Program Review
Bachelor of Science in Medical Laboratory
Science
College of Health Professions
October 2014
MARSHALL UNIVERSITY
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Program Review
Marshall University
Date: October 15, 2014
Program: Bachelor of Science in Medical Laboratory Science_______________
Degree and Title
Date of Last Review: Academic Year 2008 – 2009 ____________________________________
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to
provide a brief rationale for the recommendation.
Recommendation
Code (#):
1. X Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action
will apply to programs that have deficiencies that the program itself can address and correct. Progress
report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource
development will apply to already viable programs that require additional resources from the
Administration to help achieve their full potential. This designation is considered an investment in a
viable program as opposed to addressing issues of a weak program. Progress report due by
November 1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty,
and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond
the College level, any office that disagrees with the previous recommendation must submit a separate
rationale and append it to this document with appropriate signature.)
___1_____
_Jennifer D. Perry EdD, BSMT (ASCP)______
Recommendation: Signature of person preparing the report:
____1____
__Jennifer D. Perry EdD,
Recommendation: Signature of Program Chair:
BSMT (ASCP)_____
____1____
Michael Prewitt PhD, FCCP__ ____________________________
Recommendation: Signature of Academic Dean:
___10/10/14____
Date:
___10/10/14____
Date:
10/16/14
______________
Date:
________
__________________________________________________
Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Faculty Senate/ Chair, Graduate Council:
______________
Date:
________
_________________________________________________
Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs:
______________
Date:
_______
__________________________________________________
Recommendation: Signature of the President:
______________
Date:
________
_________________________________________________
Recommendation: Signature of Chair, Board of Governors:
______________
Date:
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program at the current level of activity
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The Bachelor of Science in Medical Laboratory Science (MLS) program is an online,
career ladder program in which graduates from an associate degree program in medical
laboratory technology (MLT), are admitted to the Marshall University online BS in MLS
program. The MLS program was converted from an online program fall of 2010 to
provide greater access for those MLT graduates who were working MLTs in the field.
This allowed them to further their education and career advancement possibilities.
The Medical Laboratory Science (MLS) program is accredited by the National
Accrediting Agency for Clinical Laboratory Sciences (NAACLS) through 2018, having
received full accreditation during its last visit in 2010. Graduates of the program are in
high demand and employment rate is over 95%.
In April 2009, the Marshall University Board of Governors recommended the BS in
Medical Laboratory Science continue at its current level of activity. There were no major
deficiencies during the prior assessment period.
There are a few challenges in program growth and are related to internal variables, in
particular the limitation in the ability to offer all courses online. Students must complete
online biochemistry and upper division biology electives at other institutions. Faculty will
continue to dialogue with faculty in the College of Science to determine the likelihood
that additional online support courses can be developed.
The recommendation is to continue this program at the current level of activity.
Michael Prewitt
_______________________________________
10/16/14
________________________
Signature of the Dean
Date
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Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Medical Laboratory Science - BS__________________________
College: Health Professions______________________________________
Date of Last Review: Academic Year 2008 - 2009_____________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
The Bachelor of Science in Medical Laboratory Science (MLS) program at Marshall
University is a unique, online, career ladder program. Graduates from the Marshall
University associate’s degree in MLT program, or any MLT graduate from an
accredited program anywhere in the country are accepted into the MU online BS in
MLS program. The MLS program was converted from an on-campus to an online
program in the fall of 2010 to provide greater access to working MLTs to further their
education and career advancement possibilities. The number of MU MLTs that
choose to continue on to the online MLS program has increased since its conversion
to an online format, as well as the number of outside MLT applicants.
Part of the mission of Marshall University is to educate health personnel for the state
of West Virginia and the Tri-State region. The mission of the Clinical Laboratory
Sciences (CLS) Department online MLS program is to provide competent laboratory
professionals who are qualified to staff health care facilities and, thus, furnish the
highest quality of patient care to our servicing area, including the Huntington tri-state
area and other underserved areas of West Virginia, Ohio and Kentucky. These
clinical laboratory professionals provide the highest quality laboratory test results
that provide 70-80% of the objective data needed for physicians to make accurate
patient diagnosis. The Clinical Laboratory Sciences Department provides continuing
clinical medical education for the region as required by professional organizations
and health care facilities. In addition, it is an ongoing mission of the department to
implement innovative programs to meet the dynamic needs of the medical
community.
II.
Accreditation Information
1. Name of Accrediting Organization:
The Medical Laboratory Science (MLS) program is accredited by the National
Accrediting Agency for Clinical Laboratory Sciences (NAACLS)
Address:
5600 N River Rd
5
Suite 720
Rosemont, IL 60018
2. Date of Most Recent Self-Study and Accreditation visit:
The most recent self-study document was submitted in June 2010, and the
accreditation site visit took place on October 13-14, 2010.
3. Accreditation Status:
In April 2011, The MLS program was granted a full seven year accreditation (see
attached copy of letter conferring accreditation in Appendix IX.
4. Accrediting Organization’s Report:
See attached scanned copy of the NAACLS Accreditation Report in
Appendix IX.
III.
Adequacy of the Program
1. Faculty:
Currently there are three full time faculty members in the Clinical Laboratory
Sciences Department. Two faculty members are tenured and hold the rank of
associate professor; one faculty member is on the tenure-track and holds the
rank of assistant professor.
All three full time faculty members have attended professional meetings within
the past year and have plans to attend state and national professional meetings
within the upcoming academic year. All three faculty members are certified as
Medical Technologists by the American Society for Clinical Pathology (ASCP),
which the national certifying agency for the profession, and have specific
expertise in the content areas for which they teach in the program.
All three full time faculty members have participated in giving presentations in the
field, and one has published several peer-reviewed publications. Two of the
faculty hold doctoral degrees; and one has a Master’s degree and is currently
pursuing a doctorate degree in education (See Appendix I for Detailed Faculty
Data Sheets).
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2. Students:
a. Entrance Standards:
Entry into the Medical Laboratory Science (MLS) program involves completion of
academic prerequisites with acceptable grades, application to the Clinical
Laboratory Sciences (CLS) Department and competitive selection by an
admission committee. Successful graduates from the MLT program at Marshall
University are automatically eligible for admission in to the MLS program. Other
applicants must be graduates from a NAACLS accredited MLT program, and
must submit two letters of reference, one from the NAACLS program director of
the institution of the MLT degree. In addition, outside applicants must also
submit all transcripts to Marshall University and have a general evaluation for
equivalency. Once admitted, students must take all core curriculum
requirements still needed for a bachelor’s degree, and all other required courses
in the MLS curriculum. These individuals are evaluated on a case by case basis.
Guidelines for application and admission into the MLS program are available on
the CLS department website.
Students currently in the Marshall University MLT program who plan on
continuing to the MLS program must notify the MLS program director of these
intentions by May 31 for entry into the Fall courses of the same year.
b. Entrance and Exit Abilities of past five years of graduates:
Appendix II shows that our last five years of graduates entered the program
with yearly mean high school GPAs that ranged from 3.22 to 3.77. Yearly
mean ACT scores ranged from 20 to 25. Appendix II shows that these
graduates also compiled respectable GPAs during their undergraduate
program, with yearly means ranging from 3.08 to 3.86. There is not a clear
relationship between a student ACT score, SAT score, or GPA and the
success rate in the MT program. Some students with lower GPAs may do
well if they are highly motivated to succeed in the program. It is important that
students meet prerequisite course guidelines for admission into the program
as this is the best predictor of academic success. All students who are
admitted to the MLS program have completed an Associate Degree MLT
program, and many of these students have been students in Marshall’s MLT
program where their progress has already been monitored through both the
didactic and clinical courses. Attrition rates are extremely low once a student
enters the senior MLS courses.
