions on completion of
request forms, instruction for preparation of the patient; sample collection
including patient collected samples, transport, agreed turnaround times,
acceptance and rejection criteria, availability of advice on examination and
interpretation of results; lab policy on protection of personal information,
laboratory complaints procedure?
4.4 Communication Policy on Delays in Service Is timely, documented notification
provided to customers when the laboratory experiences delays or
interruptions in testing (due to equipment failure, stock outs, staff levels, etc.)
or finds it necessary to change examination procedures and when testing
resumes?
4.5 Evaluation Tool and Follow up Is there a tool for regularly evaluating client
satisfaction, staff suggestions and is the feedback received effectively utilized
to improve services?
11.2 Quality Management System Improvement Measures Does the laboratory

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-2

identify and undertake continual quality improvement projects?

11.4 Are quality indicators (TAT, rejected specimens, stock-outs, etc.) selected and
tracked?
11.5 Is the outcome of the review of quality indicators used to improve lab
performance?

This activity is related to the following activities:

Cross cutting: Managing Performance – the Balanced Scorecard
Cross cutting: Planning Improvement Projects – Master Class
Cross cutting: Process Mapping
Module 7: Specimen Management

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-3

ACTIVITY AT-A-GLANCE
Step Time Resources Key Points

Discuss why it is
Slides 9.4 to 9.7
1 important to focus on 5 min
customer needs

Conduct the clinic day Tool

2 10 min
role-play Role-play supplies

3 Debrief the role-play 5 min

Brainstorm ways to Slide 9.8

4 assess customer 5 min Flipchart, Post-It
satisfaction Notes, Pens

Debrief the Flipchart &

5 10 min
brainstorming session markers

Job Aid 1
6 Discuss Job Aids 10 min
Job Aid 2

7 Conclude the Activity 5 min

TOTAL TIME: 50 min

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-4

PROCESS
Preparation
 Gather supplies required for the role-play.
 Preselect three participants to perform the role-play. Provide them with Tool:
Clinic Day Role-play Script in advance.

Step 1. Discuss why it is important to focus on customer needs 5 min

 Project  Slide 9.4. Review related tasks.

 Project  Slides 9.5 to 9.6. The laboratory’s sole reason for existence is to
care for the patient. Revisit the 5 guidelines for quality assurance to
determine how to best accomplish that commission. The first guideline is to
focus on customer needs. The laboratory’s customers include the patient, the
clinician, the community at large, and fellow laboratorians.
 This activity also focuses on another guideline for quality assurance - to
improve communication. Clear, concise, respectful, and responsive
communication is one of the key factors in assuring customer satisfaction.
 Patients & clinicians are not interruptions in the work of the laboratory; they
are the work. They are why laboratories exist!

 Project  Slides 9.7. Remind participants that customer satisfaction is one

of the key quality indicators. The patient’s perspective of the entire testing &
reporting process is a very important indicator. (Refer to Process Table from
Process Mapping Activity in Cross-cutting.)

Step 2. Conduct the Clinic Day Role-Play 10 min

 Announce the role-play, describe the setting and introduce the actors.
 Ask participants to assess the quality of customer service in this role-play.

Step 3. Debrief the Role-Play 5 min

 Ask participants to assess the level of customer service.
 Point out that this incident actually happened and it was discovered through a
customer satisfaction survey.
 Stress that if one wants to know whether customer expectations are being met
in a laboratory, queries must be made! Maybe a few verbal people will
complain about the problems. And maybe fewer still will report their positive
experiences. But if one wants to know what is actually going on, then
laboratorians and administrators will have to ask!

Step 4. Brainstorm ways to assess customer satisfaction 5 min

 Project  Slides 9.8. Ask participants to brainstorm about how they could
assess customer satisfaction in their own lab. Remind them that they can
address the concerns of any of their customers.
 Give participants 5 minutes to write down ideas on ‘post-it notes’ and post on
the flip chart. Possible responses include:
o Survey patients using a questionnaire regularly

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-5

o Provide a suggestion box in the lab

o Have a clerk ask patients for comments at the end of service on
specified days
o Send a questionnaire/survey to the clinicians asking for feedback on
service
o Meet with the hospital administrator once a month and ask for
suggestions on how the lab can improve
o Randomly query clinicians or patients to determine if the laboratory has
met their expectations

Step 5. Debrief the brainstorming session 10 min

 Read the suggestions posted on the flipchart and categorize according to
assessment method.
 Encourage participants to comment on those suggestions, including pros and
cons of each method.

