Effects of training on service delivery in selected medical laboratories in Kenya

Abstract

Medical laboratories are essential in healthcare delivery, providing critical diagnostic services; however, service quality often suffers due to gaps in training among laboratory practitioners. This study examines the effects of training on service delivery in selected medical laboratories in Kenya, focusing on technical, soft skills, digital, and cognitive skills training. Grounded in the Theory of Reasoned Action, the Technology Acceptance Model, and Social Learning Theory, the study employed a descriptive cross-sectional design. The target population consisted of 4,053 laboratory practitioners in 18 accredited laboratories in Nairobi County, with a sample selected using simple random and convenience sampling. Data were collected via self-administered, semi-structured questionnaires, analyzed through both quantitative (SPSS v.22.0) and qualitative (thematic analysis) techniques. The findings showed that all forms of training positively influenced service delivery. Regression analysis revealed that technical skills training had the most significant effect (B = 0.364, p = 0.000), followed by digital skills (B = 0.310, p = 0.000), soft skills (B = 0.247, p = 0.000), and cognitive skills (B = 0.145, p = 0.000). The study recommends the establishment of structured, continuous training programs with an emphasis on technical and digital skills, alongside soft and cognitive skills, to improve laboratory service delivery.