Appendix III includes certification examination rates.
Once an MLS student has graduated from the program, their employment
success rate is high. Students can take the national certification examination
through the American Society for Clinical Pathology (ASCP), although not all
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states require this certification to practice as an MLS, including our border
states of Ohio and Kentucky. Although West Virginia has licensure, it is not
required that those licensed have a certification examination – this decision is
at the discretion of each individual hospital, which greatly varies. As a result,
the rate at which Marshall University MLS students take the MLS registry
examination is extremely sporadic. There are also other factors affecting
certification examination for MLS students such as the low number of
students taking the examination, which were only a total of 10 students for the
entire five year period and some MLS graduates chose not to take the
certification examination, because their place of employment did not require
it. Others choose not to take the exam if they are using the MLS degree as a
pre-professional degree for graduate programs, such as Physician Assistant
or Medical School. Students that choose to take the examination immediately
after graduation from the MLS program have a much better pass rate than
those who choose to wait months, or even years in some instances, after
graduation from the MU MLS program. We as a program, cannot force
students who graduate to take their certification exam; this is explicitly a
decision of each individual student. The MLS program always strongly
encourages all students to take their certification exam immediately following
graduation from the program.
3. Assessment Information:
a. An assessment summary for the period of the review is included in Appendix
IV. Also included are rubrics for each program learning outcome.
b. Other Learning and Service Activities:
No other learning and service activities exist outside those covered on the
assessment rubrics.
c. Plans for Program Improvement:
There were no major deficiencies during this assessment period. Some steps
that have been taken to improve program quality are revision of
comprehensive examination questions in the CLS 472 and 473 course, and
the addition of specialized remediation projects in the content areas that are
deficient to better improve the likelihood of certification exam passage
success after graduation.
More specific grading rubrics have been added to all upper division CLS
courses in the MLS level to better assess student learning in the past few
years.
Steps are currently being taken to advise students to take the national
certification examination as soon after graduation as possible; the program
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cannot mandate that students take the certification exam as a graduation
requirement. As previously stated, not all hospitals require certification upon
immediate employment, so many students wait to take the exam, and often
their test scores are lower as a result.
d. Graduate Satisfaction:
All students who apply for graduation for the Bachelor in Medical Laboratory
Science are given a graduate survey; however, the response rate is has not
been high. The respondents were all very satisfied with the instruction and
support that they received while in the MLS program; 7 students responded to
the graduation survey during this assessment period. Since our program is
small, many of the students keep in touch with the department and are mainly
employed at local hospitals after graduation. During clinical site visits at
these hospitals, all employers are generally satisfied with the graduates of the
Marshall University MLS program, and often contact the department to inquire
about the number of anticipated graduates each year. There is a 100% job
placement rate for all MLSs seeking employment in the field, and most are
employed in the Tri-State region.
e. The previous five years of evaluations of assessment reports for the BS in
Medical Laboratory Science are provided in Appendix VIII.
4. Previous Reviews: At its meeting in April 2009, the Marshall University Board
of Governors recommended that the BS in Medical Laboratory Science continue
at its current level of activity.
5. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
In its last program review, completed in academic year 2008 – 2009, the BS in
Medical Laboratory Science Program identified the weaknesses below. These
are transcribed verbatim from that report:
“The clinical affiliates cannot accommodate as many students per site as they
have in the past; this is mainly due to staffing shortages in each hospital
laboratory, which leaves less available staff to work with MT [MLS] students
during rotations. The limited clinical placements do affect the number of students
that can be admitted to the MT [MLS] program. Plans are in place to approach
new facilities to add as affiliates for the MT [MLS] program, however, these
facilities must perform a certain amount of advanced testing techniques to be an
MT [MLS] affiliate. Additional Special Topics practicum experiences are also
being explored in molecular diagnostics and tissue transplantation procedures for
the MT practicum. Plans are also underway to streamline the MT [MLS] training
process for all current affiliates, making it less cumbersome for hospital staff to
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work with MT [MLS] students. Relationships are also being strengthened with
current clinical affiliates, and the Program Director has strongly encouraged each
site to accept a maximum number of students to aid in possibly filling their
hospital laboratory staffing shortages with Marshall MT [MLS] students in the
future. Currently, students attend clinical rotations in the spring of the year
following the MT [MLS] didactic courses, and are placed in facilities depending
on site availability. Due to budget constraints and some lack of availability, much
of the equipment in the student laboratory on campus is outdated, and is in need
of replacement. It is important for students to have exposure to instrumentation
before entering clinical rotations at the hospitals. The MT [MLS] program has
applied for equipment grants through Abbott Diagnostics for instrumentation for
the past two years, and plans to continue applying every year, but has not been
successful to date. A grant for $5000.00 was obtained in spring of 2006 by the
CLS department through the Huntington Clinical Foundation for Lipid Point-ofCare testing equipment. There are plans to begin replacing student microscopes
that are twenty years old a few at a time per year using student fees; three new
student microscopes have been purchased for this year. The MT [MLS] program
also relies on clinical affiliates to donate, or sell at a reduced rate, equipment that
they are replacing with the latest models; a floor model chemistry analyzer was
purchased with student fees during the 2007-08 academic year at a much
discounted rate from St. Mary’s Medical Center for student laboratory
experiences. Additional equipment was donated from Thomas Memorial Hospital
during the Fall 2008 semester for the student instrumentation laboratory.”
To address the above concerns, the program was converted to an online
program in Fall of 2010. After reviewing the new NAACLS accreditation
standards for required clinical experiences at the MLS level, it was determined
that a full clinical rotation period of 15 weeks was not necessary in addition to the
15-week clinical practicum at the associate degree MLT level. As a result,
additional clinical sites were no longer needed for MLS-level clinical experiences,
therefore, more students could be admitted to the program, including students
from all over the country. Clinical experiences at the MLS level now consist of
students completing instrumentation projects in the place in with they are
currently employed as MLTs. Students also perform their capstone projects in
their hospitals of employment.
As mentioned previously, at least 95% of students in the MLS program are
already working as MLTs in hospital laboratories upon admission to the MLS
program, so locating clinical sites for the reduced amount of clinical experiences
is no longer an issue. For the very small number of students who are not
working, it is made clear to the student before admission into the program that it
is the responsibility of the student to locate a clinical site and then submit it for
approval by the MLS program director, and this has not been a problem since the
program was changed in 2010. Students perform their clinical experiences in the
last semester of the program and work with staff at individual hospitals to
determine the optimal times to complete these; students are able to work full-time
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at a job, and then work in clinical tasks during non-work hours mutually agreed
upon by hospital staff.
As stated previously, instrumentation projects are now performed at the hospital
of employment of each student, and are no longer performed on Marshall
University campus. There is no longer a need for updating equipment or
equipment purchases, which has greatly reduced the cost to the CLS department
for the MLS program. The only instrumentation performed for the MLS program is
a Molecular Diagnostics workshop, conducted once per year. Molecular
Diagnostics equipment was purchased in 2011 to fulfill new NAACLS standards
for MLS level requirements for supervised hands-on experiences in Molecular
Diagnostics testing. The cost per year of this testing is very minimal at around
$150.00 per year for reagents.