Step 6. Discuss job aids 10 min

 Refer participants to Job Aid 1: Customer Communication Guidelines. Discuss
how to use it in the labs. Possible responses include:
o As a handout for a staff in-service training
o Posted next to the reception window as a guide
o Placed in the new employee orientation materials
o On the agenda for a staff meeting
 Refer participants to Job Aid 2: Customer Satisfaction Survey. For an
additional example, refer to the Patient Phlebotomy Survey (Specimen
Collection: Phlebotomy Role-Play Activity, Module 7). Remind participants that
they may choose to design another survey or obtain customer satisfaction in an
entirely different fashion.

Step 7. Conclude the Activity 5 min

 Link to Managing Performance – the Balanced Scorecard activity (Cross cutting).
This customer satisfaction activity provides practical guidelines and tools for
collecting data on this key quality indicator.
 Link to Planning Improvement Projects – Master Class activity (Cross-Cutting).
Planning to improve customer service is a prime consideration for an assigned
improvement project.
 Highlight or reiterate the key messages below.
 Make sure participants achieved objectives of the activity.

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-6

 KEY MESSAGES Can they:

 Patient care is why laboratories exist. Laboratorians  Perceive the patient’s point of
must strive to ensure the quality of services. view?
 The extent to which customer expectations are met or  Use the tools provided to
not must be determined by querying. assess customer satisfaction?
 Customer satisfaction data will be critical to improve  Use the tools provided to
laboratory service. improve customer service?
ACTIVITY OBJECTIVES
 MET?

 Connections and Applications

 Remind participants that the goal of this training is to return to their
laboratories and actually make changes for the better. Collecting complaints is
only the beginning. Reiterate the importance of following through on customer
complaints/concerns.
 Five guidelines for quality assurance:
o Focus on the needs of the users – Customers are why laboratories exist.
o Focus on processes to increase the productivity of work
o Use data to improve services - “What gets measured (and monitored), gets
fixed”
o Use teams to improve quality
o Improve communication – The majority (70%) of untoward incidents in
health care, when investigated, demonstrate a root cause of poor
communication.

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-7

Tool: Clinic Day Role-play Script

Clinic Day Role-play Script

Setting:
Diabetic Clinic Day at your hospital/health center. The diabetic patients
come to your facility fasting and must have their blood drawn before they can
eat breakfast. The Laboratorian is to be positioned in the “lab”. The two
patients are to be positioned outside the “lab”.

Actors:
1) Laboratorian
2) Diabetic Patient #1
3) Diabetic Patient #2

Resources:
Cell phone (may borrow one from participants or provide toy cell
phone)
Lab Coat - to identify laboratorian (optional)
Table with sign designating “Laboratory” (optional)

Action:
Laboratorian: Talking on Cell Phone about personal matters. He /She never
even notices or acknowledges the patients. Makes conversation with friend
on cell phone.

Diabetic patient #1 (speaking to diabetic patient #2): Wow, I am feeling very

weak. I have to be fasting to have my blood drawn. I have been waiting here
for 45 minutes and no one is helping me.

Diabetic patient #2 (responding to Diabetic patient #1): I am very hungry

also. I have walked for 2 hours to arrive here for the clinic. Why is it taking
so long to have our blood drawn? Is there a problem?

Diabetic patient #1 (answering Diabetic patient #2): I do not even see the
laboratory technician. Shall we go into the lab to ask for assistance?

Diabetic patient #1 and #2 pretend to open the “door” and walk into the lab.
They observe the laboratorian on the cell phone.

The laboratorian continues to talk and does not notice the patients.

The END!

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-8

Job Aid 1: Customer Communication Guidelines

Customer Communication Guidelines

PURPOSE To standardize laboratory communications in order to provide excellent

customer service to all customers
SCOPE Applies to all staff members in the laboratory and all communications with
external customers (physicians, residents, nurses, patients, visitors)

Situation How to respond

Standard greeting for all “Good morning/afternoon, how may I help you?”
customers “Hello Dr. ________, how may I help you?”

Standard greeting to For outpatients:

patient with explanation of “Good morning (afternoon) Mr. or Mrs. _______. My name is
phlebotomy procedure ________________. I need to draw some blood from you for
the lab tests your doctor had ordered. I will try to be as painless
as possible. If at anytime during the procedure, you feel pain or
discomfort, please let me know.”

For inpatients:
Knock first before entering any patient room. Respect patient
privacy. If a patient is busy or has guests, greet them as above
and ask “May I draw your blood now?” If the answer is no, ask
the patient “When may I return to draw your blood?”

Patient asks, “What tests Answer: “There are a variety of reasons for a doctor to order
are being ordered? Why any laboratory test. Your doctor can explain exactly why he/she
is my doctor ordering is ordering tests on you.”
these tests?”

