Back to basics: career challenges for the laboratorian.

When I first entered the medical technology field over 20 years ago, I remember the slogan posted in our lab: "I didn't know what a medical technologist was. Now I am one." In this respect, things haven't changed too much. Most people still are not aware of what a medical technologist is and does. When I say I work at a hospital, many immediately think I must be a nurse. I am proud to be a medical technologist, and I want other people to understand the importance of my role both in patient care and in the healthcare field.

After working in the medical field for over 20 years doing benchwork and supervision, I am currently back on the educational side. I have given presentations at my children's schools, and I have talked with teachers, members of the PTA, friends, and family. In my new role as an instructor for medical laboratory technicians at Phillips Community College of the University of Arkansas at Helena, I plan to continue my efforts to spread the word about my profession.

Four educational challenges

Likewise, as educators, students, medical technicians, and administrators, we must work together as a team to make the best future for the lab and the hospital. We must rise to our challenges because if and how we respond affects the future of the lab as well as its role as part of the healthcare team.

Challenge to educators. In addition to equipping medical technology students with the same core skills as in the past, I challenge today's educators to train their students to find new ways of dealing with issues and solving problems. Entire curriculum and programs need to be updated, reorganized, and revised to expose students to the recent changes that are occurring in the medical field and in the laboratory. Central laboratories will require multitasking, and students will need to be flexible and able to work in several areas of the laboratory. Students will need to understand that laboratorians must work together as a team and not as individual departments. Educators must instill cost effectiveness in students by teaching them good test evaluation methods and by allowing them to participate in cost-analysis exercises. In our curriculum at PCC, we teach our students communication skills and problem-solving skills by role playing and by analyzing case studies and lab situations.

Challenge to MLT students. My challenge to students is to use their skills to experiment and try new ideas when handling lab problems. For example, they can utilize good communication skills when dealing with other departments such as the emergency room and develop a good relationship so that during crises this relationship can be maintained. Meetings between different departments can also be helpful in understanding other department's problems and in fostering good relationships. Through hard work, flexibility, and creativity, students can meet the demands of their new careers. In addition, throughout their careers laboratory professionals should continue their education by reading journal articles, attending seminars, and participating in educational programs at hospitals and within the laboratory.

Challenge to medical technologists. My challenge to medical technologists is to educate laboratory managers on the skills technologists bring to the lab. Let them know that quality assurance, continuous quality improvement, and total quality management are integral parts of the medical technologist's education. Volunteering and involvement are key issues. By getting involved in TQM challenges, medical technologists can help bring about needed changes in laboratory procedures. For example, they can volunteer to update or revise lab procedures, or they can be on committees both in the lab and hospital-wide. Medical technologists must be willing to participate in quality issues - by doing so, they will be investing in their own future. Reluctance or resistance to change in the laboratory setting can lead to jeopardizing one's career, and ultimately, to sacrificing quality care for the patients. Medical technologists have the talent and the capabilities to reorganize and restructure their own laboratory workplace.

Challenge to administrators. My challenge to laboratory managers and administrators is to use the talents and skills of laboratorians in restructuring hospital procedures. Medical technologists should be an integral part of the healthcare team, participating in many decisions with regard to workflow, quality assurance, safety, continuing education, computer issues, clinical pathways, and home health organization. Laboratorians have always been taught to think critically, to continuously improve, and to organize their work. Administrators who educate themselves about the pool of talent that exists within the laboratory will become increasingly confident of the laboratory's capabilities.

The future

It's time for the medical laboratory technologist to emerge from the lab and become an integral part of the healthcare team. We must interact more with other healthcare professionals to educate them about our skills and knowledge. Administrators who use this untapped talent pool will forge new pathways toward securing quality work from the lab, and hence, better quality patient care. Instead of using medical technologists to train others to do what we are already trained and qualified to do, managers and administrators need to acknowledge and use the full potential of laboratorians.

Educating others enables us to become accepted as an integral part of the healthcare team, recognized as a quality healthcare professional, and respected for our education and skills. Advertising our skills and knowledge to managers, administrators, and other laboratorians is a good first step toward gaining public visibility. We must be willing to make others aware of our knowledge and skills and reject the "silent worker" image.

Julie Byrd is a medical laboratory technician instructor at Phillips Community College of the University of Arkansas, in Helena, AR.