Volume 81 - Spring / Summer 2002	Download

Identifying Instructional Areas in CLS/MT Standards by Shauna C. Anderson, PhD Secretary, NAACLS Board of Directors

Approval and implementation of new Standards for CLS/MT have generated much discussion. Questions have been raised about interpretation of curriculum areas. It is hoped that clarification will result from the use of simple matrices or charts that identify where units of instruction are located in a program's curriculum. NAACLS will provide charts for Standard 9B [download here].

Standard 9B deals directly with curriculum, and specific instructional areas are identified. An entire course is not needed for each area, and the use of a simple matrix could identify where in the curriculum each instructional area is found. The matrices will assist program directors in development of the self-study report and facilitate the reviews conducted by volunteers who serve as peer evaluators.

Standard 9B1 - Prerequisites

Standard 9B1 identifies specific areas that are required as prerequisites or may be included as an integral part of the professional curriculum. On the chart for Standard 9B1, the instructional areas are listed in the heading. The left-hand column is completed by the program director indicating where these instructional areas are addressed.

Clinical Laboratory Scientist/Medical Technologist Instructional Areas of Scientific Content -- Standard 9B1
Course or Unit of Instruction	anatomy / physiology	immunology	genetics / molecular biology	microbiology	statistics

Standard 9B2 - Pre-Analytical, Analytical and Post-Analytical Components of Laboratory Services

The major thrust of the instructional content is listed in Standard 9B2 and 9B3, and questions arise about how best to interpret these Standards. Preanalytical variables that influence laboratory testing may be grouped into categories. Physiologic variables may include age, gender, ethnic background, lifestyle, etc. Other preanalytical variables such as lipemia or hemolysis and specimen collection and processing may also interfere with analysis.

Analytical errors can occur at any time during the performance of a procedure. Monitoring analytical variables must be ongoing and errors detected and controlled to ensure reliable data. Discovering the type of error produced may help to identify the source of the error.

The value of an accurate laboratory result may be useless in-patient care if it is not recorded accurately or in a timely manner, or if it is inaccurately entered onto the medical record. Even the proper reporting of a critical value can greatly affect patient care. All of these situations are examples of postanalytical variables.

All phases of laboratory testing are critical to the patient's care. The laboratory is not the only unit responsible for eliminating the variables and cooperation across disciplines and units is crucial. There are several methods that control the quality of laboratory data. The correlation of laboratory tests performed in different areas may be helpful. In addition, the results of patient testing may be reviewed to see if it is in a physiological range compatible with life. If previous specimens have been analyzed, a delta check may be performed by comparing results of previous samples with the current value. The patient's clinical status may also be correlated with the laboratory data (see Standard 9B9a). As with the previous Standard, a simple matrix may help to identify where those components in each of the laboratory services are taught.

Clinical Laboratory Scientist/Medical Technologist Instructional Areas of Pre-Analytical, Analytical, and Post-Analitical Components of Laboratory Services -- Standard 9B2
Course or Unit of Instruction	hematology	hemostasis	chemistry	microbiology	urinalysis	microscopy	molecular diagnostics	immunology	immuno- hematology

Standards 9B3 - 9B9

The Standards from 9B3 to 9B9e are varied and complex. They are usually scattered throughout the curriculum. Again, a Matrix may provide a helpful way to identify where in the curriculum those areas are addressed.

Standard	Course	Location or Unit #
Standard 9B3
Principles and practices of quality assurance/quality improvement as applied to the pre-analytical components of laboratory services.
Principles and practices of quality assurance/quality improvement as applied to the analytical components of laboratory services.
Principles and practices of quality assurance/quality improvement as applied to the post-analytical components of laboratory services.
Standard 9B4
Application of safety to laboratory practice.
Application of governmental regulations and standards as applied to laboratory practice.
Standard 9B5
Principles of interpersonal and interdisciplinary communication and team-building skills.
Standard 9B6
Principles and application of ethics.
Principles and application of professionalism to address ongoing professional career development.
Standard 9B7
Education techniques and terminology sufficient to train/educate users and providers of laboratory services.
Standard 9B8
Knowledge of research design/practice sufficient to evaluate published studies as an informed consumer.
Standard 9B9
Critical pathways and clinical decision making.
Performance improvement.
Dynamics of healthcare delivery systems as they affect laboratory service.
Human resource management to include position description, performance evaluation, utilization of personnel, and analysis of workflow and staffing patterns.
Financial management: profit and loss, cost/benefit, reimbursement requirements, materials/inventory management.

Whether for the programs' own use or for the assistance of reviewers during the accreditation process, it is thought that the generation of these simple matrices might be helpful in identifying placement of required components of the curriculum. NAACLS will make them available to program directors and to volunteers. Suggestions for improvements in the Matrices are invited.

