Laboratory Science Curriculum Research Articles

Work-Integrated Learning in Medical Laboratory Science and Medical Technology during COVID-19

Work Integrated Learning (WIL) remains an integral part of the Medical Laboratory Science and Medical Technology curriculum. However, the onset of the COVID-19 pandemic necessitated a reconfiguration of operations and practices in institutions of higher education globally. The current, theoretically-based paper reflects on the impact of the COVID-19 pandemic on the instructional offering of Work Integrated Learning. A recount of the lessons of the transitional phase of our pedagogical approach from the traditional instructional method to strategic implementation of Problem Based Learning (PBL) in the (WIL) module is shared, including highlighting the overall long-term implications of remote instruction as an alternative to experiential learning within the Medical Laboratory Science and Medical Technology education.

Leveraging Creativity to Teach Science: Incorporating Sketchnotes in Medical Laboratory Science Curriculum

Leveraging Creativity to Teach Science: Incorporating Sketchnotes in Medical Laboratory Science Curriculum

Students perception regarding integrated pathology teaching programme for medical laboratory science curriculum: An institutional study

Students perception regarding integrated pathology teaching programme for medical laboratory science curriculum: An institutional study - IJPO- Print ISSN No: - 2394-6784 Online ISSN No:- 2394-6792 Article DOI No:- 10.18231/j.ijpo.2019.111, Indian Journal of Pathology and Oncology-Indian J Pathol Oncol

Flow Cytometry Psychomotor Exercise in Medical Laboratory Science Curriculum Facilitates Correct Interpretation of Lymphocyte Subset Analysis

Abstract Objectives To effectively include flow cytometry psychomotor objectives in medical laboratory science curriculum as recommended in the entry-level curriculum for MLS published by the American Society for Clinical Laboratory Science. Until fall 2018, our university-based MLS program’s coursework included one to two lectures by the FC operator from the local hospital, tour of their facility, interpretation of cases using histograms, and occasional observations of analyses during clinical practicum. Hands-on performance by 18 to 20 students annually was not possible. We secured an ASCP Foundation Laboratory Science Program Educational Grant for faculty training in flow cytometry and reached out to flow cytometry core facility on the university campus for permission to use the facility with supervision and at a discounted rate. Methods Each group of three to four students spent 120 to 160 minutes at the facility, including instruction by the manager, hands-on contact running the instrument by each student, and observation of other classmates. The activity included whole-blood antibody staining prior entry to the facility and CD3/CD4/CD8 lymphocyte subset analysis using MACSQuant Analyzer 10 (Miltenyi Biotec) to distinguish normal versus abnormal control and to infer the status of an assigned deidentified patient with prior HIV-1 infection (University Biosafety IBC# 18–021). Following the experience, students completed online homework, including multiple-choice and open-ended questions, which required interpretation of images recorded during the exercise. Results Blackboard test item analysis revealed that median percent of students correctly answering each question was 88 (n = 17). Students received individual feedback on each missed question. On the final Immunology exam, 100% of students provided correct interpretation (active infection or infection under control/normal result). Conclusion The results indicated good comprehension of lymphocyte subset analysis concepts. Additional exercise in immunophenotyping is under way in the Hematology class. We believe that inclusion of the flow cytometry psychomotor objectives in the curriculum will improve the students’ preparation for practice.

Incorporating an Interprofessional Education Emergency Medicine Simulation into Medical Laboratory Science Curriculum

Incorporating an Interprofessional Education Emergency Medicine Simulation into Medical Laboratory Science Curriculum

Ethical and Professional Issues Training for Students and Staff of Laboratory Medicine

Background : Medical Laboratory plays a critical role in maintaining and promoting health. Increasing wide applications of laboratory medicine in clinical practice have highlighted specific topics in the areas of social, professional and ethical issues in the laboratory. Despite the important role of clinical lab in health system, ethical issues have been rarely discussed for clinical labs. Considering the need to provide efficient training program for students, this study was designed and conducted to assess the views of laboratory science educators about offering a professional ethical course in laboratory science curriculum. Methods: The study population was 28 laboratory science educators at Mashhad University of Medical Sciences. A questionnaire was designed to assess instructors' views about the importance, quantity, quality, and the need to provide a professional ethical course for medical laboratory students. Results: The majority of respondents (82.15%) evaluated the importance of offering an ethical course for laboratory medicine to be at a very high level. Most educators (75%) believed that good clinical laboratory practice is extremely related to moral issues. Many lecturers (85.7%) completely agreed with the addition of professional ethical course for laboratory science students. Respondents (89.3%), also, believed that the educating professional ethical issues to medical lab students will enhance service quality and performance of the future laboratories. In addition, most professors suggested offering two credit points to cover such issues for the students (85.7%). Conclusion: We recommend offering a separate course in laboratory science curriculum to cover the clinical ethical issues, such as modality of taking samples, interaction with patients, the way of giving information about genetic tests, viral and malignancies, the way of storing data and access to medical records, the diagnosis of infertility, prenatal diagnosis, legal issues in poisonings, and the way of interacting with the doctor and medical private issues.

