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

• bjectives
• 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
• f 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

• f 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
• f 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
• n 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

• n 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

Technical Example

• 1. Specimen Processing (20)

Number Performed___________ S U NP *1.1 Recognize unacceptable specimens, take appropriate action. *1.2 Access specimens accurately. *1.3 Use correct numbering or coding system. *1.4 Select appropriate media and inoculate correctly. *1.5 Incubate inoculated media under the appropriate atmosphere conditions and temperature.

*1.1

Recognize unacceptable specimens, take appropriate action.

*1.2

Access specimens accurately.

*1.3

Use correct numbering or coding system.

*1.4

Select appropriate media and inoculate correctly.

*1.5

Incubate inoculated media under the appropriate atmosphere conditions

Affective Example

Dependable in performance of clinical responsibilities, demonstrated by… Mid-Rotation Final Behavior S I NA S U NA Demonstrates integrity, honesty and conscientiousness in work. Example: does not cheat, does not falsify laboratory information, and does not plagiarize. S I NA S U NA Accepts responsibility for own actions. Example: admits and corrects mistakes. S I NA S U NA Organizes and completes assignments or work on schedule without sacrificing accuracy and reliability. Example: requires no prodding or reminder of completion of responsibility, leaves work area clean and restocked without reminding, appropriately prepares for clinical setting, and completes assignments/work within established deadlines. S I NA S U NA Follows established policies and procedures of program and clinical site. Example: uses references, laboratory procedure manuals, adheres to policies, and adheres to safety regulations S I NA S U NA Punctual and in class or clinical workstation when required or assigned. Example: follows attendance policy, is in clinical area and ready to begin activities prior to time expected and has all materials/ supplies needed for the activities of the session, does not take lengthy breaks, does not plan their activities during time assigned for clinical practice

Recommended Improvement:

Portfolio Rubric

• Developed to evaluate each required

component

• Each component evaluated on meeting

content and writing criteria

• Specific items evaluated on scale of 1-5
• 20 total items evaluated so total possible

grade is 100 points

• To pass course student has to score at

least 80 out of 100 (80%)

Example Portfolio Rubric

Resume One page in length, follows guidelines provided in Career Planning Guide, current, professional appearance 5 Does not completely follow guidelines for topics and/or format, not very professional in appearance 4 3 2 Too long or incomplete, not current, format very different from guidelines, unprofessional appearance 1 0 Correct spelling, word selection and usage, grammar, punctuation, and capitalization 5 Few spelling, word selection, usage, grammar, punctuation, or capitalization mistakes 4 3 2 Many spelling, word selection, usage, grammar, punctuation, or capitalization mistakes 1 0

Ethics and Professionalism

Ethics and Professionalism

ASCLS code of ethics and 5 tenets of CLMA code included and complete 5 Some of the ASCLS code and CLMA tenets included but some information was missing 4 3 2 Information missing completely or was unorganized 1 0 Ethical dilemma correctly identified, principles challenged identified correctly, and resolution is appropriate 5 Ethical dilemma and principles challenged present but not all correct, resolution is incomplete 4 3 2 Ethical dilemma and/or principles challenged identified incorrectly or are missing, and resolution is inappropriate or missing 1 0 Case answers written in complete sentences using correct grammar, word selection and usage, spelling, punctuation and capitalization. 5 Case answers written with few spelling, word selection, usage, grammar, punctuation,

• r capitalization mistakes

4 3 2 Case answers written with many spelling, word selection, usage, grammar, punctuation,

• r capitalization mistakes

1 0

Portfolio Rubric

Conclusion

• MT 495 Clinical Practice was modified to

be the MT Capstone Course

• Portfolio required to document attainment
• f QEP competencies in writing,

quantitative literacy and ethics and civic responsibility

• Final grade in course determined by

evaluating attainment of technical and affective objectives and portfolio

• Rubric developed to evaluate portfolio

QUESTIONS