American Society for Clinical Laboratory Science最新文献_第5页

Inter-professional Education: A Pilot for Future Collaboration 跨专业教育:未来合作的试点

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001610

Lisa H. Hochstein

{"title":"Inter-professional Education: A Pilot for Future Collaboration","authors":"Lisa H. Hochstein","doi":"10.29074/ascls.119.001610","DOIUrl":"https://doi.org/10.29074/ascls.119.001610","url":null,"abstract":"Inter-professional education (IPE) has become an integral pedagogy within the St. John9s University College of Pharmacy and Health Sciences Department of Clinical Health Professions. An interprofessional case study activity was developed and incorporated into the Clinical Laboratory Sciences (CLS) and Physician Assistant (PA) programs. A pneumonia case involving aspects of patient care relevant to both programs was created. In order not to interfere with courses currently in progress for both programs, the event occurred during lunch hour and both programs asked for student volunteers. Ten students in total participated. Students worked together to better understand each other9s role in diagnosing the patient, emphasizing team practice. PA students illustrated techniques in history and physical examination. CLS students then led the PA students into a mock lab and shared examples of pneumococcal plating and microscopic isolation for diagnosis confirmation. At the conclusion of the event, students evaluated their experience. Utilizing Role Perception Questionnaires, CLS and PA students indicated greater perceived value for one another9s profession at activity completion. Evaluations indicated that students felt this was a worthwhile experience and that they learned a lot about each other9s role in patient care. They also indicated that they would like to have similar programs in the future.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115277755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pilot Program in Clinical Microbiology Laboratory Simulation for MLS Students MLS学生临床微生物实验室模拟试点项目

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001602

Angela Wilson

{"title":"Pilot Program in Clinical Microbiology Laboratory Simulation for MLS Students","authors":"Angela Wilson","doi":"10.29074/ascls.119.001602","DOIUrl":"https://doi.org/10.29074/ascls.119.001602","url":null,"abstract":"Medical Laboratory Science (MLS) educational programs face the challenge of placing students for clinical practica/rotations. In a non-medical university, this has been particularly true for clinical microbiology practica as local healthcare systems centralize microbiology, serology, and molecular testing services with smaller hospitals housing “stat labs” only. Encouraged by the success of a immunohematology simulation practicum implemented over 15 years ago, in the summer 2018 faculty piloted a clinical microbiology simulation lab to satisfy entry-level practical competency requirements. The pilot program consisted of three weeks of on-campus lab simulation, followed by a two-week hospital clinical experience, as opposed to five weeks in the clinical setting in the traditional practicum. In the lab simulation, students completed clinical microbiology evaluations on all clinical specimen types. Identification techniques included bench top tests, automated identification and antibiotic susceptibility testing. Students utilized rapid kit tests and performed quality control. Upon completion of the students’ practicum final exam and microbiology section of the comprehensive program exit exam, faculty evaluated student learning using two-sample t-tests to establish if statistically significant differences existed in the scores achieved by students enrolled in the pilot versus the traditional model. We hypothesized that no such differences would exist. There were no statistically significant differences between the post-practicum exam results achieved by both groups (p","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133318341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Increasing Awareness of Medical Laboratory Sciences through Summer Outreach Programs 通过夏季外展计划提高医学实验室科学的认识

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001586

L. Clark

{"title":"Increasing Awareness of Medical Laboratory Sciences through Summer Outreach Programs","authors":"L. Clark","doi":"10.29074/ascls.119.001586","DOIUrl":"https://doi.org/10.29074/ascls.119.001586","url":null,"abstract":"A common challenge among the Medical Laboratory Science profession is that it does not often receive the attention it deserves. In an effort to overcome this issue, increase awareness of Medical Laboratory Science as a career, and expand recruitment efforts to high school students, the Department of Laboratory Sciences faculty developed a hands-on laboratory experience to be implemented into existing summer outreach programs on the University of Arkansas for Medical Sciences campus. Participants in the outreach program included 175 high school students from rural areas of the state. This experience involved participants completing a process of DNA extraction using the Bio-Rad Genes in a BottleTM Kit and viewing a presentation highlighting the MLS profession, program prerequisites, laboratory career opportunities, and salary outlook. A post experience survey was given to the participants with a 77% response rate. Results showed the overwhelming majority of participants enjoyed the laboratory activity. A total of 53% of survey participants indicated they did not have knowledge of the Medical Laboratory Science profession prior to the activity, with 93% indicating the presentation and activity provided a better understanding of the field. While 24% of respondents indicated they were interested in pursuing a career in laboratory sciences, 48% would consider Medical Laboratory Sciences as a stepping stone into another healthcare related field. Implementing a laboratory component into existing summer programs proved to be an effective method for program outreach and recruitment among high school students. The department plans to continue offering this experience for future summer outreach opportunities.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124791135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Virtual Learning: The Development of Case Study Based Lab Simulation in the Clinical Laboratory Science Undergraduate Curriculum 虚拟学习:基于案例研究的实验室模拟在临床检验科学本科课程中的发展