Outcomes of Curricular Enhancement in a Health Program: LPU CAMP Experience

Higher educational system has gone through substantial reforms and changes vis-à-vis curriculum innovation over the past years. The evaluation of a revised pro­gram is one of the most relevant courses of action done when curriculum change is to be implemented. One of the main reasons is that it is a chance for practitioners to test for themselves if their plan is working. It also serves as an identification of the strengths and weaknesses of the said intervention. This study was conducted to assess the results of the implementation of the Bachelor of Science in Medical Labo­ratory Science program. It employed descriptive survey using two types of self-made questionnaire, the Likert scale and open-ended type survey. Likewise, data on the results of the graduates’ licensure examinations and status of employment were also analyzed and correlated. Eighty two graduates from 2010 to 2012 of the enhanced Medical Technology program of LPU-Batangas and 13 chief medical technologists from identified affiliate-hospitals were surveyed about their perception on the at­tainment of the objectives, the realization of the core competencies as well as the supposed strengths and weaknesses of the program. Results showed that objectives were achieved alongside the significant improvements in the board performance and employment rate were noted. This study can be used as a pilot study for other higher education institutions with the same health program. This can also be used as a basis for a curricular reform by assessing the different parameters that were identified.Keywords: Medical Laboratory Science Curriculum, internship training program, chief medical technologists, board performance, graduates’ employment, Lyceum of the Philippines University Batangas, Philippines

Development and Feasibility of an Electronic White Blood Cell Identification Trainer

A prototype computer-based training tool to improve WBC identification skills was developed. Students were assigned to complete five simulated WBC differentials but were allowed ample free time to use the tool at will to complete additional cases and to use the software in two alternative learning modes. The assignment was made at the end of the traditional WBC differential training activities in the first semester of hematology in the clinical laboratory science curriculum. The tool recorded usage data during the one month that students had access. Student performance was compared to the consensus results from an expert panel of hematology instructors. Usage tracking data was extracted and reviewed. The performance data indicated that students varied in WBC identification skill on the assignment. The usage tracking data showed that students used the tool only slightly more than the assigned cases and did not use alternative learning modes. Data from the expert panel indicated that the experts varied greatly in the number of discrepancies from the consensus opinion. Item analysis indicated the cell types that were most problematic. The prototype experience prompted the creation of a revised subsequent version of the trainer that is now being evaluated in our CLS program. The new trainer is web-based offering personal computer and mobile device access.

Research in the Medical Laboratory Science Curriculum

Medical Laboratory Science (MLS) is increasing its numbers of advanced degree offerings and is accelerating involvement in evidence-based practice. Expectations of MLS faculty have increased to include research and scholarship. Many MLS programs have undergraduate requirements for research. To assist MLS faculty as they increase research productivity, information is provided to guide professionals and students striving to expand their research achievements.

Teaching method validation in the clinical laboratory science curriculum.

With the Clinical Laboratory Improvement Amendment's (CLIA) final rule, the ability of the Clinical Laboratory Scientist (CLS) to perform method validation has become increasingly important. Knowledge of the statistical methods and procedures used in method validation is imperative for clinical laboratory scientists. However, incorporating these concepts in a CLS curriculum can be challenging, especially at a time of limited resources. This paper provides an outline of one approach to addressing these topics in lecture courses and integrating them in the student laboratory and the clinical practicum for direct application.

