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PubMedDate not supplied

Tracing our roots: years of turmoil (1962-1977).

OBJECTIVE: To describe the activities of the American Society of Clinical Pathologists and the sequence of events leading to the establishment of the National Accrediting Agency for Clinical Laboratory Science and Medical Laboratory Personnel. DESIGN: A survey of literature on the history of clinical laboratory science was conducted. References consulted various books and professional journals. CONCLUSIONS: By virtue of its close association with ASCP, ASMT became drawn into a series of legal actions between 1962 and 1977. Although ASMT was eventually dropped from all law-suits, the association's leadership recognized the need for greater autonomy and independence from ASCP. Clinical laboratory science achieved several victories during this period with respect to certification and mandatory re-registration by the BOR. Responsibility for accreditation of educational programs was shifted from the BOS to NAACLS and the establishment of the National Certification Agency for Medical Laboratory Personnel signified ASMT's commitment to certification by the profession for the profession.

Accreditation↗
PubMed2003

Mapping the literature of clinical laboratory science.

This paper describes a citation analysis of the literature of clinical laboratory science (medical technology), conducted as part of a project of the Nursing and Allied Health Resources Section of the Medical Library Association. Three source journals widely read by those in the field were identified, from which cited references were collected for a three-year period. Analysis of the references showed that journals were the predominant format of literature cited and the majority of the references were from the last eleven years. Applying Bradford's Law of Scattering to the list of journals cited, three zones were created, each producing approximately one third of the cited references. Thirteen journals were in the first zone, eighty-one in the second, and 849 in the third. A similar list of journals cited was created for four specialty areas in the field: chemistry, hematology, immunohematology, and microbiology. In comparing the indexing coverage of the Zone 1 and 2 journals by four major databases, MEDLINE provided the most comprehensive coverage, while the Cumulative Index to Nursing and Allied Health Literature was the only database that provided complete coverage of the three source journals. However, to obtain complete coverage of the field, it is essential to search multiple databases.

Abstracting and Indexing↗
PubMed2002

The identification and description of critical thinking behaviors in the practice of clinical laboratory science, Part 1: Design, implementation, evaluation, and results of a national survey.

The ability to think critically has been identified as a pivotal attribute of health care professionals. The purpose of this study was to identify and describe critical thinking (CT) behaviors and observable events resulting from CT, important in the practice of clinical laboratory science. Medical, educational, and psychological literature related to the many behaviors characterized under the CT rubric has been focused by an operationalized definition positing CT to be a metaprocess that facilitates learning by interlinking the more basic processes associated with different learning orientations: behaviorist, cognitivist, humanist, and situated/contextual learning. A total of 65 CT behaviors were identified through a process including discovery (expert interviews, a focus group with practitioners) and refinement (literature comparisons, expert rankings/reviews, pilot survey). CT behaviors were characterized further through a national survey of practitioners (n = 1,571, > 50% of time in bench work). Using a 6-point scale, practitioners ranked the importance of the CT behaviors. Important CT behaviors were characterized as being not only cognitive in nature, but also behavioral, affective, and situated/contextual. These findings suggest a stronger relationship between CT behaviors and all aspects of practice than previously reported. Given that these behaviors span all learning domains, findings support the metaprocess view of CT. Implications are that CT behaviors cannot be learned or taught, apart from a discipline-related practice setting. This study contributes to learning theory related to transfer and how learning occurs and to literature describing survey methodology. It also provides a basis for measurement of CT in practice settings.

Data Collection↗
PubMed2003

More reliable data for diarrhoeal intervention programmes: rethinking on knowledge, attitude and practice studies.

The aim of this study was to propose an alternative approach to traditional knowledge, attitude and practice (KAP) studies to enhance the quality of data on which educational health programmes are based. The methodology proposed and illustrated involved a triangulation of approaches derived from linguistics, cognitive science, and medical laboratory sciences. Three diarrhoeal health talks (educational messages) as given to mothers in three primary-care facilities in Borno State (Northeast Nigeria) were subjected to a linguistics analysis. Relationships were then sought between the ontology of knowledge in the health talks as revealed by the text analysis and two other kinds of data, namely: (a) mothers' answers to a set of ecologically-sensitive reasoning questions that test how much relevant inferential knowledge the health talks allow for and (b) results of microbiological and biochemical analyses of salt-sugar rehydration solutions prepared by mothers participating in the study. The findings of the study show a relationship between contents/formatting of the health talks and the extent to which relevant inferential competence was supported or demonstrated by mothers. It was also evident that the laboratory analyses could be related either directly to the health talks or indirectly in terms of what the health talks need to emphasize on. The conclusion shows how the methodology proposed addresses shortcomings of traditional KAP studies in respect of the gap between health knowledge and practice.

