Clinical chemistry and laboratory medicine in Croatia: regulation of the profession

Heterogeneity exists across Europe in the definition of the profession of clinical chemistry and laboratory medicine and also in academic background of specialists in this discipline. This article provides an overview of the standards of education and training of laboratory professionals and quality regulations in Croatia. Clinical chemistry in Croatia is almost exclusively practiced by medical biochemists. Although term Medical biochemist often relates to medical doctors in other European countries, in Croatia medical biochemists are not medical doctors, but university degree professionals who are qualified scientifically. Practicing the medical biochemistry is regulated by The Health Care Law, The Law of the Medical Biochemistry Profession and The Law of the State and Private Health Insurance. According to the law, only medical biochemists are entitled to run and work in the medical biochemistry laboratory. University degree is earned after the 5 years of the studies. Register for medical biochemists is kept by the Croatian Chamber of Medical Biochemists. Licensing is mandatory, valid for 6 years and regulated by the government (Law on the Health Care, 1993). Vocational training for medical biochemists lasts 44 months and is regulated by the national regulatory document issued by the Ministry of Health. Accreditation is not mandatory and is provided by an independent, non-commercial national accreditation body. The profession has interdisciplinary character and a level of required competence and skills comparable to other European countries.     

Understanding student learning in context: relationships between university students’ social identity,approaches to learning,and academic performance

This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N = 97) the relationships between student social identity, perceptions of the learning community, approaches to learning, and academic performance were explored. Our findings suggest that a strong student social identity is associated with a deep approach to learning, which in turn is linked to higher academic performance. Also, perceptions of learning community mediate the relationship between student social identity and deep approaches to learning. Significantly, a surface approach turns out not to be associated with student social identity or perceptions of the learning community, but it is negatively related to academic performance. Our research argues for the value of an integration of complementary frameworks, emphasising social and psychological aspects of the learning experience that can be used to improve our understanding of how and why students vary in the quality of their learning.     

Intelligence beliefs,goal orientations and children’s academic achievement: does the children’s gender matter?

This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students (55.8% girls; Mage = 13.20, SD = .57 years), completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower levels of performance avoidance compared to boys. The relations between intelligence beliefs and academic achievement were fully mediated by both performance goals. Further, there were no gender differences in the associations among intelligence beliefs, goal orientations and achievement. The findings reveal that goal orientations are a mechanism that might explain why intelligence beliefs are linked with academic achievement in early adolescence.     

Low level of adherence to instructions for 24-hour urine collection among hospital outpatients

Introduction:

We hypothesized that patients are poorly informed about proper procedure for 24-hour urine specimen collection and its relevance in determination of biochemical analytes, despite availability of leaflets and webpage with instruction for collection. The aim of this survey was to question outpatients how well are they informed about procedure of 24-hour urine specimen collection.

Materials and methods:

The survey with 10 questions was done in outpatient laboratory of University Department of Chemistry, Medical School University Hospital Sestre Milosrdnice, Zagreb, Croatia. The study included 59 patients with collected 24-hour urine sample who have consented to participate in the survey.

Results:

Out of 59 participants, most of them (0.97) were older than 40 years. Internet was not recognized as a source of information (1/59). Almost one third of the patients have changed their drinking habits to collect more urine volume. Although most of the patients (0.60) were aware that the bottle of water is the best choice for the container, almost half of them were collected urine samples in the plastic soft drink bottle. Laboratory staff and physicians often have given information about proper collection procedure, but that information was insufficient.

Conclusions:

Patients are usually not aware of importance of proper preanalytical procedure for collecting urine specimen and how improper collection could affect results of requested tests. Education of outpatients, general practitioners and laboratory staff is needed in order to improve sample quality and trueness of results.