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

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
ANACLETA P. VALDEZ ◽  
CITADEL A. PANGANIBAN ◽  
MARK H. ALDAY
Keyword(s):  
Health Program ◽  
Science Curriculum ◽  
Core Competencies ◽  
The Philippines ◽  
Medical Laboratory ◽  
Curriculum Innovation ◽  
Medical Laboratory Science ◽  
Licensure Examinations ◽  
Board Performance ◽  
Medical Technologists

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

The Six-Month Internship Training Program for Medical Laboratory Science Education: An Initial Evaluation

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Anacleta P. Valdez ◽  
Citadel A. Panganiban ◽  
Kevin Roi L. Lumanglas ◽  
Katreen A. Calingasan ◽  
Roxanne S. Divino ◽  
...  
Keyword(s):  
Higher Education ◽  
Training Program ◽  
Science Curriculum ◽  
The Philippines ◽  
Medical Laboratory ◽  
Medical Laboratory Science ◽  
Laboratory Staff ◽  
Laboratory Science ◽  
One Year ◽  
Internship Training

In 2006, the Commission on Higher Education (CHED) released CHED Memorandum Order (CMO) no. 14 which changed the duration of internship training program to six months as opposed to the previous memorandum order, CMO no. 27 s. 1998 which required a one-year internship schedule for Medical Laboratory Science (MLS) students. Thirty-eight graduates of CMO No. 14 s. 2006 from Lyceum of the Philippines University-Batangas and 13 chief medical technologists (CMT) or senior medical laboratory staff from identified affiliate hospitals were surveyed about their perception on the attainment of the objectives, as well as the strengths and weaknesses of the said program. Results show that objectives were achieved even if the duration of the training period was shortened. The graduate-respondents favored the one year timetable. This study can be used as a pilot study for other higher education institutions implementing the same CMO and can be used as a basis for a curricular reform by assessing the different parameters that were identified in order to enhance further the six-month internship training program in producing globally competitive medical laboratory scientists. Keywords - internship training program, medical laboratory science, curriculum improvement, memorandum order, interns, affiliating hospital

scholarly journals Infusing a Course-Based Undergraduate Research Experience (CURE) into an Allied Health Curriculum

2021 ◽  
Author(s):  
Deborah Johnson ◽  
Beverly Barham ◽  
Susan Franzen
Keyword(s):  
Science Curriculum ◽  
Undergraduate Research ◽  
Human Subjects ◽  
Research Question ◽  
Applied Science ◽  
Medical Laboratory ◽  
Research Experience ◽  
Medical Laboratory Science ◽  
Class Time ◽  
Institutional Review

Purpose: Infusion of a course-based undergraduate research experience (CURE) into an existing research design course in an applied science curriculum allowed medical laboratory science students (n=22) to each be a contributing team member in a hand’s-on research experience, where most of the work was completed during the class time on campus. This design allowed for equal access, an equitable experience, and inclusion of all students enrolled in the course. Methods: Students and instructors worked together to develop a research question. The group agreed that the research question would be to determine the number of environmental specimens that were positive for mycobacteria species in residential plumbing specimens from different faucets and showerheads within residences in local areas. Before the actual collection of specimens, students reviewed the literature and completed more traditional modules in research ethics and Collaborative Institutional Training Initiative (CITI) training. Once that was completed, students designed and assembled the collection kits, collected and processed the specimens, and reported their results. Results: Students completed most tasks during the designated class time, and those tasks that had to be completed outside of class were not overwhelming for the students either in time or effort. The students’ reflections as the human subjects in this CURE indicated that 1) 90% of the students agreed they had a better understanding of the Institutional Review Board (IRB) process, 2) 100% of the students agreed the collection process was easily completed, 3) 100% of the students agreed the specimen testing was easily completed and interpreted, and 4) 100% of the students agreed the required parameters of a CURE were met. Conclusion: A CURE can be infused successfully into an applied science course allowing every student to become a contributing member of the research team.

Infusing CURE Into the Medical Laboratory Science Curriculum

2019 ◽  
Vol 152 (Supplement_1) ◽  
pp. S99-S99
Author(s):  
Deborah Johnson ◽  
Beverly Barham
Keyword(s):  
Science Curriculum ◽  
Research Question ◽  
Equal Access ◽  
Medical Laboratory ◽  
Scientific Practices ◽  
Research Experience ◽  
Additional Time ◽  
Medical Laboratory Science ◽  
Entire Cohort ◽  
Laboratory Science

Abstract Introduction One of the challenges for Medical Laboratory Science (MLS) educators in a university-based program can be providing meaningful research experiences for all students. The availability of research positions for undergraduate MLS students in individual research labs is limited or not available, often due to time constraints within the MLS course schedule or other variables in the students’ lives outside of academe. Methods This study introduced a CURE (course-based undergraduate research experience) into a junior-level MLS microbiology course, where all students in the junior cohort participated in the same research agenda during the same semester. The objective was to provide equal access and an equitable experience for each MLS student in the cohort. The research question was determined with input from students and instructors and had application within the microbiology course where it was being infused. The study protocol was designed during class time and most tasks were completed in class as well. From a pedagogical perspective, the CURE model is designed around five basic parameters, including (1) use of multiple scientific practices, (2) the outcome is unknown, (3) there is a broader relevance or importance beyond this classroom experience, (4) collaboration is essential among students and instructors, and (5) iteration is built into the process. Conclusion We found this CURE resulted in useful data for both students and other outside stakeholders. This differs from basic inquiry models where students participate in the protocol, including interpretation of the data, but the answer or outcomes are already known by the instructors. While the learning curve for students and instructors can be steep when infusing a CURE into an already heavy content course, the rewards of providing equal access and an equitable experience for the entire cohort are well worth the additional time spent preparing for this challenge.

scholarly journals Curricular Approach to IPE: Preparing Health Professions Students to Deliver Team-Based Care

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 106-106
Author(s):  
Stacy Barnes ◽  
Kelly Horton
Keyword(s):  
Athletic Training ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Health Professions ◽  
Medical Laboratory ◽  
Medical Laboratory Science ◽  
Laboratory Science ◽  
Learner Outcomes ◽  
Large Numbers ◽  
Language Pathology

Abstract Interprofessional education (IPE) is essential to prepare students for future healthcare careers and to meet accreditation requirements for health profession schools. After surveying successful IPE programs across the country, Marquette University developed a curricular approach. Over 1,500 students from 10 health professions (Athletic Training, Medical Laboratory Science, Counseling Psychology, Dentistry, Medicine, Nursing, Occupational Therapy, Physical Therapy, Physician Assistant Studies, Speech-Language Pathology) currently participate in a series of four interactive, half-day courses which are aligned with the Interprofessional Education Collaborative (IPEC) core competencies. Courses were moved online in response to the pandemic and are currently delivered using Microsoft Teams. Feedback from learners and faculty is gathered using post-event surveys and has been overwhelmingly positive. Learner outcomes are measured using the Interprofessional Collaborative Competencies Attainment Survey. Overall, this approach has proven to be an effective and efficient model for delivering IPE to large numbers of students.

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

2019 ◽  
Vol 152 (Supplement_1) ◽  
pp. S101-S101
Author(s):  
Barbara Kraj ◽  
Cristina Ruffy
Keyword(s):  
Flow Cytometry ◽  
Clinical Laboratory ◽  
Science Curriculum ◽  
Lymphocyte Subset ◽  
Medical Laboratory ◽  
Correct Interpretation ◽  
Medical Laboratory Science ◽  
Laboratory Science ◽  
Subset Analysis ◽  
Hands On

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.

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