Teaching Research Design and Practice One Bite at a Time in the MT/CLS Curriculum

The curriculum for clinical laboratory sciences (CLS) majors is tightly packed with basic and applied science, math, education, and management courses. In the past few years, clinical laboratory science program directors have been charged with adding a component on research to comply with the new #9B8 of the standards that programs must meet to pass accreditation by the National Accrediting Agency for Clinical Laboratory Sciences (now CLSI). The standard reads: “the CLS/MT will possess knowledge, skills and relevant experiences in research design/practice sufficient to evaluate published studies as an informed consumer.” 1 Graduate and professional schools spend years teaching their students how to evaluate research. How can CLS students pick it up as an add-on? This is akin to the riddle: “how do you eat an elephant? One bite at a time.” In the first bite, establish what you want the student be able to do with the new skills: the expected student learning outcomes (SLOs). For the second bite, design a series of research experiences that can be integrated into the established curriculum. In the third bite, measure student success at meeting the SLOs from both the instructor’s and student’s perspectives. For the fourth bite, assess the success of the project in its entirety and make plans to improve the process. These steps should sound familiar. They are plan, implement, assess, and improve. In a clinical laboratory, the implementation of a plan like this happens over a long period of time. In the CLS curriculum, it should also happen over time. What follows is a case study on how NAACLS standard #9B8 Research Design has been integrated into the clinical laboratory science curriculum at the University of West Florida in an active learning model embedded in core CLS courses, with an increasing level of student engagement and responsibility. The comprehensive plan also satisfies a component of the quality enhancement plan (QEP) of the university itself, which calls for a written plan for improvement in student skills of content, communication, project management, and critical thinking.

Genetics and molecular diagnostics in the clinical laboratory science curriculum.

To determine the nature and extent of education in human genetics and molecular diagnostics in clinical laboratory science (CLS) programs throughout the U.S. A written survey was mailed to 263 CLS programs. Data were expressed as raw numbers and percentages of responses. State University of New York, Upstate Medical University. There were 162 responses and 151 usable surveys. Most respondents (86.8%) were department chairs/CLS program directors; 13.2% were CLS faculty or educational coordinators. Questions were designed to determine frequency of CLS programs providing education in genetics, specific molecular methods and clinical applications, format of instruction, satisfaction levels with education provided, and perceptions on importance of teaching genetics, molecular diagnostics, and related hands-on experiences. Over 92% of CLS programs teach human genetics and molecular diagnostics in varied formats. Polymerase chain reaction was the most frequently taught molecular method; microorganism detection, the most commonly taught clinical application. More programs teach theory than provide hands-on experience in molecular diagnostics. Only 59 (39.1%) teach related ethical issues. Sixty-seven respondents (44.4%) were dissatisfied with the education they provide, due to lack of time to teach the material (n = 49; 73.1%), lack of knowledgeable faculty (n = 43; 64.2%), and expense of methods (n = 37; 55.2%). Most respondents felt it was important to include human genetics (n = 145; 96%) and molecular diagnostics (n = 149; 98.7%) in their curriculum, and related hands-on experiences in the student laboratory (n = 106; 70.2%) or clinical rotation (n = 135; 89.4%). Over 82% (n = 124) expected instruction of molecular diagnostics to increase in the next five years. Most CLS programs include human genetics and molecular diagnostics in their curriculum, and expect the education they provide to increase in the next 5 years. In order to meet this expectation, CLS programs may need to provide opportunities for faculty training, seek funding to cover the cost of methods, and consider innovative curriculum changes.

Problem-Based Learning in the Clinical Laboratory Science Curriculum

Introduction The clinical laboratory is changing at an unprecedented rate. The introduction of new technologies and increased automation along with a reduction in personnel has placed unparalleled demands on laboratory professionals. Increasingly, clinical laboratory practitioners must exhibit broad-based problem-solving skills, independence, flexibility, and a willingness to work collaboratively with other health care professionals. Educational programs in the clinical laboratory sciences (CLS) face the challenge of preparing graduates with these skills. A curricular approach gaining respect in allied health education is problem-based learning (PBL), which evolved from innovative medical school curricula introduced almost 30 years ago. PBL takes into account how students learn, fostering the development of critical reasoning skills within the context of their professional discipline, as well as the motivation for lifelong learning necessary for adaptation to a changing environment.1 At State University of New York (SUNY) Upstate Medical University (Syracuse, NY), a new course called Clinical Correlations was recently incorporated into the 2+2 bachelor of science curriculum in medical technology. The course uses a PBL format in which students apply critical reasoning, communication, and collaborative skills in a small-group, learner-centered environment. The philosophy underlying PBL is that individuals best develop knowledge and skills by actively solving problems and building conceptual frameworks rather than through the passive memorization of facts. Students explore carefully designed problems that integrate content from across the laboratory disciplines under the guidance of a facilitator who challenges them to an in-depth examination of the case objectives. Since implementation of this problem-based course, our students demonstrate an increased ability to evaluate information from multiple perspectives, are more comfortable critically questioning their own decisions and conclusions, and show a greater level of responsibility for their own learning.