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001552

Stephanie B. Cochrane

{"title":"Virtual Learning: The Development of Case Study Based Lab Simulation in the Clinical Laboratory Science Undergraduate Curriculum","authors":"Stephanie B. Cochrane","doi":"10.29074/ascls.119.001552","DOIUrl":"https://doi.org/10.29074/ascls.119.001552","url":null,"abstract":"The goal for implementing simulation into medical laboratory education is to provide students with a highly realistic learning environment to practice “real-world” situations before starting clinical internships. To encourage higher levels of thinking during simulated scenarios, the incorporation of case studies exposes the learner to problem-based learning which facilitates the development of critical thinking skills by tapping into the cognitive learning domain of Bloom’s taxonomy. This research project focused on developing case study based lab simulation for undergraduate CLS students. By utilizing case studies in laboratory-simulated scenarios, the learner engages in critical thinking/problem-solving skills by focusing on cognitive learning in order to evaluate, analyze, and interpret laboratory data from all major areas of the clinical laboratory as it correlates to a specific patient diagnosis. Each learning module was based on a disease/condition the student is most likely to encounter in the hospital/laboratory setting. Learning module # 1 centered on a Type 2 diabetic with chronic renal failure and learning module #2 involved a patient with gastrointestinal bleeding due to colon cancer. The pedagogical framework encompassed the following phases: pre-briefing, analysis and test performance, student-centered discussion, and debriefing. The results of the module evaluations concluded, 100% of students strongly agreed they learned to think critically as a result of the activities in learning module #2, while 75% of students strongly agreed (25 % simply agreed) in learning module #1. Utilizing case studies, group discussions, and simulated scenarios creates a student-centered learning environment, thus allowing students to become active learners.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127455280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Efficacy and Acceptance of Brief Intentional Teachings to Encourage Success (BITES) 鼓励成功的简短意向性教学(BITES)的有效性和接受度

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001560

Scottie Moore

{"title":"The Efficacy and Acceptance of Brief Intentional Teachings to Encourage Success (BITES)","authors":"Scottie Moore","doi":"10.29074/ascls.119.001560","DOIUrl":"https://doi.org/10.29074/ascls.119.001560","url":null,"abstract":"Students in Medical Laboratory Sciences occasionally struggle in lecture to acquire the knowledge covered in the objectives. After review of the ASCLS Body of Knowledge, nine clearly-stated objectives in Acid-Base studies were distilled and two BITES were created. These BITES are a form of microlearning, where students take 10-20 minute chunks of time to learn a brief topic. 5 objectives are defined and review questions are asked to stimulate active recall and retrieval. At the end, three questions are asked which require application of the knowledge gained over the previous 10-20 minutes. Three surveys were given to all students at different points in time to assess the efficacy and acceptance of BITES; Post-Lecture (Pre-BITES) Questionnaire (PLQ), Post-BITES Questionnaire (PBQ), and Post-3-month Questionnaire (P3Q). In comparing the PLQ and the PBQ, eight correct answers were recalled more often in the PBQ and three correct answers were recalled more often in the PLQ. All correct answers were recalled more often in the P3Q than the PLQ. The question, “I enjoyed these BITES” was answered 1 “no” and 5 “yes”, and received the following scores; 0-1’s, 0-2’s, 3-3’s, 8-4’s, 11-5’s. The question, “I preferred learning with...” indicated that all students but one preferred BITES over lecture. As we continue to master our craft of teaching, we learn that MLS Students prefer learning with BITES in a traditional lecture-based classroom and that durable learning was accomplished over 3-months with their use. Further studies are required to see if BITES improve student engagement.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115988368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using a Game-Based Learning Platform to Increase Student Engagement in the Classroom 使用基于游戏的学习平台来提高学生在课堂上的参与度

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001594

M. Jamerson

{"title":"Using a Game-Based Learning Platform to Increase Student Engagement in the Classroom","authors":"M. Jamerson","doi":"10.29074/ascls.119.001594","DOIUrl":"https://doi.org/10.29074/ascls.119.001594","url":null,"abstract":"The Department of Clinical Laboratory Sciences at Virginia Commonwealth University incorporated the use of a game-based learning platform into a junior level Immunology course. The primary goal of this addition was to increase student engagement during review sessions. In previous years, each Immunology class was started with a review of material from an earlier lecture. The review consisted of short answer and multiple choice questions as a means to highlight important concepts and allow additional opportunities for students to ask questions. During these review periods it was observed that class participation ranged from 3-20%. Additionally, those who did participated were the same students in each class period. The incorporation of the game-based learning pAlatform into review sessions involved asking review questions in multiple choice format with 30 seconds of time for students to answer after each question was asked. This new format resulted in class participation increasing to 95-100%. Review of student answers also allowed the instructor to determine which areas the students needed additional assistance with before exams. Student feedback indicated that they enjoyed the ability to be anonymous when answering questions while still getting immediate feedback. This new review format will be utilized in additional courses, specifically Immunohematology. Furthermore, this game-based platform will be used to review material with senior students in their advanced senior level courses.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127551491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluation of University of Washington Medical Laboratory Science Clinical Rotation Length and Student Performance 华盛顿大学医学实验室科学临床轮转时间和学生表现的评估