6. Current Strengths/Weaknesses:
Strengths:
The online MLS program at Marshall University is unique in that it is also linked
directly to the associate degree MLT in a 2+2 career ladder format. The MLT to
online MLS career ladder at Marshall provides excellent accessibility to higher
education. Students have the opportunity to obtain an associate’s degree and
begin working as an MLT, while at the same time, pursuing an online bachelor’s
degree through the same department with a seamless transfer of credits. This is
a very appealing aspect of the program to many of the students in the tri-state
and surrounding areas because at least 95% of students in the program work as
an MLT while pursuing the bachelor’s degree in Medical Laboratory Science.
This online career ladder program has also become increasingly appealing to
outside students from other MLT programs across the country.
Since many of students who enter the MLS program hope to find employment in
the Tri-State region, not having this program would be detrimental to the future
health care needs of the region. With the current shortage of Clinical Laboratory
Professionals, and the projected future need for MLSs, the elimination of this
program would result in escalation of the shortage crisis of this level of
practitioner in the region and the State of West Virginia. The MLS program at
Marshall is one of only three in West Virginia and its linked MLT program one of
only three accredited programs in the state. Both the MLT and MLS programs
are the only ones in the western part of West Virginia. Recruiters for laboratories
across the country contact the CLS department throughout each academic year
regarding job vacancies for MLT and MLS positions. Local hospitals such as St.
Mary’s Medical Center, Cabell Huntington Hospital, Huntington VA Medical
Center and Charleston Area Medical Center staff their laboratories with at least
60-70% Marshall graduates. Hospital laboratories in the area are beginning to
hire MLT students while they are in their clinical training before graduation due to
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shortages in the field. There is an increasing trend of our program not being able
to graduate students fast enough to meet the demands of the field.
Students perform well in the workplace and on the national registry examination
after completion of the online MLS program, and are in high demand in the
workforce.
The CLS online program allows for optimal interaction between students and
faculty in the department. The availability of the faculty for student assistance is
excellent and many students are drawn to the program because of the smaller,
more individualized class sizes. Additionally, all faculty members are certified
Medical Technologists, and have experience in the field that enriches their
courses. Having experienced faculty allows for relevant changes to be made in
curriculum and processes in the department to better reflect changes in the field.
The MLS curriculum is strong in general science courses, which makes it an
excellent bachelor degree program for entry into Medical School, or sciencebased graduate degree programs such as Forensic Science, Physical Therapy,
Physician Assistant, and Pharmacy.
Online course fees at Marshall University are in many instances much lower than
those at other institutions across the country. This decreased cost makes the
online MLS program more appealing in many cases than other online programs.
Weaknesses:
There are some limitations in program growth possibilities related to internal
variables, in particular the limitation in the ability to offer all courses, including
support courses, fully online. Currently, all courses are offered online with the
exception of the Biochemistry and an upper division Biology elective. Most online
MLS programs across the country have the ability to offer all courses online,
including these support courses, which in some cases makes them more
attractive in some respects than the Marshall MLS program. At this time,
students who want the entire program curriculum online through Marshall are
instructed to seek the required chemistry and biology coursework at other
institutions offering them online, and then transfer them back to Marshall, which
is a very cumbersome process for distance students. Having all courses online
at Marshall would be more appealing to outside students, and would increase
enrollment numbers. The additional online courses in chemistry and students in
them from our program would increase e-course revenue for the University, and
aid in supporting individual department operating costs. One appealing aspect of
the online MLS program at Marshall is that, on average, the online cost is much
less than other online programs across the country. Therefore, with the
combination of a complete online MLS course offering package and the current
lower online course fees, the online MLS program at Marshall could become
much more successful with outside students in future years. Talks continue with
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COS faculty to offer all support coursework online. Additionally, discussions have
taken place to offer required courses within the College of Health Professions.
As the online MLS program grows, it will be important to add an additional
support staff person to manage student files and paperwork and to help distance
students navigate through the Marshall University system. In larger online MLS
programs across the country, there are dedicated support staff that standardize
application and admission procedures for the program, and aide students in all
areas needed to progress towards graduation. Having a dedicated staff person
such as this would increase retention of online students, who often are isolated
and may need the extra support to remain in an online program long-term. As
stated previously, currently all of these tasks are being handled internally in the
CLS department by the chairperson, who is one of only three faculty, and is very
time-consuming. As the program grows, e-course fees generated from the
increased enrollment could justify an additional support person dedicated to
advising distance students and consistently following each of their individual
education plans through graduation from the program. Having a support staff
would also allow the chairperson to concentrate more on program advertisement
and promotion to further increase enrollment.
IV.
Viability of the Program:
1. Articulation Agreements:
Currently there is an articulation agreement in place with Southern WV
Community and Technical College’s (SWVCTC) MLT program. Students who
complete this program successfully can then apply to Marshall University for
general admission and then notify the program director of the MLS program of
their desire to begin the program; students are then admitted directly to the MLS
program. The program director makes a trip to SWVCTC each year to talk with
students in the MLT program about continuing their education at Marshall
through the online MLS program.
Discussions are currently also underway for a similar articulation agreement with
Pierpont Community and Technical College’s MLT program.
2. Off-Campus Classes:
No off-campus classes are offered for the online MLS program.
3. Online Courses:
The MLS program is a complete online program, therefore, all courses in this +2
portion of the degree are online. There are non-CLS general requirements that
students must take, or have taken, before progressing to the CLS courses. All
non-CLS courses, such as Statistics, Economics, Organic Chemistry, and core
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curriculum courses are offered online at Marshall University. There are only two
courses in the non-CLS requirements currently not offered online: Biochemistry
and an upper division BSC 300/400 level elective – students normally either take
these on campus, or take them online at another institution and transfer them to
Marshall. Several discussions have taken place with the College of Science
about offering these courses online, however, none have been offered to date.
All CLS courses at the MLS level are offered entirely online; there are no oncampus sections of these courses.
4. Service Courses:
Currently, CLS 105CT, Medical Laboratory Terminology, is a course that can be
taken by non-CLS majors to fulfill the Critical Thinking core curriculum
requirement.
The Dietetics department requires their students to have a Biochemistry course
as part of their curriculum, and an agreement was formed between with the CLS
department to offer CLS 200, Clinical Biochemistry as an option to the Dietetics
majors every Spring semester.
Senior Cytotechnology students who have been fully admitted to the School of
Cytotechnology at Cabell Huntington Hospital who are seeking the BS in
Cytotechnology degree take online CLS 460, Laboratory Management and
Education, as a requirement for their curriculum.
5. Program Course Enrollment:
Although the enrollment number may appear low compared to other university
programs, the enrollment numbers for the MLS program are comparable with
other similar programs across the country, and the program has experienced a
significant growth pattern in the past few years. The MLS program was
converted to an online program in the Fall of 2010, and the first couple of years
after served as a period for growth and development of the program. In the past
two years, the enrollment has increased in courses, and there are between 9 and
17 students currently enrolled in MLS CLS courses this fall, compared to very low
numbers of between 2 and 4 in years prior to online conversion.
When the program was converted to an online program in the fall of 2010, there
were also some course number changes to separate content areas; CLS 410
was separated into two courses, and CLS 421 was also separated into two
courses. CLS 421 was no longer a course beginning fall of 2010 and was
replaced with CLS 400 and 420. CLS 410 was split into CLS 410 and 430.
MLS enrollment numbers at Marshall University are somewhat dependent on the
enrollment numbers for the MLT program. Approximately half of students that
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are enrolled in the MLT program continue on to the MLS program, therefore,
maintaining a steady enrollment at the MLT level is vital. Currently, there are
sixteen students enrolled in the MLT program, which is a large class size for this
type of program, and this enrollment has remained stable over the past few
years. It is projected that next year’s MLS class size will be between 7-8
students from the Marshall University campus. Many students are also coming
into the program from outside of Marshall and this student population makes up
at least half of the enrollment. Specific course enrollments are provided in
Appendix V.
