Evaluation of the Knowledge Levels of Medical Interns at Suleyman Demirel University Faculty of Medicine Regarding the Pre-Analytical Phase of the Laboratory and Rational Test Ordering

ObjectiveSince the majority of errors in the medical laboratorytesting process occur in the pre-analytical phase andunnecessary test ordering adversely affects patientsafety and healthcare system costs, this study aimedto assess the knowledge and awareness levels ofsixth-year medical students (medical interns) regard-ing the laboratory pre-analytical phase and rationaltest ordering, and to contribute to the developmentof pre-internship training programs based on the findings.Material and MethodThis cross-sectional survey study included 167 med-ical interns from the 2024–2025 (n = 57) and 2025–2026 (n = 110) academic years. Data were collectedusing an online questionnaire. Descriptive statisticsare expressed as frequencies, percentages, andmean ± standard deviation. Pearson’s chi-square testwas used to compare categorical variables betweencohorts. Total pre-analytical knowledge scores andtotal rational test ordering scores were calculated bysumming the correct responses to the relevant items.Statistical significance was set at p < 0.05.ResultsNo statistically significant differences were observedbetween the 2024–2025 and 2025–2026 cohortsacross all knowledge domains (Cramer’s V: 0.01–0.05). Although nearly all participants reported phle-botomy experience, formal education about pre-an-alytical processes and rational laboratory use waslimited, and awareness of national policies was low.Significant deficiencies were identified for technicalpre-analytical topics, including order of draw, diur-nal variation, tube handling, and coagulation sampleanalysis time limits. Knowledge of minimum test rep-etition intervals was generally insufficient, with higheraccuracy for HbA1c and lower accuracy for common-ly requested tests such as AST, ALT, TSH, and CRP.Overall knowledge scores indicated low competency,with no differences between cohorts.ConclusionPractical experience alone does not ensure standard-ized knowledge. Structured, compulsory, and sce-nario-based training focused on pre-analytical qualitymanagement and evidence-based test repeat inter-vals should be integrated into internship education toimprove patient safety and resource utilization.