Patient complains about a Let the patient vent first then listen carefully to the problem.
long wait or poor Offer a sincere blameless apology like “I am sorry you had that
customer service experience. What can I do to help you?”
If follow-up is required, state: “I will speak with the appropriate
parties and we will get back to you. Thank you for bringing this
to our attention.” (Make no inference that someone failed to do
their job or should have done it differently.)
You miss the vein or fail Explain to the patient, “I had some difficulty in obtaining your
to obtain blood blood. I will need to make a second attempt to draw it. Please
bear with me as I try again.” (No excuses or comments on
veins are difficult, rolling veins, etc.)
Patient states doctor did Answer: “I will recheck your order with the doctor/nurse.”
not order these tests (Confirm with nurse the orders on the patient.)
On return, advise the patient “I have verified your orders with
the doctor/nurse and I do need to draw blood based on your
doctor orders.”

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-9

Job Aid 1: Customer Communication Guidelines

Situation How to respond

Physician calls to Answer: “I am sorry you had that experience/ for the delay. I will
complain about delay in locate your results right away. May I place you on hold?”
testing If results are not in the files, state that you are having difficulty
For example, “Where are locating the results and will investigate and get right back to the
the results? I ordered them physician. Ask for the call-back number.
yesterday and they are still
not available! This lab
If results are available, provide results and ask the physician to
service is awful!”
read them back.
Physician complains Answer: “I am sorry for the delay. I am working on it and it will
about results not on the be ready in _______minutes (give a good time estimate).
chart
For example, “I ordered a If instrument problem exists, call the physician back and explain
CD4 count yesterday. The the reason for the delay and what you will do to obtain results.
results are not on the chart.
When will the results be
ready?”

Avoid the following statements in all communications with customers:

 There is nothing I can do about it.
 I am too busy.
 Nursing did not order the test; it is not the lab’s fault.
 I don’t know.
 I will get to it later.
 No, I cannot help you.
 It is not my job.
 Why didn’t you look it up in the patient chart?
 I will draw the patient when I get to it.

Administration: Verification and Approvals

Prepared by: _________________________________________________________

Distribution: Standard Operating Policy and Procedures Manual / All laboratory sections

Date Adopted: ______________________ DATE REVISED: _____________________

Department Approval: ___________________________________________________

Review History: ___________________________________________________

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-10

Job Aid 2: Customer Satisfaction Survey

Customer Satisfaction Survey

Excellent Good Average Fair Poor
(5 points) (4 points) (3 points) (2 points) (1 point)
Staff was available in a
timely manner.
Staff was friendly and
cheerful throughout.
Staff greeted you and
offered to help you.
Staff answered your
questions.
Staff showed knowledge
of the laboratory/services.
Staff offered pertinent
advice.
Staff was courteous
throughout.
Overall, how would you
rate our customer
service?

Opened Ended Questions

What did you like best about our customer service?

Is there a staff person you would like to commend?

Name:
Reason:

How could we improve our customer service?

Thank you for taking the time to complete our customer service survey.

SLMTA Module 9: Test Result Reporting Activity: Customer Service

TRAINER’S GUIDE (2015) 9-11

ACTIVITY Meet the Clinician Module 9

PURPOSE: RESOURCES NEEDED FOR FACILITATOR:

Clinicians and laboratorians must work as
a team to provide quality patient care. In  
PowerPoint slides: 9.9 to 9.11
this activity clinicians and laboratory  Tool: Questions for Clinicians
personnel meet and share viewpoints with
the goal of improving delivery of quality
RESOURCES NEEDED FOR PARTICIPANTS:
service to the patients.
 Job Aid: Creating a Clinician
Handbook (903)
 Worksheet: Questions for
Laboratorians (904)
 Flipchart and markers

This activity supports the following laboratory management tasks and SLIPTA checklist items
Management Tasks 1.12 Develop and implement lab improvement plans based on best practices and
feedback from staff, patients, customers, quality indicators, and external
assessment
9.3 Consult with clients regarding specimen quality, test results and findings in a
professional manner and ensure each issue is resolved promptly and
documented appropriately
9.4 Conduct customer satisfaction survey to identify areas for improvement