6. Program Enrollment:
There are currently 33 students in the MLS program, progressing through at
variable rates. As evidenced in Appendix VI, the students that are newly
admitted to the MLS program each year do not necessarily reflect the number of
students graduating from the MLS program each year. This difference is due to
some students progressing through the program part-time, and others needing to
complete between 3-9 hours of basic science courses required for graduation
after completion of the senior year MLS CLS courses. Many students that enter
the MLS program already have a degree in Biology or have transferred from
another major, and are not able to schedule their courses in the sequence
outlined by the MLS program. The students’ inability to follow the stated course
sequence often requires them to complete additional courses such as
Introduction to Organic Chemistry, Biochemistry and an upper Biology elective
MLS coursework due to scheduling conflicts. As previously mentioned, all
courses required for the MLS program are online, with the exception of
Biochemistry and upper division BSC electives. Because these two
requirements are not online, often students must find alternative online courses
at other institutions and then transfer them to Marshall, or take them on campus
at Marshall. At least 95% of the students that are in the online MLS program are
working as MLTs in the field, many full-time, which makes it difficult to take oncampus courses, which in turn sometimes creates a delay in graduation from the
program. As stated previously, discussions have taken place with College of
Science faculty about offering these courses online, however, to date they are
not. See Appendix VI and Figure 1 for program enrollment figures.
7. Enrollment Projections:
Certified MLSs are in great demand. The U.S. Bureau of Labor and Statistics
reported that employment of MLSs is expected to increase 22% from 2012-2022,
which is faster than average for all occupations (11%). Most MLSs are already
working in the field as an MLT that are part of the Marshall program. Because the
MLS program is online, students from all over the country that already possess
an associate’s degree in MLT from any accredited program are accepted, and
the number of outside applicants has grown each year since the program was
converted to online.
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Currently there are 33 students enrolled in the MLS program progressing at
variable rates. It is projected that between 9 and 12 will graduate in the 2014-15
year based on current enrollments. Due to the demand and 100% job placement
of graduates, it is expected that application to the program will remain steady for
years to come.
IV.
Necessity of the Program:
1. Advisory Committee:
The MLT and MLS programs share the same advisory committee. The advisory
committee is composed of the Marshall University MLS program faculty members
and clinical faculty members from all of the local clinical sites. There are one to
ten clinical faculty members at any given facility. The committee meets once per
academic year on Marshall University campus and there are normally 15 to 25
clinical faculty members in attendance. The clinical faculty members have a
direct impact on the program. Problems with the clinical experiences,
examination content, passage rates, and other student issues are discussed as
well as possible solutions to problems. If there are any curriculum changes, this
is discussed and the clinical faculty have an opportunity for input.
2. Graduates:
All students that graduate with an MLS and seek employment find employment
within one month, however, most are already employed as MLTs upon entry into
the MLS program. Most commonly, students are employed at local area
hospitals such as St. Mary’s Medical Center, the Huntington Veteran’s
Administration Medical Center, Cabell Huntington Hospital, Charleston Area
Medical Center and Thomas Memorial Hospital. Due to the career ladder
program, many of the MLS graduates are already employed as MLTs; most local
area hospitals are very accommodating in work schedules to allow MLT students
to continue to the MLS bachelor’s degree and recognize the importance of
encouraging MLTs to do so. There have been a few graduates in recent years
who have gone on to graduate school, either in Biology, or Physician Assistant
school.
According to the U.S. Department of Labor Bureau, the median national salary
for MLSs in May 2012 was $57,580. Due to predicted shortages, salaries are
expected to continue to rise.
Appendix VII indicates graduate placement data
3. Job Placement:
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There is a 100% job placement rate for students graduating from the MLS
program that seek employment in the field. Many local hospitals, as well national
agencies contact the MLS program in search of graduates to fill positions.
Vacancies in local hospitals are communicated to MLS graduates. There is no
need for Marshall MLS graduates to use the university job placement services
since positions are available in high numbers and graduates of the MLS program
in are in high demand. After graduation, students are encouraged to stay in
contact with CLS faculty and since many of the graduates are employed at MLS
clinical sites, CLS faculty often visit with them face to face throughout each year.
Currently, there is a shortage in the field for clinical laboratory professionals,
including those trained at the MLS level. Although the associate degree in MLT
is the entry level in the field, MLS level practitioners are needed for supervisory
and oversight of laboratory processes. There are local facilities, in particular the
VA Medical Center and CAMC, who have contacted the Marshall University CLS
department particularly seeking MLS-level practitioners. In the fall of 2013,
CAMC enacted an educational assistance program to support between four and
eight working MLTs to continue on to pursue their online BS in MLS degree from
Marshall University, and four students have already begun in this program.
CAMC will be experiencing a high percentage of retirements of supervisors and
managers between their three divisions in the coming years and has addressed
the need for MLS-level practitioners for these positions through their educational
assistance program.
17
Appendix I
Faculty Data Sheet
(Information for the period of this review)
May 15, 2009 - May 15, 2014
Name: Muhammad Amjad
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2009
Tenured
Highest Degree
Earned:
Conferring
Institution:
Ph D
Date Degree
Received:
1998
University of Karachi, Pakistan, Karachi, Pakistan
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Microbiology
Specialist in Microbiology, Bioanalytical Laboratory
Director, Specialist Microbiologist in Public Health and
Medical Microbiology, Director of Microbiology, Diplomate
American Board of Medical Microbiology, Director of
Microbiology
Clinical Laboratory Director of Clinical Chemistry, Toxicology,
Diagnostic Immunology, Microbiology, , Director of
Microbiology, , Clinical Laboratory Director of Bacteriology,
Diagnostic Immunology, Mycobacteriology, Mycology,
Parasitology, Virology
Agency: American Society for Clinical Pathology, New Jersey State Board of Medical
Examiners, National Registry of Microbiologists, American Society for Microbiology,
State of Florida, Department of Health, American Board of Medical Microbiology,
New York State Department of Health
Date Obtained, Expiration
Obtained: January 1, 2003, Expired: January 1, 2020
18
Date
Obtained: December 29, 2011, Expired: December 31, 2013
Obtained: July 1, 2003, Expired: December 31, 2013
Obtained: January 6, 2011, Expired: August 31, 2012
Obtained: August 11, 2009, Expired: August 11, 2012
Obtained: February 2, 2010, Expired: February 4, 2012
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year Course
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Title
Enrolle
d
9 100%
%
Respon
100
CLS
Clin Immun & Mol Diag
310
CLS
Clinical Lab Research
4 100% 100
468
CLS
Clinical Microbiology
10 100% 100
220
CLS
Adv Clinical Chemistry
5 100% 100
400
Fall 2013
CLS
Adv Clinical Microbiology
5 100% 100
420
Fall 2013
PHAR Immunology and Microbiology
68 25% 25
542
Fall 2013
CLS
Medical-Lab Terminology (CT)
47 100% 100
105
Spring
CLS
Clin Immun & Mol Diag
7 100% 100
2013
310
Spring
CLS
Clinical Lab Research
10 100% 100
2013
468
Spring
CLS
Clinical Microbiology
13 100% 100
2013
220
Fall 2012
CLS
Adv Clinical Chemistry
10 100% 100
400
Fall 2012
CLS
Adv Clinical Microbiology
9 100% 100
420
Fall 2012
PHAR Immunology and Microbiology
79 20% 20
542
Fall 2012
CLS
Medical-Lab Terminology (CT)
67 100% 100
105
E: Part-time adjunct faculty do not need to fill in the remainder of this document.
