CASMET June 2012 Newsletter

1

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

2

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…

3

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.

4

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

5

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.

6

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

7

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).

8

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.

9

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.

10

(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.

11

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.

12

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.

13

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

14

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