Capstone Course Linda Jeff, MA, MT(ASCP) Associate Professor - PowerPoint PPT Presentation

Medical Technology Capstone Course Linda Jeff, MA, MT(ASCP) Associate Professor

Purpose Capstone Courses  Provide summative opportunity for students to draw upon, synthesize, and apply what they have learned to an original project and/or real life applications  Provide bridge experience between undergraduate education and post-graduation lives  Include significant writing and integration of discipline-specific competencies in quantitative literacy and ethics and civic responsibility

Possible Capstone Courses  MT 460 Clinical Correlations  Case based course  Correlate lab information, integrate knowledge from previous discipline specific courses  Teams present case summaries, develop written answers to questions  Offered fall term before graduation in spring  MT 495 Clinical Practice

MT 495 Clinical Practice (original course)  Course Description  Directed clinical practice in clinical laboratory procedures and methods, problem-solving, quality assurance, preventive maintenance, and safety  12 hour course, taken during last term of curriculum  Students spend 12 weeks at various hospitals in all sections of clinical laboratory

MT 495 Clinical Practice  Students evaluated by clinical faculty on attainment of affective and technical objectives  Final grade is Pass/Fail  Concurrently, students take one hour certification review course, which includes tests in all disciplines and a comprehensive exam to prepare for national certification exam

MT 495 Objectives The student will develop clinical laboratory science entry level skills and attributes: 1.Perform laboratory methods within laboratory control system procedures. 2.Use appropriate control mechanisms indicating out of control situations and possible causes and solutions. 3.Recognize inappropriate operation and results, alert supervisor and suggest remedy. 4.Understand the principles involved in analysis and relate to the testing, control, and problem solving steps. 5.Identify problems due to lack of specimen integrity. 6.Correlate patient results and identify inconsistent values. 7.Perform tests and contribute to section work production as much as possible. 8.Take initiative to find work that needs to be completed. 9.Contribute positively to a professional work atmosphere. 10. Accomplish the specific technical objectives defined on the MT 495 Clinical Practice Evaluation Form. 11. Achieve satisfactory performance on the affective evaluation criteria.

MT 495 Clinical Practice as Capstone Course  Course Description  This CLS program capstone course involves directed clinical practice in hematology, chemistry, microbiology, immunology and immunohematology with focused activities to reinforce, integrate and apply knowledge obtained throughout the curriculum. Students will organize, build on, and reflect on previous assignments/experiences to demonstrate attainment of discipline-specific writing, quantitative literacy, ethical issues, and civic engagement.

Revisions Made to Course  Addition of objectives:  Construct a portfolio (instructions provided) containing documentation to demonstrate the attainment of QEP competencies  Demonstrate QEP competencies in discipline specific writing, quantitative literacy, ethical responsibility, and civic engagement  Modification of grading criteria  Technical and affective evaluations  Evaluation of portfolio (developed rubric)

Discipline- Specific Writing  Demonstrate competence in discipline- specific writing by: a. Developing a resume and associated cover letter according to provided guidelines b. Rewriting responses to case review questions from clinical correlations class according to provided guidelines

Developing Resume and Cover Letter  Will be written according to guidelines in The Career Planning Guide prepared by UAB Career Services (available online)  Seminar may be provided  Must be written using proper sentence structure, grammar, word selection and usage, punctuation, and capitalization

Revision of Case Questions  Include a Power Point presentation and written responses to case questions prepared during MT 460 Clinical Correlations plus completed evaluation form for original submission  Correct and rewrite question responses including additional information obtained on topic  Responses graded on accuracy and completeness, as well as correct use of English (ie. written in complete sentences, using correct grammar, word selection, spelling and punctuation)

Discipline-Specific Quantitative Literacy  Demonstrate competence in discipline- specific quantitative literacy by: a. Statistically analyzing data set and providing appropriate interpretation of data. b. Developing overall summary/interpretation of method evaluation data previously collected in clinical chemistry class.

Analyzing Data Set  Include an example Levey-Jennings chart prepared in MT 552, Clinical Chemistry Laboratory.  Using the provided data set, perform necessary statistics to assess quality of analyte over a 30 day period.

Analyzing Data Set  Interpret data on a daily basis using Westgard’s Multi-rule System  Identify the rule failure on each day (if present)  Determine if the run is acceptable  Indicate the type of error most likely present (if applicable)  Offer corrective action if an error exists

Summary of Method Evaluation Data  Include copy of data collected from method evaluation performed in MT 427 Instrumentation and Automation  Using this data prepare written summary  Brief statement concerning results of each of studies performed  Compare results obtained to expected results  Conclusion as to the acceptability of the glucose meter, based on the data obtained

Discipline-Specific Ethical Issues  Demonstrate competence in discipline- specific ethical issues by: a. Reviewing a provided case scenario and identifying ethical dilemmas and principles challenged in the case and presenting a resolution to the case. b. Identifying personal behaviors (from previous affective evaluations) that need improvement and developing an improvement plan.

Ethical Dilemmas in Cases  Review and include a copy of the ASCLS Code of Ethics and the Five Tenets of the CLMA Code of Ethics  Review provided case scenario and  Identify the ethical dilemma in the case  Describe the ASCLS and CLMA principles challenged in the case  Create and justify a possible resolution to the dilemma

Example Case Scenario  Joe is the lead technologist for the hematology laboratory and is also the clinical laboratory education coordinator in charge of all students that intern at his Hospital. While training a student, Joe starts to make negative comments about the student’s program, the faculty, and one of the professional organizations.

 In fact, things got so heated in a discussion, Joe recommended that the student intern run from the laboratory as fast as she/he can and make some other career decision before it is too late. Joe is an excellent technologist and is also extremely motivated and has consistently performed much higher than expected on his evaluations. Despite the conversations with the student, Joe gives most students interning at his Hospital excellent evaluations, praising the students for their efforts.

Reflection on Affective Evaluation  Include copy of affective evaluation done before clinical practice and at least 2 affective evaluations from clinical practice  Discuss 2 areas identified as needing improvement including  Why the area is important for clinical laboratory scientists  Why it was felt that you need to improve in the area  What you have done or your plans for improving in the area

Civic Engagement  Demonstrate responsible civic engagement by:  a. Organizing and participating in a blood drive.  b. Working in a donor room during clinical practice.  c. Developing a written reflection paper describing experiences, learning outcomes, and attitudes gained through the two experiences.

Blood Donation Experiences  Students required to participate in the planning and conduction of a blood drive during Immunohematology class.  Students assigned to help in the donor room at the hospital where they perform their immunohematology clinical practice for half a day.

Blood Donation Experiences  Write a reflective paper including experiences with both of these activities including:  What was done at the blood drive and in the donor room  Learning outcomes (what was learned) from each experience  Attitudes reinforced or developed as a result of participation in the experiences

Grading Criteria  Performance in MT 495 Capstone will be evaluated in three areas:  Technical skills and knowledge  Professional attributes  Portfolio development  Still graded as Pass or Fail  Certification review course still taken concurrently

Requirements Pass Grade  Technical Performance: Satisfactory on all items on evaluation form marked with an asterisk, and satisfactory performance on at least 70% of the non-asterisked items  Affective Performance: Acceptable on each of the essential items on evaluation form and satisfactory on at least all but 2 of the other items (not marked as essential)  Portfolio: Must contain all components with a grade of 80% as determined using the Portfolio Rubric