19
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Amjad, M. (Principal), Nusair, A. (Co-Principal), Grant, "Clinical Application of IL28B
Polymorphism in the Treatment Outcome and Clearance of Hepatitis C Virus Infection.", The
Association of Schools of Allied Health Professions Interdisciplinary Research Award.,
Private, $15,000.00, Not Funded.
Amjad, M. (Principal), Grant, "Evaluation of urinary and plasma biomarkers in the early diagnosis
of sepsis and acute kidney injury", Marshall University School of Medicine, Marshall
University, $10,000.00, Not Funded.
Amjad, M. (Principal), Grant, "Role of Hepatitis C Virus non-structural 5A gene PKRBD
sequencing in the Interferon Therapy.", College of Health Professions Research Grant,
Marshall University, $1,000.00, Funded. (August 1, 2011 - Present).
Amjad, M. (Co-Principal), Moudgal, V. (Principal), Grant, "Hepatitis C Virus Nonstructural 5A
Gene Mutations as Pretreatment Predictor of Rapid Virologic Response with Interferon
Therapy.", Clinical and Translational Research Grant, St. Joseph Hospital, Ann Arbor, MI.,
Local, $30,000.00, Funded. (December 1, 2008 - Present).
Intellectual Contributions
Abdel-Haq, N., Amjad, M., McGrath, E., Chearskul, P., Amer, A., Salimnia, H., Asmar, B.
Emergence of Rotavirus Genotype G9 in Metropolitan Detroit between 2007and 2009. J.
Med. Microbiol.
Rafee, Y., Abdel-Haq, N., Asmar, B., Salimnia, T., Vidaillac, C., M. J. Rybak, M. J., Amjad, M.
Increased Prevalence of Methicillin-Resistant Staphylococcus aureus Nasal Colonization in
Household Contacts of Children with Community Acquired Disease. BMC Infectious
Diseases, BioMed Central.
Amjad, M., Moudgal, V., Faisal, M. Laboratory Diagnosis and Management of Hepatitis C Virus
Infection. LabMedicine, 44(4), 292-299.
Amjad, M., Yaseen, R., Abdul-Haq, N., Asmar, B., Salimnia, T. (2011). Increased Prevalence of
Methicillin-Resistant Staphylococcus aureus Nasal Colonization in Household Contacts of
Children with Community Acquired Disease..
Presentations
Amjad, M. (Presenter Only), Oral Presentation, West Virginia Society for Clinical Laboratory
Science, West Virginia Society for Clinical Laboratory Sciences, Charleston, WV,
"Identification of Dermatophytic Fungi.", Conference, Academic, National, Invited. (October
17, 2013).
Amjad, M. (Presenter & Author), Abdel-Haq, N. (Presenter & Author), Poster, Infectious Disease
Society of America, Infectious Disease Society of America, San Francisco, CA.,
"Breakthrough Rotavirus (RV) infections in vaccinated children during 2011 season in
Detroit.", Conference, Academic, International, peer-reviewed/refereed, Accepted. (October
2, 2013).
Amjad, M. (Presenter Only), Lecture, West Virginia Society for Clinical Laboratory Sciences, West
Virginia Society for Clinical Laboratory Sciences, Charleston, WV, "Clinical application of
IL28B gene polymorphism in the treatment outcome and clearance of Hepatitis C Virus
20
infection", Conference, Academic, National, peer-reviewed/refereed, Invited. (October 4,
2012).
Amjad, M., Lecture, West Virginia Society for Clinical Laboratory Science., West Virginia Society
for Clinical Laboratory Science., Charleston, WV, "Molecular Diagnostics of Hepatitis C Virus
Infection", Conference, Regional, peer-reviewed/refereed. (October 6, 2011).
2)
Service
University
College of Health Professions Learning and Laboratory Resources Committee, Committee
Member (August 17, 2011 - Present).
Marshall University Academic Senate, Committee Member (August 17, 2009 - Present).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
American Society for Clinical Pathology. (2003 - Present).
American Society for Microbiology. (1998 - Present).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
21
Appendix I
Faculty Data Sheet
(Information for the period of this review)
May 15, 2009 - May 15, 2014
Name: Pamela D Meadows
Rank: Assistant Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2007
Probationary
Highest Degree
Earned:
Conferring
Institution:
MS
Date Degree
Received:
2012
Marshall University Graduate College, Huntington WV
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Health Care Administration
Medical Technologist Certification, Clinical Laboratory
Practitioner License
National certification in professional field, Professional licensure
required to practice in the state of WV-renewed annually
Agency: American Society of Clinical Pathologists, West Virginia Office of Laboratory
Services
Date Obtained, Expiration
Date
Obtained: August 31, 1999
Obtained: May 1, 2000, Expired: February 1, 2013
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
22
Clinical Immunohematology
Enrolle
%
d
Respon
10 100% 100
Clinical Lab Problems
10 100% 100
Diagnostic Physiology
8 100%
100
Adv Clin Immunohematology
5 100%
100
Adv Clinical Hematology
5 100%
100
Clin Pract Immunohematol
4 100%
100
Clin Pract Microbiology
4 100%
100
Clin Practicum Chemistry
4 100%
100
Clin Practicum Hematology
4 100%
100
Clinical Hematology
11 100% 100
Clin Pract Immunohematol
9 100%
100
Clin Pract Microbiology
8 100%
100
Clin Practicum Chemistry
8 100%
100
Clin Practicum Hematology
8 100%
100
Clinical Immunohematology
13 100% 100
Clinical Lab Problems
13 100% 100
Diagnostic Physiology
10 100% 100
Term/Year Course
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Summer
2013
Summer
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
CLS
210
CLS
255
CLS
466
CLS
410
CLS
430
CLS
272
CLS
273
CLS
271
CLS
270
CLS
230
CLS
272
CLS
273
CLS
271
CLS
270
CLS
210
CLS
255
CLS
466
CLS
466
CLS
410
CLS
430
CLS
230
Title
Diagnostic Physiology
Adv Clin Immunohematology
10 100% 100
Adv Clinical Hematology
10 100% 100
Clinical Hematology
14 100% 100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
23
1)
Scholarship/Research
Presentations
Norman, T., Cohenford, M., Lim, S., Meadows, P. D., Anderson, M., Poster, Sigma Xi 2013,
NASA Marshall University Consortium, Huntington, WV, "BLOOD TYPING ERYTHROCYTES
BY FOURIER TRANSFORM INFRARED", Conference, Academic, Local, peerreviewed/refereed, published elsewhere, Accepted. (May 2013).
2)
Service
Department
P&P Committee-COHP.
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
American Society for Clinical Laboratory Sciences, ASCLS, President, Previous Board of
Directors, Scholarship Chair, Professional Society encompassing both professional and
educational realms of Clinical Laboratory Sciences, including legislative activities. (July 2005
- Present).
Faculty Development Activities Attended
Seminar, "Pedagogy of Teaching and Learning Online", MU, Hunitngton, WV. (August 17, 2012 October 15, 2012).