Adult↗
PubMed2000

The cultural adaptability of health sciences faculty.

PURPOSE: Health care educators have a major responsibility to prepare future health care practitioners to provide services for culturally diverse clients. As a starting point, prior to making any curricular changes, the cultural adaptability of the faculty needs to be measured; therefore, this study was conducted to determine the cultural adaptability of the faculty within a College of Health Sciences of an urban regional university in Southeastern Virginia. METHODS: The sample consisted of 40 health sciences faculty representing dental hygiene, medical laboratory sciences, nursing and physical therapy. The principal investigator personally administered the Cross-Cultural Adaptability Inventory (CCAI), a 50-item instrument that contains questions to measure the construct cultural adaptability and its four dimensions: emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy. The CCAI is not targeted to one particular culture, but rather is designed to be culture general. RESULTS: Overall, all four faculty groups exhibited higher average CCAI scores than the CCAI norm group which consisted of individuals with cross-cultural experience and training. Analysis of variance revealed no statistically significant difference, at the 0.05 level, in the overall CCAI scores among the health sciences faculty. Analysis of CCAI scores among the health sciences faculty, using analysis of variance revealed no statistically significant difference, at the 0.05 level, in emotional resilience, perceptual acuity, and personal autonomy. In the dimension flexibility/openness, a significant difference was exhibited between the physical therapy and medical laboratory sciences faculty. CONCLUSIONS: These qualities should provide a strong foundation for the development of additional competence in cross-cultural health care and for preparing practitioners who can provide culturally sensitive health care. Further exploration to determine whether a cross culturally adaptable faculty can impart this attribute to students might be to administer the CCAI to entering and exiting students.

Analysis of Variance↗
PubMedDate not supplied

The challenging journey of CLS/MLS student recruitment.

Clinical laboratory science/medical laboratory science (CLS/MLS) programs struggle for student applicants. At the same time, the health-care industry suffers from a shortage of qualified laboratory scientists. This article addresses the University of Utah's (U of U) Medical Laboratory Science program efforts to increase student enrollment. Student applicants were needed desperately. The Director of Medical Laboratory Science Education appointed a 0.5-FTE person to manage student recruitment and academic advisement. Immediately, we took a "shotgun" approach to promote and attract qualified students, followed by specific exploratory methods to examine students' motivations in applying to the U of U MLS program. Recently, we conducted a national study of university-based CLS/MLS programs to research what motivates students' enrollment in CLS/MLS programs. We found that the most important motivational factors for a student's choice of a CLS/MLS program are 1) based on geographical location, 2) influenced by family and friends in making their decision, 3) viewing the laboratory profession as a stepping stone to other professions, and 4) their college advisor, the most relevant information source for these students. The U of U MLS program markets locally and encourages family and friends to spread the word about the profession. We remain visible to college advisors and find new opportunities to expose the profession to high school students.

Career Choice↗
PubMed2002

Coverage and perceptions of Medical Sciences students towards hepatitis B virus vaccine in Sana'a City, Yemen.

OBJECTIVE: The present study was conducted to estimate vaccination coverage against hepatitis B virus and the perceptions of 1198 medical sciences students in Sana'a City, Yemen. METHODS: Only those who practice clinical training or are in contact with body fluids were included. The students were enrolled in the Faculty of Medicine and Health Sciences, Sana'a University, Republic of Yemen. Data was collected from 1999-2000. Arabic pre-tested questionnaire forms were completed by 840 students at a response rate of 70.6%. RESULTS: The study revealed a reported vaccination rate of 29.5%. The rate among Faculty of Medicine and Health Sciences students was 32.3%, whereas only 21.3% among the students of High Institute of Health Sciences. Students of dentistry attained the highest rate of vaccination (38.8%), while nursing students of the High Institute of Health Sciences achieved the lowest rate (17.1%). Rate of vaccination (46.6%) among female students was significantly higher than male students (22.3%) with a P- value of 0.0001. Medical assistants of the High Institute of Health Sciences scored the best (56%) in terms of knowledge, medical laboratory sciences students achieved the highest (43.6%) in attitude and dentistry students had the highest scores (35.5%) in practices. The mean knowledge of females and males was comparable, however, females achieved higher attitudes and practices. Final stage students attained better attitude scores than the pre-final and intermediate students. CONCLUSION: Vaccination coverage of medical sciences students in Sana'a City, Yemen is low. Knowledge of medical assistants is the best, attitude of medical laboratory sciences students and practices of dental students is the highest. Attitudes and practices of female students are better than that of males.