Checklist Items 1.2 Laboratory Quality Manual Is there a current laboratory quality manual,
composed of the quality management system’s policies and has the manual
content been communicated to, understood and implemented by all staff?
1.5 Laboratory Policies and Standard Operating Procedures Are policies and/or
standard operating procedures (SOPs) for laboratory functions, technical and
managerial procedures current, available and approved by authorized
personnel?(Resolution of Complaints and Feedback; Pre-examination
Processes)
2.2 Management Review Does the laboratory management perform a review of
the quality system at a management review meeting at least annually?
4.1 Advice and Training by Qualified Staff Do staff members with appropriate
professional qualifications provide clients with advice and/or training regarding
required types of samples, choice of examinations, repeat frequency, and
interpretation of results?
4.2 Resolution of Complaints Does the laboratory investigate (review) and
resolves of customer complaints?
4.3 Laboratory Handbook for Clients – information to users Is there a laboratory
handbook for laboratory users that includes information on location of the lab,
services offered, laboratory operating times, instructions on completion of
request forms, instruction for preparation of the patient; sample collection
including patient collected samples, transport, agreed turnaround times,
acceptance and rejection criteria, availability of advice on examination and
interpretation of results; lab policy on protection of personal information,
laboratory complaints procedure?
4.4 Communication Policy on Delays in Service Is timely, documented notification
provided to customers when the laboratory experiences delays or
interruptions in testing (due to equipment failure, stock outs, staff levels, etc.)
or finds it necessary to change examination procedures and when testing
resumes?
4.5 Evaluation Tool and Follow up Is there a tool for regularly evaluating client

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-12

satisfaction, staff suggestions and is the feedback received effectively utilized

to improve services?
8.1 Information for patients and users Are guidelines for patient identification,
specimen collection (including client safety), labelling, and transport readily
available to persons responsible for primary sample collection?
8.2 Does the laboratory adequately collect information needed for examination
performance?
11.2 Quality Management System Improvement Measures Does the laboratory
identify and undertake continual quality improvement projects
11.4 Are quality indicators (TAT, rejected specimens, stock-outs, etc.) selected and
tracked?
11.5 Is the outcome of the review of quality indicators used to improve lab
performance?

This activity is related to the following activities:

Cross cutting: Managing Performance – the Balanced Scorecard
Cross cutting: Planning Improvement Projects – Master Class

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-13

ACTIVITY AT-A-GLANCE
Step Time Resources Key Points

Explain why teamwork

and communication are
1 5 min Slides 9.9 to 9.10
important for patient
care

Provide ground rules

2 5 min Slide 9.11
for the discussion

Facilitate the dialogue

Tool
3 between clinicians and 50 min
Worksheet
laboratorians

4 Debrief the discussion 10 min

Brainstorm ideas to
Flipchart &
5 improve 10 min
markers
communication

6 Present Job Aid 5 min Job Aid

7 Conclude the Activity 5 min

1 hr 30
TOTAL TIME:
min

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-14

PROCESS
Preparation
 Prior to the workshop, make arrangements for at least three clinicians to come
and meet with the laboratorians.
o Specify the time, location, and expected duration of the activity.
o Provide Tool: Questions for Clinicians to invited clinicians so they can
prepare for the discussion.
o Explain the goal for the activity is to encourage communication and
teamwork for quality patient care.

 Direct participants to Worksheet: Questions for Laboratorians. Assign

these questions for homework on the evening prior to this activity.
 Arrange seating in a circle for the discussion.

Step 1. Explain importance of teamwork/communication for patient care 5 min

 Project  Slides 9.9 to 9.10. Reintroduce the 5 guidelines for quality

assurance. Indicate that this session will focus on communication and
teamwork.

Step 2. Provide ground rules for the discussion 5 min

 Project  Slides 9.11. Explain that the purpose of this activity is to

encourage communication and teamwork for quality patient care.
 Allow the clinicians and laboratorians to introduce themselves.
 Introduce the ground rules for the discussion.
o Share viewpoints openly and respectfully
o Respect time constraints, allowing equal time for both clinicians and
laboratorians
o Focus discussion on common goal – to improve patient care
o Provide constructive suggestions, not criticism

Step 3. Facilitate the dialogue between clinicians and laboratorians 50 min

 Use questions from the Tool: Questions for Clinicians and the Worksheet:
Questions for Laboratorians as a guide.
 Divide time equally between clinicians and laboratorians, facilitating both
perspectives.
 Designate a scribe to record discussion points on the flipchart.

Step 4. Debrief the discussion 10 min

 Highlight common themes such as:
o Both clinicians & laboratorians want to provide excellent patient care,
but are equally frustrated when this type of care is not delivered.
o Clinicians and laboratorians likely do not communicate routinely;

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-15

therefore, there are issues that they did not know existed.
o Both clinicians and laboratorians appreciate mutual respect.
o Specimen rejection is fraught with misunderstanding and may be an
issue of frustration for both groups.