Workshop, "Quality Matters", MU, Huntington, WV. (August 16, 2012).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
24
Appendix I
Faculty Data Sheet
(Information for the period of this review)
May 15, 2009 - May 15, 2014
Name: Jennifer Carol Duba Perry
Start Date at Marshall as a Faculty
Member:
Status:
Rank: Associate Professor
August 17, 2005
Tenured
Highest Degree
Earned:
Conferring
Institution:
EDD
Date Degree
Received:
2014
Marshall University, Marshall University
Area of Degree
Specialization:
Professional
Registration/Licensure:
Education Leadership, Curriculum and Instruction
Medical Technologist (MT), Medical Laboratory Technician
(MLT)
Field of Registration
/Licensure:
Agency: American Society of Clinical Pathologists (ASCP), American Society of Clinical
Pathologists (ASCP)
Date Obtained, Expiration
Date
Obtained: July 1, 1994
Obtained: January 1, 1993
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
25
Term/Year Course
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Title
Enrolle
d
4 100%
%
Respon
100
CLS
Adv CLS Clinical Practicum I
472
CLS
Adv CLS Clinical Practicum II
5 100% 100
473
CLS
Clinical Biochemistry
15 100% 100
200
CLS
Independent Study
1 100% 100
285
CLS
Lab Instrumen Inform Sys
5 100% 100
464
CLS
Clinical Biochemistry
11 100% 100
200
Fall 2013
CLS
Clinical Lab Mgt and Educ
9 100% 100
460
Fall 2013
CLS
Independent Study
1 100% 100
285
Fall 2013
CLS
Seminar in Lab Medicine
6 100% 100
499
Spring
CLS
Adv CLS Clinical Practicum I
10 100% 100
2013
472
Spring
CLS
Adv CLS Clinical Practicum II
10 100% 100
2013
473
Spring
CLS
Clinical Biochemistry
16 100% 100
2013
200
Spring
CLS
Independent Study
1 100% 100
2013
285
Spring
CLS
Lab Instrumen Inform Sys
11 100% 100
2013
464
Fall 2012
CLS
Clin Pract Immunohematol
8 100% 100
272
Fall 2012
CLS
Clin Pract Microbiology
8 100% 100
273
Fall 2012
CLS
Clin Practicum Chemistry
8 100% 100
271
Fall 2012
CLS
Clin Practicum Hematology
8 100% 100
270
Fall 2012
CLS
Clinical Biochemistry
14 100% 100
200
Fall 2012
CLS
Clinical Lab Mgt and Educ
11 100% 100
460
Fall 2012
CLS
Seminar in Lab Medicine
10 100% 100
499
FTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
26
1)
Scholarship/Research
Presentations
Perry, J. C. D. (Presenter & Author), Oral Presentation, Sixteenth Annual Joint Meeting of The
West Virginia Society for Clinical Laboratory Science and West Virginia Clinical Laboratory
Management Association, Charleston, WV, "Where Do I Go From Here? Information for New
CLS Graduates", Conference, Academic, State, Invited. (October 17, 2013).
Perry, J. C. D. (Presenter Only), Oral Presentation, 15th Annual Joing Meeting of The WV Society
of Clinical Laboratory Scientists and the WV Clinical Laboratory Management Association,
WVSCLS and WVCLMA, Charleston, WV, "The Role of the Laboratory Professional in the
Diagnosis and Management of Diabetes Mellitus", Conference, Academic, State. (October 5,
2012).
Perry, J. C. D. (Panelist), Other, Doctoral Seminar, Marshall University Graduate College, South
Charleston, WV, "Doctoral Student Panel Discussion", Panel, Academic, State, Invited.
(March 12, 2011).
Perry, J. C. D. (Presenter & Author), Oral Presentation, WVCLMA, WVSCLS, and WVSSAMT
Thirteenth Annual Joint Meeting, Charleston, WV, "The Emergence of Online Education in
the Clinical Laboratory Sciences", Conference, Non-Academic, State, Invited. (October 7,
2010).
Perry, J. C. D. (Presenter & Author), Oral Presentation, WVCLMA, WVSCLS, and WVSSAMT
Twelfth Annual Joint Meeting, Charleston, WV, "Program Closures: The Economic Impact on
the Clinical Laboratory", Conference, Non-Academic, State. (October 15, 2009).
Perry, J. C. D. (Presenter & Author), Oral Presentation, 1st Annual Continuing Education Day,
CAMC Laboratories and WV CLMA, Charleston, WV, "Meeting the Needs of the Laboratory
Workforce", Seminar, Academic, Local. (May 18, 2009).
Research Currently in Progress
Perry, Jennifer C, "Online Graduates in Clinical Laboratory Sciences: Are they prepared for the
Workplace?", Writing Results, Scholarly.
Directed Student Learning and Research
Woods, S., Learning, Directed Individual/Independent Study, Clinical Lab Sciences Department,
CLS, 285, 3 credit hours, "Review of Clinical Hematology and Biochemistry", Completed.
(August 2013 - December 2013).
Damron, J., Learning, Directed Individual/Independent Study, Clinical Lab Sciences Department,
CLS, 285, 3 credit hours, "Review of Previous Coursework due to Departmental Probation",
Completed. (August 2011 - December 2011).
2)
Service
Department
27
CLS Scholarship Committee, Committee Chair, (September 2005 - Present).
College
COHP Promotion and Tenure Committee, Committee Member (August 2012 - Present).
COHP Publications Ad Hoc Committee, Committee Member (January 2011 - Present).
College of Health Professions Online Learning Committee, Committee Member (August 2007 Present).
COHP Curriculum Committee, Committee Member (January 2006 - Present).
COHP Curriculum Committee, Committee Chair (September 2008 - September 2012).
School of Kinesiology Promotion and Tenure Committee, Committee Member (January 2012 April 2012).
Social Work Search Committee, Committee Member (April 2011 - June 2011).
COHP Clinical Affiliations Agreements Ad Hoc Committee, Committee Member (August 2010 March 2011).
Dietetics Department Faculty Search Committee, Committee Member (January 2010 - May
2010).
•College of Health Professions Dean’s Search Committee, Committee Member (November 2009 March 2010).
University
Library Committee, Committee Member (August 2010 - Present).
Chairperson Clinical Laboratory Sciences Department, Administrative Assignment, Department
Chair (August 2007 - Present).
SCORES Committee, Committee Member (August 2006 - Present).
Faculty Senate, Committee Member (August 2006 - May 2010).
Marshall University Graduate College Doctoral Seminar Planning Committee, Committee Member
(March 2008 - October 2009).
Professional
American Society for Clinical Laboratory Science--WV Chapter, Officer, Secretary, WV, USA
(October 2011 - Present).
American Society for Clinical Laboratory Science, Student Forum Advisor, WV, USA (October
2008 - Present).
WVSCLS Joint Meeting Planning Committee, Committee Member, WV, USA (October 2007 Present).
American Society for Clinical Laboratory Science-WV Chapter, Board of Directors of a Company,
WV, USA (October 2007 - October 2009).
28
Community
Stanford University Chronic Disease Help Yourself Workshops, Co-teacher with Dr. Kelli
Williams, Huntington, WV, USA (January 2011 - May 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
American Society for Clinical Laboratory Science, ASCLS, Student Forum Advisor for WV
Chapter. (October 2008 - Present).
American Society for Clinical Laboratory Science, ASCLS, State Meeting Planning Committee
Member. (October 2007 - Present).
American Society for Clinical Laboratory Science, ASCLS, Member. (August 2005 - Present).
American Society for Clinical Laboratory Science, ASCLS, Board of Directors Member for WV
Chapter. (October 2007 - October 2009).
Faculty Development Activities Attended
Conference Attendance, "Changing Healthcare Environment: Possible Impact on Clinical
Laboratory Testing", ASCLS and CLMA, Charleston, WV, USA, 1 credit hours. (October 18,
2013).
