Computer Usage and Risk Attendance among Students of Office and Information Management and Medical Laboratory Science Students: A Comparative Study

Medical Laboratory Scientists are certified professionals who conduct assays on body fluids and other biological samples. To work in this profession one must earn a Bachelor of Science degree and complete a 12-month hospital internship. In the current state, most Medical Laboratory Science students gain their hands-on portion of their experiences in hospital laboratories. This time is severely limited, however, and can lead to inexperience upon the recent graduate beginning work. This article explores a grant-financed project to enhance the Medical Laboratory Science students’ Immunohematology experiences on campus prior to hospital experiences. The goals of this exposure are to reduce hospital errors and produce more marketable experienced graduates. This was accomplished through external grant funding, purchase of equipment and supplies, planning and management of a simulated immunohematology laboratory, and student participation in pre- and post-tests. This work was made possible through a Louisiana Board of Regents grant and the support of the College of Nursing and Health Professions at McNeese State University.

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SBAR as a Standardized Communication Tool for Medical Laboratory Science Students

Laboratory Medicine ◽

10.1093/labmed/lmaa061 ◽

2020 ◽

Author(s):

Ana L Oliveira ◽

Michelle Brown

Keyword(s):

Medical Laboratory ◽

Healthcare Team ◽

Science Students ◽

Communication Tool ◽

Interprofessional Communication ◽

Medical Laboratory Science ◽

Laboratory Science ◽

Interprofessional Team ◽

Structured Communication ◽

Case Based

Abstract Objective Laboratory professionals must communicate effectively on an interprofessional team. It is the responsibility of Medical Laboratory Science (MLS) programs to teach communication. The structured communication tool Situation, Background, Assessment, and Recommendation (SBAR) is one way to promote effective communication. Methods Students participated in a case-based simulation activity on the importance of teamwork/communication and the use of SBAR and completed a pre/post survey on communicating interprofessionally. Results Students reported increased confidence and competence with interprofessional communication after the activity with 4 of 5 questions demonstrating a statistically significant increase in scores post SBAR instruction. Conclusions Our study demonstrates that SBAR is a suitable communication tool that can be used to increase our MLS students’ confidence and competency in interprofessional communication. Educators should use this communication tool to empower MLS students to be effective members of the healthcare team.

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Medical laboratory science and nursing students’ perception of the academic learning environment at a Philippine university using the Dundee Ready Education Environment Measure

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2016.13.33 ◽

2016 ◽

Vol 13 ◽

pp. 33 ◽

Cited By ~ 2

Author(s):

Jonathan M. Barcelo

Keyword(s):

Nursing Students ◽

Learning Environment ◽

Medical Laboratory ◽

Academic Learning ◽

Science Students ◽

Cross Sectional Survey ◽

Medical Laboratory Science ◽

Laboratory Science ◽

Education Environment ◽

Course Of Study

Purpose: This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods: A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results: The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion: Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement.

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Occupational Exposure to Blood and Body Fluids among Medical Laboratory Science Students of the University of Health and Allied Sciences during Vocational Internship in the Volta Region of Ghana

The Scientific World JOURNAL ◽

10.1155/2020/4878315 ◽

2020 ◽

Vol 2020 ◽

pp. 1-7

Author(s):

Philip Apraku Tawiah ◽

Kwabena Oppong ◽

Emmanuel Sintim Effah ◽

Albert Abaka-Yawson ◽

Kingsley Arhin-Wiredu

Keyword(s):

Risk Factors ◽

Vocational Training ◽

Training Programme ◽

Body Fluids ◽

Medical Laboratory ◽

Science Students ◽

Medical Laboratory Science ◽

Laboratory Science ◽

The University ◽

Vocational Training Programme

Medical laboratory science students (MLSS), likewise health care workers (HCW), invariably get exposed to blood and body fluids (BBF) of patients. The degree of exposure of these students is even worsened due to their inexperience, which is usually revealed during their vocational training programme. This study therefore determined the prevalence of exposure to BBF and its risk factors among MLSS at the University of Health and Allied Sciences (UHAS). A cross-sectional survey was employed using simple random sampling to enrol 178 students into the study. The study was conducted from February 1 to March 31, 2018, after the annual vocational training programme completed in August 2017. Self-administered questionnaires based on the objectives of the study were given out to participants to complete after their consent was sought. Descriptive data were reported as absolute number with percentages, whereas bivariate and multiple logistic regressions were done to describe relationship between risk factors and exposure to BBF. The study findings revealed that, out of 178 MLSS that participated, 90 (50.6%) experienced at least one exposure to BBF. Also, work experience before university education increased the chances of exposure to BBF (AOR = 7.37, 95% CI = 1.22–44.43, pvalue = 0.029) compared with those with no experience. In contrast, adequate personal protective equipment (PPE) reduced the tendencies of exposure to BBF (AOR = 0.41, 95% CI = 0.20–0.88, p value = 0.023) compared with students who had insufficient PPE. The study showed high, 50.6% (95% CI: 43.0%–58.1%), exposure to BBF. Work history and sufficient PPE were the most significantly associated risk factors. In view of this, there is the need to promote training and education on exposure to BBF particularly among experienced students and also encourage health facilities to continue providing enough PPE for students during their annual obligatory vocational internship programmes.

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Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students

BMC Medical Education ◽

10.1186/s12909-019-1745-1 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 4

Author(s):

Rebecca Donkin ◽

Elizabeth Askew ◽

Hollie Stevenson

Keyword(s):

Video Feedback ◽

Medical Laboratory ◽

Science Students ◽

Medical Laboratory Science ◽

Laboratory Science ◽

E Learning

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Prevalence and risk factors of hepatitis B virus infection among medical laboratory science students in a Ghanaian tertiary institution

Journal of Health Research ◽

10.1108/jhr-06-2020-0191 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Philip Apraku Tawiah ◽

Albert Abaka-Yawson ◽

Emmanuel Sintim Effah ◽

Kingsley Arhin-Wiredu ◽

Kwabena Oppong

Keyword(s):

Risk Factors ◽

Hepatitis B Virus ◽

Hepatitis B ◽

Hbv Infection ◽

Medical Laboratory ◽

Science Students ◽

Content Type ◽

Medical Laboratory Science ◽

Laboratory Science ◽

B Virus

PurposeThis study aimed to determine the prevalence and risk factors of hepatitis B virus (HBV) infection among medical laboratory science students (MLSSs) in the University of Health and Allied Sciences (UHAS), Ghana.Design/methodology/approachA cross-sectional study design was employed to recruit a total of 178 students into the study. A self-administered questionnaire was used to gather relevant information on risk factors, and a hepatitis B diagnostic test kit was used to test for HBV infection. Descriptive, chi-square test, bivariate and multiple logistic regression statistical analysis were computed. Significance was observed at p < 0.05.FindingsThe prevalence of HBV infection among MLSSs was 6.7%. Torn gloves and splash of blood and body fluids contributed to 43.0% and 28.0% of all the risk factors of HBV infection, respectively. Also, 43.3% of students had received at least one dose of the hepatitis B vaccination. Sharp object-related injury and torn gloves increased the odds of HBV infection, while vaccination decreased the odds of HBV infection.Research limitations/implicationsSharp-related injuries, torn gloves and vaccination were strong predictors of the HBV infection. And since the infection among students was high, it is imperative to institute measures to avert the concentration of the disease among health-care workers (HCWs) and MLSSs.Originality/valueThis study reveals the prevalence of HBV among MLSSs, who are recognized as being among the high-risk student populations aside from student nurses.

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