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Viewing: CL_L_S 4980W latshaws : Clinical Lab Management II - Writing Intensive

Last approved: Thu, 27 Oct 2016 21:09:42 GMT

Last edit: Thu, 27 Oct 2016 21:09:39 GMT

Proposal Type

Writing Intensive

Contact Information

latshaws
Sandra
Latshaw
latshaws@health.missouri.edu

SHP/Clinical & Diagnostic Sci
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
latshaws
Sandra
Latshaw
latshaws@health.missouri.edu

SHP/Clinical & Diagnostic Sci
Subject Area’s Department Chair/Director:
oliverr
Richard
Oliver
OliverR@health.missouri.edu
573/882-5086
Health Professions

Term for Proposal

 
Spring 2017

Course Catalog Information

HP
Clinical Laboratory Sciences (CL_L_S)
Clinical Laboratory Sciences
4980W
3
 
30
Clinical Lab Management II - Writing Intensive
Continuation of Clinical Lab Management I. Theory, practical application, and evaluation of laboratory management principles and associated models in compliance and regulatory issues, human resource management, method evaluation, professionalism and laboratory quality. Graded on A-F basis only.
 
Lab
A-F Only
CL_L_S 4970 or departmental consent.
 
 
 

Instructor Information

latshaws
Sandra
Latshaw
latshaws@health.missouri.edu

SHP/Clinical & Diagnostic Sci
(numbers only)
Adjunct Instructor
University of Nebraska Medical Center
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course builds on MLS 430 Clinical Laboratory Management I, and includes the theory, practical application and evaluation of laboratory management principles in compliance and regulatory issues, test utilization, human resource management, written and oral communication, method evaluation, educational methodology, professionalism, quality improvement and financial resources management. Opportunities for building critical thinking, problem-solving, team work, communication, professionalism, management and leadership skills are provided.
Changes for Spring 2017:
1) We will add 3 additional faculty contacts/graders for the Quality Improvement revision paper assignment. This will allow one faculty member to oversee a specific case study that the students are assigned. 6 case studies/6 graders
2) Minor updates to other units as needed
Sections of both
Self paced?
No
54
46
Should this course be considered for funding?
No
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Insulin Methods Evaluation Paper Revision assignment
1) Insulin Methods Evaluation Paper Revision assignment, with one 4-5 page draft and a 4-5 page final paper: Upon successful completion of two method evaluation learning units/exercises, students compare two insulin methods. Package inserts for each method are provided, as well as the studies data/test results to determine various comparison factors, as well as five different validation studies. Students analyze the data and write a paper discussing their summary and overall recommendations for possible implementation of the new test. The method evaluation assignment is an application of the research process to determine if a proposed new method can be used in place of a method currently in use without jeopardizing the validity and quality of patient test results.
Purposes of this assignment include:
1) preparing students for method evaluation responsibilities upon graduation,
2) ensuring students can select the appropriate experimental studies to test the level of inaccuracy and imprecision of a test or method,
3) preparing students for scholarly research activities,
4) improving students' scientific writing skills to a level appropriate to their audience (laboratory medical director, journals),
5) reinforcing concepts of linearity, detection limits, specificity, sensitivity and analytical error, and
6) developing critical thinking skills needed to thoroughly evaluate data and provide valid conclusions.
Due to the number of enrolled students, the grading is shared among 3-5 faculty members to maintain the required turn-around times. One grader works with the same students for both the first draft and final papers.
Length of assignment:
5
Sandra Latshaw
5
Sandra Latshaw
10

Quality Improvement (QI) Case Study Revision assignment
2) Quality Improvement (QI) Case Study Revision assignment, with one 4-5 page draft and a 4-5 page final paper: Students are provided one of six real-life laboratory cases. They are able to meet with two other students to discuss the implications of the issue provided and brainstorm possible approached to dealing with the issue. Each student must then develop their own individual process for approaching the issue, the quality tools that they will use to gather data, and the expected results of their actions. This assignment involves application of the quality improvement principles they have learned about to solve real-life laboratory issues they may encounter.
Purposes of this assignment include:
1) making students aware of real-life QI situations that can impact patient safety/positive patient outcomes
2) preparing students for quality improvement responsibilities upon graduation,
3) ensuring students can determine appropriate quality processes and quality tools to approach various cases,
4) improving students' writing skills to a level appropriate to their audience (both laboratorians and other healthcare professionals),
5) developing critical thinking skills needed to evaluate an issue and provide suitable approaches for dealing with the issue.
Due to the number of enrolled students and the fact that cases will be provide in various laboratory disciplines (chemistry, microbiology, etc.), the grading will be shared among 3-4 faculty members to maintain the required turn-around times. One grader will work with the same students for both the first draft and final papers. Students will orally present their solutions to peers and faculty.
Length of assignment:
5
Instructor
5
Instructor
10