Step 5. Brainstorm ideas to improve communications 10 min

 Brainstorm ways to foster ongoing communication and team building. Possible
responses include:
o Routine patient care meetings with representatives from various
disciplines
o Laboratory representatives on hospital “clinical rounds”
o Joint professional association meetings of clinicians & laboratorians
o Communicating/discussing new clinical requirements with laboratory
administration so testing is in place to meet clinical demands
o Direct communication in unusual clinical or laboratory situations
o Written laboratory guidelines/policies for reference
o Laboratorians to present a lecture or lead a discussion at
hospital/health center continuing education meetings

Step 6. Present Job Aid & Quality Improvement Project Plan 5 min
 Present Job Aid: Creating a Clinician Handbook. With its clearly outlined
laboratory policies, a clinician handbook can serve as a key communication
tool. A handbook would include information on specimen management,
laboratory hours, expected turn-around-times, etc

Step 7. Conclude the Activity 5 min

 Highlight or reiterate the key messages below.
 Make sure participants achieved objectives of the activity.

 KEY MESSAGES Can they:

 Communication is the first step in building an effective  Describe the concerns and
patient care team. requirements of other members
on the patient care team?
 Both clinicians and laboratorians desire to provide
excellent patient care.  Appreciate the importance of
ongoing teambuilding and
 All members of the patient care team have specific communications between
requirements which must be met in order to provide the clinicians and laboratorians?
best patient care.
 Explain the benefits of a written
Clinician Handbook?

 ACTIVITY OBJECTIVES MET?

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-16

 Connections and Applications

 Guidelines for Quality Assurance – Use teams: Becoming acquainted with
clinicians is the first step in promoting teambuilding and teamwork in patient
care.
 Guidelines for Quality Assurance – Improve communication: Open channels of
communication facilitate good patient care as issues can be communicated
preemptively, thereby avoiding misunderstandings.
 The Meet the Clinician activity is an excellent opportunity to take the tools
learned in the classroom and move them to the participant’s lab through an
improvement project. It is important to begin communicating with the clinician
and working as a team to improve patient care.

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-17

Tool: Questions for Clinicians

1. In your viewpoint, what role does the laboratory play in patient care?

2. Give one or two examples of situations where reliable & accurate

laboratory results are crucial to patient care. Share specifically how
clinical care will differ based on the laboratory data.

3. Share an experience when the laboratory provided excellent service.

Focus on the benefits to the patient.

4. Share an experience when the laboratory did not provide excellent

service. Focus on how the patient was affected.

5. Give three to five suggestions to the laboratory as to what clinicians

value in their interactions with the laboratory.

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-18

Worksheet: Questions for Laboratorians

1. In your viewpoint, what actions does the clinician perform that enhance
the patient care provided by the laboratory?

2. Give one or two examples of situations where the clinicians’ actions

directly affected laboratory results.

3. Share an experience when the actions of the physician resulted in the

provision of excellent patient care. Focus on the benefits to the patient.

4. Share an experience when the actions of the physician did not result in
provision of excellent patient care. Focus on how the patient was
affected.

5. Give three to five suggestions to the clinicians as to what are important

actions on their part that lead to reliable & accurate laboratory test
results.

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician

TRAINER’S GUIDE (2015) 9-19

Job Aid: Creating a Clinician Handbook

The clinician handbook is an excellent form of communication from the

laboratory to clinicians. The handbook provides a written repository of
laboratory policies that affect clinicians. The following is a sample table
of contents to guide the laboratory administration in producing such a
document for its own use.

Table of Contents

I. Laboratory Quality Assurance

II. Operating Hours and Turn-Around-Times
Where do I send my samples?
III. Daily cut-off times when the Laboratory stops doing tests
IV. Preparing Laboratory Samples
1. General Requirements for Laboratory Tests
2. Specific Requirements for Venous Blood Collection
3. Specific Requirements for Pediatric Dried Blood Spot (DBS)
collection
4. Specific Requirements for Adult Dried Blood Spot (DBS) collection
5. Specific Requirements for Urine Collection
6. Semen Analysis
7. Blood Culture
8. Sputum Collection
9. Specific Requirements for Cytology Collection & Transportation
10. Specific Requirements for Histology Collection
11. Specimen Requirements for CSF, surgical wound, stool, and urine
culture collection
V. Conditions for Sample Rejection
1. Blood
2. Cytology
3. Urine
4. Stool
5. Sputum
VI. Getting Back Results
Where do I collect my results?

Appendix A: Contact Information

SLMTA Module 9: Test Result Reporting Activity: Meet the Clinician