Health Knowledge, Attitudes, Practice↗
PubMed1979

A ladder curriculum in clinical microbiology.

A continuum of four microbiology courses for medical technology majors has been developed by the Medical Laboratory Science Program at Northeastern University. Using a system approach to curriculum design, the academic and clinical faculty identified career-entry capabilities, delineated appropriate subject content, and developed an instructional system which placed individual topics into one of four courses in the ladder curriculum: a basic, second-year, university-based clinical microbiology course stressing microbial technique and common organism identification; third-year microbiology and cellular physiology courses developing theoretical aspects; a fourth-year, hospital-based clinical microbiology rotation emphasizing isolation and identification techniques for significant pathogens; and a fourth-year, university-based, didactic course covering host defense-organism virulence interactions, infectious disease principles, and new techniques and unusual isolates as reported in the recent journal literature. Based on four years of experience with this system and in light of the publication of the 1978 American Society for Medical Technology (ASMT) Competency Statements, the Northeastern Medical Laboratory Science Program faculty is currently reexamining the continuum to insure completeness and appropriateness of overall subject content, to provide reinforcement, and to remove unnecessary duplication among the courses in the curriculum.

Certification↗
PubMedDate not supplied

Assessment of medical technology students' perceptions of clinical site rotations and job choice criteria.

This study reflects an assessment conducted at the University of Utah to determine medical laboratory science students' perceptions and influence of clinical rotations on job choice criteria. A mixed method design was used, incorporating semistructured interviews and mailed questionnaires. This study identified both favorable as well as unfavorable factors that influence students' employment choices. Clinical managers should: 1) foster a positive organizational climate; 2) encourage constructive employee-student interaction and respect; 3) promote the clinical facilities' reputation of excellence in health care; and 4) continue to offer competitive wages and employee benefits. Clinical managers should avoid: 1) a lack of positive attitudes toward students; and 2) a lack of respect for the student's knowledge. This study provides crucial information for laboratory directors, managers, and supervisors who are interested in creating an ideal climate in which to recruit graduating medical laboratory science (MLS) students.

Adult↗
PubMed1992

Telescience testbed for biomedical experiments in space morphological and physiological experiments of rat musculoskeletal system.

As the second telescience testbed experiment we were examined sophisticated processes of biomedical experiment, such as an implantation of a transmitter into the hamster's abdominal cavity, non-stressful blood sampling, large amount of blood collection, muscle extirpation and biopsy from the hamsters on February 6-8, 1990. To make clear the differences between successful results obtained by an experienced hand and by a non-experienced one, three operators were selected for three successive experimental days; an engineer who had never experienced any biological experiment, a non-biology student, who experienced on biological experiments, and a veterinary surgeon. Surgical procedures need much experiences on maneuvering and understanding of theory to shorten the elapse time. Especially for a non-experienced hand, graphic instructions were much helpful to understand and to maneuver the procedures. Continuous recordings of ECG from a operator and PIs were of an advantage to grasp an extent of the mental strain, which was compared with their reports requested after end of each experimental day. The mental strain was not related to degrees of scientific achievement, but showed faithfully difficulty of each experimental procedure. Training effects on PIs in successive experimental days were found in their instructions for the operator to let understand the procedures.

Animals↗
PubMed2002

Lessons learned in student recruiting.

Nationally, clinical laboratory science programs are struggling for student applicants. Major challenges facing the laboratory profession include: 1) low salaries, 2) lack of public awareness, and 3) the myriad of career choices for new graduates. Increasing public awareness and actively recruiting students can overcome one of these challenges. This paper focuses on the successful student recruiting lessons learned at the University of Utah Medical Laboratory Science Program. Specific indicators show increased interest and activity for this program of study.