Laboratory Procedure Validation
3) Laboratory Procedure Validation, not revised: Student are provided with a laboratory procedure draft, the package insert it was created for, and the CLSI guidelines for standardized laboratory procedures. Students are placed in the role of department supervisor and must determine if they will approve the laboratory procedure as it is written, or if they will need to make changes to meet the CLIA standards. They are responsible for submitting a procedure that meets all standards and is ready to be implemented. This writing assignment involves application of the standardized laboratory procedure guidelines as determined by a national agency (Clinical Laboratory Standards Institute [CLSI]); laboratory professionals work with these types of procedures on a daily basis.
Purposes of this assignment include:
1) making students aware of the required elements in a standardized laboratory procedure
2) preparing students for writing laboratory procedures upon graduation,
3) ensuring students can determine if a laboratory procedure is adequate for implementation
4) improving students' writing skills to a level appropriate to their audience,
5) developing critical thinking skills to make these decisions.
This assignment equates to approximately four written pages and will be graded by one faculty member. Licensure Exploratory/Opinion Paper, not revised: The licensure exploratory/opinion paper requires students to investigate both sides of the Medical Laboratory Scientist MLS licensure issue by establishing the key points for and against licensure. They must first define professional licensure and determine how this differs from certification. They then investigate the pros and the cons of the personnel licensure issue to establish key points to the opposing views; they must compare the positions held by the ASCLS (American Society for Clinical Laboratory Science) and ASCP (American Society for Clinical Pathology) regarding licensure. Consideration of the effect personnel licensure will have on patient care, the community, health care costs, and vacancy rates, as well as on physicians, pathologists, Medical Laboratory Scientists and other health care professionals should also be considered. Once a student feels they clearly understand the concerns, they must decide if they will choose to support their state's proposal for licensure.
Length of assignment:
4
Instructor
 
 
4

Piece for monthly newsletter
Upon completion of their research, they are to share their findings and opinion with co-workers in their laboratory's monthly newsletter. They must write the paper relaying the information uncovered, as well as their personal position on licensure, justifying their choice by indicating what issues were key in their decision.
Purposes of this assignment include:
1) introducing students to the issue of licensure as it relates to the Medical Laboratory Science profession,
2) encouraging students to seek out positions on licensure held by influential professional organizations,
3) expanding students' awareness of possible effects of CLS licensure on the community and other health care professionals, as well as the CLS,
4) encouraging students to formulate a personal position on licensure for their profession,
5) encouraging students to become active in professional platforms,
6) improving students' skills in persuasive writing by learning to clearly communicate and justify their choices.
The assignment consists of a two page double spaced paper. Grading responsibilities are shared by two faculty members. It is evaluated using a rubric assessment.
Length of assignment:
2
Instructor
 
 
2

Professional Activities Reflective Paper
Professional Activities Reflective Paper, not revised: Students are asked to reflect upon a professional activity they performed during the year. The following instructions are provided: Write a Professional Activities Reflective paper addressing what professionalism means to you after completing your professional activities this year. This paper is NOT to be a report on the importance of professionalism in the laboratory. It is a personal reflective paper based on your experience doing professional activities this year. Select one or two specific professional activities you participated to reflect upon. Reflect upon how your experience with these activities impacted 1) you personally and why, 2) your future career as a MLS professional and why.
Purposes of this assignment include:
1) encouraging ongoing involvement in professional activities upon graduation,
2) building professional pride within each student,
3) encouraging students to recognize the effects or influence that professional activities have on their future professional practice,
4) enabling students to materialize and communicate their insights clearly in writing,
5) helping students realize their role in promoting their chosen profession.

The assignment consists of a two page double spaced paper. Grading responsibilities are shared by two faculty members. It is evaluated using a rubric assessment.
Length of assignment:
2
Instructor
 
 
2

Principles of Laboratory Case Study
Principles of Laboratory Case Study: This is a group project in which the group applies conflict resolutions skills discussed in the unit to a specific laboratory problem. One paper is submitted for the group, with all members receiving the same grade. The assignment is approximately one page, and is graded by a single faculty member.
Length of assignment:
1
Instructor
 
 
1

Laboratory Scheduling Reflection paper
Laboratory Scheduling Reflection paper: This is a group project in which the group must determine a two-week laboratory schedule, meeting several criteria that are provided. One portion of the assignment is development of the actual schedule; the other is a group reflection of the process it took to develop the schedule meeting all of the requirements. One paper is submitted for the group, with all members receiving the same grade. The assignment is approximately one page, and is graded by a single faculty member.
Length of assignment:
1
Instructor
 
 
1

Total pages for all assignments:
First drafts:
20.00
Revisions:
10.00
30.00
 

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
 
The quality improvement case study revision paper, licensure exploratory/opinion paper and professional activities reflective paper would fit this category. The two smaller group activities (principles of laboratory management case study and the laboratory scheduling activity and reflection) also fit these criteria, as does their oral presentation.
Our semester runs from January 9 through the first week of May. Writing assignments are spread throughout the semester: Jan. 17 - first draft of insulin study paper, Jan. 30 - final insulin paper, Feb. 6 first draft of the QI paper, Feb. 27 - Final QI paper, Mar. 6 - Licensure paper - March 13-17 - QI case oral presentations, April 3 - Professional activities reflection, April 17 - Laboratory Procedure Validation paper, May 3 - Principles of Lab management case study and laboratory scheduling reflection.
39
%
Written Exercises
8
All of our assignments are graded by faculty members. I hold a grading workshop for new graders each year to review the assignments and assessment rubrics. I provide samples of well written and poorly written assignments for them to grade independently. All graders then meet to compare the grades given for each rubric. Differences are discussed so all graders are interpreting the rubrics in a similar manner, providing consistency to the grading. This also provides me the opportunity to update any rubric or assignment wording with their input.

Course Syllabus

Upload Course Syllabus

Administrative Information

Natural and Applied Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Thu, 27 Oct 2016 21:09:39 GMT): I have added CL_L_S 4980W, 01 to the Spring 2017 Schedule of classes and cancelled the regular section of CL_L_S 4980, 01 for Spring.
Key: 96