Top of the News
			2002 NAACLS Meetings
			Evaluating Programs Through a Formal Process of Data Collection, Analysis and Modification by Karen M. Myers MA, MT(ASCP)SC, CLS(NCA) Programs Approval Review Committee Member
			Human Genetics: Health Professions Curricula by Dr. David D. Gale Member, NAACLS Board of Directors
			Identifying Instructional Areas in CLS/MT Standards by Shauna C. Anderson, PhD Secretary, NAACLS Board of Directors
			Outcomes Assessment: Its Importance to Programmatic Accreditation by Kathy V. Waller, PhD, CLS(NCA) President, NAACLS Board of Directors
Features
			*Note: this information has been supplanted by more recent policy changes. Please view Adding Clinical Affiliates
			CEO's Corner NAACLS Elections Held by Olive M. Kimball, PhD, EdD NAACLS Chief Executive Officer
			NAACLS Initially Accredited and Approved Programs April 2002
			President's Report NAACLS and the CHEA Recognition Process by Kathy V. Waller, PhD, CLS(NCA) President, NAACLS Board of Directors
			Programs to be Site Visited Fall 2002/Winter 2003 Cycle

	Select an Issue   Vol 109 - Fall 2011 Vol 108 - Summer 2011 Vol 107 - Spring 2011 Vol 106 - Volume 106 - Fall NAACLS News Vol 105 - Summer 2010 Vol 104 - Spring 2010 NAACLS News Vol 103 - Fall 2009 NAACLS News Vol 102 - Summer 2009 Vol 101 - Spring 2009 Vol 100 - Winter 2008 Vol 99 - Summer 2008 Vol 98 - Spring 2008 Vol 97 - Winter 2007 Vol 96 - Summer 2007 Vol 95 - Spring 2007 Vol 94 - Winter 2006 Vol 93 - Spring/Summer 2006 Vol 92 - Special Edition Vol 91 - Winter 2005 Vol 90 - Fall 2005 Vol 89 - Spring/Summer 2005 Vol 87 - Fall 2004 Vol 86 - Spring/Summer 2004 Vol 85 - Fall 2003 Vol 84 - Spring/Summer 2003 Vol 83 - Winter 2003 Vol 82 - Fall 2002 Vol 81 - Spring / Summer 2002 Vol 80 - Winter 2002 Vol 79 - Fall 2001 Vol 78 - Spring / Summer 2001 Vol 77 - Winter 2001 Vol 76 - Fall 2000 Vol 75 - Spring / Summer 2000 Vol 74 - Winter 2000 Vol 73 - Fall 1999 Vol 72 - Spring / Summer 1999 Vol 71 - Winter 1999 Vol 70 - Fall 1998 Vol 69 - Spring / Summer 1998 Vol 68 - Winter 1998 Vol 67 - Fall 1997 Vol 66 - Spring 1997 Vol 65 - Winter 1996 Vol 64 - Summer 1996 Vol 63 - Spring 1996 Vol 62 - Winter 1996 Vol 61 - Summer 1995 Vol 60 - Spring 1995 Vol 59 - Fall 1994 Vol 58 - Summer 1994 Vol 57 - Spring 1994 Vol 56 - Fall 1993 Vol 55 - Summer 1993 Vol 54 - Spring 1993 Vol 53 - Fall 1992 Vol 52 - Summer 1992 Vol 51 - Spring 1992 Vol 50 - Fall 1991 Vol 49 - Summer 1991 Vol 48 - Spring 1991 Vol 47 - Fall 1990 Vol 46 - Summer 1990 Vol 45 - Spring 1990 Vol 44 - Fall 1989 Vol 43 - Summer 1989 Vol 42 - Winter 1989 Vol 41 - Fall 1988 Vol 40 - April 1988 Vol 39 - December 1987 Vol 38 - September 1987 Vol 37 - Spring 1987 Vol 36 - Winter 1987 Vol 35 - October 1986 Vol 34 - November 1985 Vol 33 - November 1984 Vol 32 - July 1984 Vol 31 - November 1983 Vol 30 - November 1982 Vol 29 - November 1981 Vol 28 - December 1980 Vol 27 - August 1980 Vol 26 - September 1979 Vol 25 - August 1979 Vol 24 - June 1979 Vol 23 - February 1979 Vol 22 - October 1978 Vol 21 - July 1978 Vol 20 - April 1978 Vol 19 - October 1977 Vol 18 - July 1977 Vol 17 - April 1977 Vol 16 - February 1977 Vol 15 - November 1976 Vol 14 - September 1976 Vol 13 - June 1976 Vol 12 - December 1975 Vol 11 - October 1975 Vol 10 - August 1975 Vol 9 - July 1975 Vol 8 - June 1975 Vol 7 - April 1975 Vol 6 - February 1975 Vol 5 - December 1974 Vol 4 - November 1974 Vol 3 - September 1974 Vol 2 - August 1974 Vol 1 - June 1974