Conference Attendance, "How to Implement and Maintain a Successful POC Program", WVSCLS
and WVCLMA, Huntington, West Virginia, USA, 1 credit hours. (October 5, 2012).
Conference Attendance, "Cardiac Biomarkers in HF and ACS", WVSCLS and WVCLMA,
Charleston, West Virginia, USA, 1 credit hours. (October 4, 2012).
Conference Attendance, "Federal Government and Healthcare Reform Update", WVSCLS and
WVCLMA, Huntington, West Virginia, USA, 1 credit hours. (October 4, 2012).
Workshop, "How to WAC a Course: Designing a Writing Intensive Course", The Center for
Teaching and Learning, Marshall University, Huntington, West Virginia, USA, 1 credit hours.
(August 2012).
Conference Attendance, "Cases from the ASCLS Consumer Website", WVSCLS Joint State
Meeting, Charleston, WV, USA, 1 credit hours. (October 7, 2011).
Conference Attendance, "Platelets", WVSCLS Joint State Meeting, Charleston, WV, USA, 1
credit hours. (October 7, 2011).
Conference Attendance, "Obesity, Metabolic Syndrome and Diabetes", WVSCLS Joint State
Meeting, Charleston, WV, Kanawha, 1 credit hours. (October 6, 2011).
Conference Attendance, "State and Federal Laboratory Regulations Update", WVSCLS Joint
State Meeting, Charleston, WV, USA, 1 credit hours. (October 6, 2011).
Workshop, "Stanford University Chronic Disease Management Leader Training", Marshall
29
University School of Medicine, Huntington, WV, USA, 30 credit hours. (January 3, 2011 January 7, 2011).
Seminar, "Electronic Portfolios", Marshall University Graduate College, South Charleston, WV,
USA. (October 16, 2010).
Continuing Education Program, "Blackboard Basics for the Face-to-Face Class", Marshall
University, Huntington, West Virginia, US, United States. (August 17, 2010).
Seminar, "Doctoral Seminar", Marshall University Graduate College, South Charleston, WV, USA.
(October 10, 2009).
Continuing Education Program, "Fall Teaching Conference", Marshall University, Huntington, WV,
USA. (August 18, 2009 - August 19, 2009).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Full NAACLS Program Accreditation for MLT and MLS Programs, National Accreditation Agency
for Clinical Laboratory Science, (April 1, 2011).
30
Appendix II
Students’ Entrance Abilities for Past Five Years of Graduates: BS in Medical Laboratory
Science
Year
N
Mean High School GPA
Mean ACT
Mean SAT
Verbal
Mean SAT
Quantitative
Mean SAT
Writing
2009-2010
1
3.77 (n = 1)
25 (n = 1)
--
--
--
2010-2011
4
3.57 (n = 4)
20 (n = 4)
--
--
--
2011-2012
5
3.27 (n = 5)
21 (n = 3)
493.3 (n = 3)
436.7 (n = 3)
--
2012-2013
6
3.58 (n = 6)
22.33 (n = 6)
--
--
--
2013-2014
4
3.22 (n = 4)
21 (n = 3)
--
--
--
31
Appendix III
Exit Abilities for Past Five Years of Graduates: BS in Medical Laboratory Science
Year
N
Mean GPA
Licensure Exam
Results
Certification Test
Results
Other Standardized
Exam Results
1
3.86
NA
NA
4
3.28
NA
5
3.08
NA
6
3.08
NA
4
3.30
NA
50% passing with 1
of 2 students taking
the exam; National
Average (N.A.)
81.9%
100% pass rate with
1 student; N.A.
82.3%
25% pass rate with 1
of 4 students; N.A.
84.34%
100% pass rate with
1 student; N.A.
84.4%
0% pass rate with 2
of 2 students; N.A.
83.88%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
NA
NA
NA
NA
32
Appendix IV: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: BS in Medical Laboratory Science__________________________________
Program’s Student
Learning Outcomes
Students will demonstrate
attitudes, knowledge, and
skills that prepare them for
career entry into the
clinical laboratory
workforce and a Medical
Laboratory Scientist
(MLS).
Program Level
Standards/B
Assessment Measures (Tools)
enchmark
Assessment Point 1
Milestone
CLS 310: On-line writing intensive
course requires the student to have low,
moderate and high level writing
assignments. The low and moderate
level assignments are review of
Immunology readings from Scientific
American which gives both a historical
and contemporaneous perspective.
The students have to “discuss” the
articles as a class assignment.
Examinations are short answer
examinations and open book where the
student has to evaluate and apply the
text information to the question.
Summarize and critique four journal
articles from the scientific literature from
the areas of Immunology, molecular
biology or genetics. A new assignment
will be added for next year after
attending the Writing across the
Curriculum re-certification course: a
power point presentation on a test used
to diagnose a serological or
immunological disease. This
assignment will be a revision
assignment where the students will
assess each other’ work to make
revisions.
Assessment Point 2
Capstone
RSP 468: Research Paper and
Presentation.
Results/Analysis
2012 and 2013: All
students were either at
the milestone or capstone
level, which is acceptable
for successful
progression through the
MLS program.
2012 and 2013: All
students were either at
the milestone or capstone
Action Taken to improve
the program
2012 and 2013: No action
needed
2012 and 2013: No action
needed
33
Students will continue
learning advanced
technical knowledge about
human health and disease.
Students will demonstrate
knowledge and experience
necessary for the national
certification as an MLS.
Assessment Point 1
CLS 499: Evaluation of written
summary of peer-reviewed literature in
the field.
Milestone
Assessment Point 2
CLS 468: Research Paper and
Presentation.
Capstone
Assessment Point 1
CLS 472/73: Evaluation of the
competency performance evaluation
forms from the employing facility of thee
student, task forms for the tasks
performed in the clinical rotations (tasks
not performed at the employing facility),
evaluations by the clinical instructors,
completion of the molecular diagnostic
workshop, written case studies and
completion of comprehensive
examination.
Milestone
Assessment Point 2
CLS 468: Research paper and
presentation.
Capstone
level, which is acceptable
for successful
progression through the
MLS program.
2012 and 2013: All
students were either at
the milestone or capstone
level, which is acceptable
for successful
progression through the
MLS program.
2012 and 2013: All
students were either at
the milestone or capstone
level, which is acceptable
for successful
progression through the
MLS program.
2012: All students but
one were either at the
milestone or capstone
level; one student failed
the CLS 473 course due
to failure on
comprehensive
examinations and written
case studies.
2013: All students were
either at the milestone or
capstone level, which is
acceptable for successful
progression through the
MLS program.
2012 and 2013: All
students were either at
the milestone or capstone
level, which is acceptable
2012 and 2013: No action
needed
2012 and 2013: No action
needed
2012: The one student
who failed was given
remediation projects to
refresh content knowledge,
and then repeated the
course successfully in
2013.
2013: No action needed.
2012 and 2013: No action
needed
34
Students will demonstrate
of minimum levels or
proficient performance and
knowledge of each clinical
specialty studied in the
pre-clinical portions of the
program, including
advanced clinical
hematology, clinical
chemistry, clinical
immunohematology and
clinical microbiology as
well as laboratory
instrumentation and
laboratory supervision.
Assessment Point 1
CLS 400, 410, 420, 430: Performance
on knowledge exams, practical exams,
and class discussions in the advanced
pre-clinical courses.
Milestone
Assessment Point 2
CLS 468: Research paper and
presentation.
Capstone
for successful
progression through the
MLS program.