Advertising↗
PubMed1979

Establishing criteria for competency-based education.

Requisite to the development of competency-based curricula in the medical laboratory sciences is the translation of competency statements into terminal performance objectives so that the achievement of career-entry competence can be measured. To truly represent competence in practice, the conditions and standards of acceptable performance for the objectives must be those expected of career-entry practitioners on their jobs. A method is presented for the establishment of conditions under which the behaviors specified in competency statements are carried out in the "real world" of medical laboratory practice and the verification of standards of accuracy and speed in performance that represent competence at career entry. The career-entry practitioner is defined as the graduate of a medical laboratory education program who has been working in the field for six months to one year. The specification of that target group for verification of career-entry competence is explained. The necessity for use of the clinical laboratory for evaluation of career-entry competence of students prior to graduation through acheivement of terminal performance objectives is stressed.

Behavior↗
PubMed1978

Criterion-referenced testing in medical technology education: Professional Performance Situation Model.

In applying the Professional Performance Situation Model to the medical technology profession, situations describing actual laboratory performance are used as a basis for defining competence. As these definitions of competence are derived, appropriate criterion-referenced (domain-referenced) assessments are designed to measure the achievement of competence. This paper describes the process by which situations representing clinical practice are derived, the extrapolation of skill and knowledge statements reflecting expected performance, the generation of domains of competence, the design of criterion-referenced assessments, and some examples of prototype instruments used to assess attainment of the competence. The techniques include multiple choice items, checklists for use in the clinical component of the educational experience, and the adaptation of the written simulation for instruction and evaluation in medical laboratory sciences education. Validity of this approach is discussed, as well as possible implications for its use in developing assessments to measure continued competence in the profession beyond the baccalaureate education.

Clinical Laboratory Techniques↗
PubMed2005

Increasing the visibility, voice, and clout of medical laboratory scientists.

Medical laboratory science professionals are represented by several national certifying agencies, yet few promote a common professional identity. People outside the profession seldom recognize that medical laboratory scientists (MLSs) perform a myriad of complex laboratory tests. Among medical laboratory scientists, there exists a perceived lack of power, prestige, and autonomy. By identifying and supporting common issues and promoting the profession, medical laboratory scientists can gain professional visibility, voice, clout, and unification.

Educational Status↗
PubMed1988

A medical model for criminalistics education.

The history of medical education during the period of 1870 to 1926 is examined in the context of current issues confronting education in the forensic laboratory sciences. Medical education was radically altered during this period, changing from a rudimentary lecture/apprenticeship system into its modern form. Although the motivating forces had developed over some time, the actual change was quite rapid. By examining how this change occurred, we gain insight into how changes in our own profession might be initiated. Parallels between our current situation and that in medical education 117 years ago include: (1) the primary burden of professional education is borne outside the university in an apprenticeship system, (2) the apprenticeship system is overburdened by a dramatic expansion in the knowledge and skills needed for professional practice, (3) there is no standardized curriculum or accreditation process for educational programs, and (4) there is no educational program that incorporates formal clinical education. Based on this historical analysis, three major goals are proposed: (1) active entreprenurial promotion of professional educational programs by academics, (2) creation of a committee within the American Academy of Forensic Sciences to critique and rate university programs, and (3) the development of a well-defined clinical education program. A model for formalized clinical education in the forensic laboratory sciences is proposed, incorporating clinical professors, student clerkships, and university control over instruction within an operational forensic science laboratory. Benefits from this arrangement include: efficient combination of physical plants, added personnel resources in the laboratory, rapid introduction of research into the laboratory, enhanced prestige for both academics and practitioners, and relief of the laboratory's in-house training burden.

Curriculum↗
PubMedDate not supplied

Assessment of a computerized patient record system: a cognitive approach to evaluating medical technology.

Numerous research and development projects have been aimed at implementing computerized patient record (CPR) systems. Yet little emphasis has been placed on physicians' ability to learn and use these systems or on their effects on physicians' reasoning. This article describes an innovative approach to assessing these aspects of a CPR system. The method involves observing physicians' use of a CPR under various clinical conditions and analyzing the CPR system with a technique called the cognitive walkthrough. We will show how learning to use a CPR system can change a physician's performance, with accompanying effects on information gathering and reasoning.

Cognitive Science↗