Manipulatives Help to Teach Molecular Diagnostic Concepts

Changes in technology and diagnostic health care challenge clinical laboratory science program administrators to meet the diverse needs of students, affiliated training institutions, and prospective employers. In particular, molecular techniques, which permeate all disciplines of clinical and anatomic pathology, are forcing instructors in clinical laboratory science, cytotechnology, and histotechnology to ensure that students have technical and clinical skills in this area. We developed lessons that use manipulatives—hands-on learning tools that students can physically manipulate to develop conceptual foundations during guided activities—to integrate molecular theory, practice, and application into a clinical laboratory science curriculum. Results gathered from student projects, assignments, and examinations indicate that students are better prepared to interpret molecular-based data and to apply molecular techniques to new clinical test systems.

Small-group, case-based clinical biochemistry course for a medical laboratory science curriculum

Small-group, case-based clinical biochemistry course for a medical laboratory science curriculum

Toward Empirical Studies on University Ethics

August 28, 1991 . . . the apologists for any to achieve desired forget that the separation of means and ends is merely a verbal convenience. They forget that the they employ are included in the ends. Anatole Rapoport, Science and the Goals of Man, 1950 Part 1: Introduction On the Ethical Study of the University The American university has a long history of concern for ethical matters.(1) Currently, the American Association of University Professors and the Association of Governing Boards of Universities and Colleges establish standards on the ethical governance of the university. Further, the regional and professional accrediting associations, together with the collective bargaining agreement, are other vehicles that affect the university's moral governance |39, 93, 94, 99, 101~. However, powerful and pervasive external influences affect university governance, especially economic and governmental power. In the last thirty years or so, the ethos and argot of the business world have taken over the university. Markets are sought. Contributions to margin become goals. Cost/benefit analysis is used in deciding to drop a small-enrollment classical language department or in retaining a costly laboratory science curriculum. Students become customers. The faculty become employees excluded from the economic decisions relative to the curriculum. An economic engine, the university produces new and retrained employees, new arts, new sciences, and new technologies and provides packaged services for business, church, community, education, and government. Without doubt, the regional and professional accrediting associations act in the public interest protecting students and their parents as consumers |99, chap. 12 and p. 447~. Importantly, the accrediting associations serve as an important countervalent that sets governing standards for university boards of trustees, including the sheltering of their academic communities from attacks upon institutional autonomy and academic freedom |cf. 93, pp. 15-24; 99 pp. 442-48.~. The university's missions and goals no longer seem tied as imperatives to educational practice. With the exception of the university president, no one appears accountable for the cultivation and maintenance of institutional direction |67~. Like the American corporation, the university's broad dispersion of responsibility contributes to the university-wide practice of no one being specifically held accountable. If an institution's mission and goals become inapplicable, new general statements are drawn up, again without agential assignment of responsibility |cf. 26, 89~. One reads in The Chronicle of Higher Education and the daily press about administrative fraud, the scientific investigator who fudges data, faculty and student plagiarism, student cheating on tests, the commercial production of undergraduate term papers and their purchase by students, sexual harassment of students and staff, student athletes' use of drugs to enhance strength and stamina in athletic competition, and the booster club's corruption of student athletes. Of course, student activism is a perennial source of ethical controversy. What about recent revelations of dubious university accounting practices |cf. 67~? Such a continuing stream of disturbing reports sent me to seek empirical studies on the moral behavior of those who comprise the American university community. No empirical studies on the university's moral deportment were found in reviewing bibliographies that concentrated on the professional higher education literature since the 1950s, though one bibliography on the university presidency began with literature since 1900 |28, 29, 30, 44, 63, 96~. Two encyclopedic works on higher education yielded no citations of empirical studies on ethical behavior in American higher education |49, 56~. At roughly ten-year intervals, Lunsford in 1963, Peterson in 1974, and Bess in 1984, provided status summaries of social science research on organizational behavior for American universities |10, 59, 76~. …