American Society for Clinical Laboratory Science Pub Date : 2019-10-08 DOI: 10.29074/ascls.119.001537

Patricia P Callahan

{"title":"Evaluation of University of Washington Medical Laboratory Science Clinical Rotation Length and Student Performance","authors":"Patricia P Callahan","doi":"10.29074/ascls.119.001537","DOIUrl":"https://doi.org/10.29074/ascls.119.001537","url":null,"abstract":"Background: Local changes and needs in blood bank operations, allowed us to increase our Medical Laboratory Science (MLS) blood bank rotation to four weeks by reducing rotation length for clinical chemistry, microbiology and hematology from six weeks to five weeks. We evaluated the impact of this change on American Society for Clinical Pathology (ASCP) Board of Certification Exam (BOC) performance. \u0000Methods: We compared BOC scores for 119 MLS graduates with six-week clinical rotation lengths in chemistry, microbiology and hematology (2009-2013) and 127 MLS graduates with five-week rotation lengths in these disciplines (2014-2018). We evaluated first time pass rates, overall certification scores, specific discipline scores, and student rotation length satisfaction surveys. \u0000Results: Mean + SD overall BOC scores for six-week rotations (547 +74) was not significantly different from overall BOC scores for five-week rotations. Similarly, there was no significant effect on BOC scores for chemistry, microbiology, or hematology. The mean first-time pass rate for six week rotations was 97% compared to 96% for five-week rotations. Student satisfaction surveys received from 282 out of 307 (92%) students during 2014-2018 indicated that the five-week rotation length was adequate. \u0000Conclusion: Reducing rotation length had no detrimental effect on BOC scores or student satisfaction. These findings allowed us to respond to changing patterns in laboratory medicine. Beginning in 2018, students will receive a one week rotation in one of six molecular diagnostic testing laboratories, including hematopathology, virology, microbiology, genetics and blood bank. These rotations may be expanded as laboratory testing moves in this direction.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"249 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116714594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instrument Enrichment Pilot Program: A Study 仪器浓缩试验计划:一项研究

American Society for Clinical Laboratory Science Pub Date : 2019-04-15 DOI: 10.29074/ASCLS.119.001545

James March Mistler

{"title":"Instrument Enrichment Pilot Program: A Study","authors":"James March Mistler","doi":"10.29074/ASCLS.119.001545","DOIUrl":"https://doi.org/10.29074/ASCLS.119.001545","url":null,"abstract":"The Medical Laboratory Science Department at the University of Massachusetts Dartmouth was awarded a grant in 2016 to create a laboratory enrichment pilot program to enhance the laboratory skills of sophomore level students. This was necessary due to previous course failures in the junior year Clinical Chemistry course (MLS 342) causing retention issues (with a 3-year unsuccessful average of 17.79%). In this study, data in the form of student surveys, laboratory practical grades, and final course grades for MLS 342 are used for assessment of the program. Junior-level students who participated in the pilot program as sophomores completed a survey after finishing MLS 342. The majority (88.89%) of students indicated that they would strongly recommend the program to future sophomore students. Areas that students felt particularly prepared for in junior-level chemistry were pipetting and dilution skills, spectrophotometer skills, total protein assays, standard curves, and exam preparation. The 2 sample t-test was used to compare the 3- year average MLS 342 course grade to the new data for students who took the pilot and those who did not. Students who took the pilot did statistically significantly better (86.669%, p = 0.0078, 95% CI 1.0209, 9.3551) when compared to the 3-year average (81.481%) than those who did not (82.996%, p = 0.2693, 95% CI -3.4303, 6.4603). In addition, 100% of the students who took the enrichment program were successful in MLS 342. These data suggest that the pilot program contributed to increased student success in junior year Clinical Chemistry. Positive student comments and ratings on survey data also supports the utility of the pilot program.","PeriodicalId":263458,"journal":{"name":"American Society for Clinical Laboratory Science","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114378522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Risk of Environmental Exposure to Methicillin Resistant Staphylococcus Aureus in Healthcare Programs 医疗保健项目中耐甲氧西林金黄色葡萄球菌环境暴露的风险

American Society for Clinical Laboratory Science Pub Date : 2018-10-12 DOI: 10.29074/ASCLS.118.001164

G. L. Burke

引用次数: 0

Proposed Modification to a MLS Program for Better Student Preparation 建议修改MLS计划，以更好地为学生做准备

American Society for Clinical Laboratory Science Pub Date : 2018-09-04 DOI: 10.29074/ascls.2018000877

Lisa Hockstein

引用次数: 0