2012 and 2013: All
students were either at
the milestone or capstone
level, which is acceptable
for successful
progression through the
MLS program.
2012 and 2013: All
students were either at
the milestone or capstone
level, which is acceptable
for successful
progression through the
MLS program.
2012 and 2013: No action
needed
2012 and 2013: No action
needed
35
Program Assessment Rubrics: BS in Medical Laboratory Science
Program Learning Outcome 1: Students will demonstrate attitudes, knowledge, and skills that prepare them for career entry into the clinical
laboratory workforce and a Medical Laboratory Scientist (MLS).
Traits
Performance Levels
Introductory
Milestone
Capstone
Advanced
Students will be able to
demonstrate ethical selfawareness and appropriate
attitudes towards patient care
and fellow health care
professionals.
Student is able to adequately
evaluate ethical dilemmas
and acts in an appropriate
manner, which could violate
patient rights and safety.
Students are able to evaluate
laboratory professional
interactions effectively and act
appropriately with fellow
laboratory students.
Students are able to
demonstrate laboratory
science knowledge in the four
primary areas of the
laboratory at the MLS level.
Students are unable to
demonstrate competency in
laboratory theoretical
concepts at the MLS level as
demonstrated by less than a
70% on knowledge
assessments, case scenario
evaluations, capstone project,
and class discussion
involvement.
Students are unable to
demonstrate acceptable
laboratory skills as evidenced
by achieving less than a 70%
on practical performance
evaluations in all laboratory
areas.
Students are able to
demonstrate laboratory skills
at the MLS level upon
program completion.
Student is able to adequately
evaluate ethical dilemmas
effectively and demonstrate
appropriate actions 100% of
the time. Students are able to
adequately evaluate
situations dealing with
laboratory professional
interactions appropriately
100% of the time and
demonstrate the appropriate
actions.
Students are able to
demonstrate competency in
laboratory theoretical
concepts at the MLS level as
demonstrated by achieving a
minimum of 70% on
knowledge assessments,
case scenario evaluations,
capstone project, and class
discussion involvement.
Students are able to
demonstrate acceptable
laboratory skills as evidenced
by achieving a minimum of
70% on practical performance
evaluations in all laboratory
areas.
Student is able to adequately
evaluate ethical dilemmas
effectively and demonstrate
appropriate actions 100% of
the time. Students are able to
adequately evaluate
situations dealing with
laboratory professional
interactions appropriately
100% of the time and
demonstrate the appropriate
actions.
Students are able to
demonstrate competency in
laboratory theoretical
concepts at the MLS level as
demonstrated by achieving
85% or greater on knowledge
assessments, case scenario
evaluations, capstone project,
and class discussion
involvement.
Students are able to
demonstrate acceptable
laboratory skills as evidenced
by achieving 85% or greater
on practical performance
evaluations in all laboratory
areas.
N/A
N/A
N/A
36
Program Learning Outcome 2: Students will continue learning advanced technical knowledge about human health and disease.
Traits
Performance Levels
Introductory
Milestone
Capstone
Students are able to demonstrate
appropriate problem-solving skills
for the MLS level.
Student is unable to assess
appropriate actions to take when
dealing with specimen errors,
instrumentation errors, and cannot
adequately interpret the validity of test
results given selected laboratory case
studies.
Students evaluate literature that is not
appropriate to clinical laboratory
sciences. Students evaluate literature
that is greater than five years old.
Students evaluate literature that is not
peer-reviewed, such as newsletters,
news magazines, or websites that are
not reputable. Students are not able to
summarize the article findings and
relay their own thoughts of the subject
matter. Students do not participate in
classroom discussion with fellow
classmates and faculty regarding peer
reviewed literature.
Student is able to assess appropriate
actions to take when dealing with
specimen errors, instrumentation
errors, and cannot adequately interpret
the validity of test results given
selected advanced laboratory case
studies, troubleshoot advanced
instrumentation effectively at least
85% of the time.
Literature is appropriate to the clinical
laboratory sciences and is less than
five years old. Students evaluate
literature that is from peer-reviewed
sources, and articles are based on a
scientific study with materials and
methods, findings, and conclusions.
Students summarize basic concepts of
the literature and demonstrate depth of
full synthesis as well as complete
understanding of subject matter.
Students discuss well-developed
concepts with fellow classmates and
faculty of peer-reviewed journal
articles; full synthesis as well as
complete understanding of subject
matter is demonstrated.
N/A
Students are able to evaluate peerreviewed literature in the clinical
laboratory science field at the
cognitive level appropriate for the
MLS.
Students are able to discuss clinical
laboratory testing concepts and
procedures knowledgeably with
other Medical Laboratory
professionals and other pertinent
health care professionals.
Students do not have an adequate
knowledge base of clinical laboratory
testing concepts and are unable to
articulate effectively with fellow
laboratory students through classroom
discussion. Students are unable to
communicate effectively with
laboratory staff at clinical sites as
evidenced by scores of less than 4 on
a 1-5 scale on the Professional
Attitudes and Socialization
Assessment at the MLS level.
Student is able to assess appropriate
actions to take when dealing with
specimen errors, instrumentation
errors, and cannot adequately interpret
the validity of test results given
selected advanced laboratory case
studies, troubleshoot advanced
instrumentation effectively a minimum
of 70% of the time.
Literature is appropriate to the clinical
laboratory sciences and is less than
five years old. Students evaluate
literature that is from peer-reviewed
sources, however articles are
somewhat basic and do not contain a
scientific study with materials and
methods, findings, and conclusions.
Students do summarize basic
concepts of the literature but major
interpretation is missing; depth of full
synthesis is missing and as well as
complete understanding of subject
matter. Students discuss with fellow
classmates and faculty basic concepts
of peer reviewed journal articles; depth
of full synthesis is missing as well as
complete understanding of subject
matter.
Students have an adequate knowledge
base of clinical laboratory testing
concepts and are able to articulate
effectively with fellow laboratory
students through classroom discussion
at least 70% of the time. Students are
able to communicate effectively with
laboratory staff at clinical sites as
evidenced by scores of a minimum of
4 on a 1-5 scale on the Professional
Attitudes and Socialization
Assessment at the MLS level.
Students have an adequate
knowledge base of clinical laboratory
testing concepts and are able to
articulate effectively with fellow
laboratory students through classroom
discussion at least 85% of the time.
Students are able to communicate
effectively with laboratory staff at
clinical sites as evidenced by scores of
5 on a 1-5 scale on the Professional
Attitudes and Socialization
Assessment at the MLS level.
N/A
Advanced
N/A
37
Program Learning Outcome 3: Students will demonstrate knowledge and experience necessary for the national certification as an MLS.
Traits
Students are able to demonstrate
laboratory science knowledge in the
area of Advanced Clinical
Chemistry and Urinalysis.
Performance Levels
Capstone
Introductory
Milestone
Student is unable to pass the
comprehensive examination in
Advanced Clinical Chemistry with a
minimum of 70%. Student is unable to
evaluate Advanced Clinical Chemistry
case studies with a minimum 70%
accuracy. Student is unable to
accurately identify microscopic
findings in urine sample images such
as cellular elements, crystals,
microorganisms, and other significant
findings at a minimum of 70%; student
cannot differentiate between abnormal
and normal findings. Students are able
to understand the concept and
significance of research in the
laboratory diagnosis and its
relationship to the patient disease and
health. Students have knowledge and
are able to obtain research material
related to the current practice of
Medical Laboratory Science. Students
have knowledge and are able to
understand the results presented in a
scientific research paper. Students
have the ability to interpret scientific
research data and are able to apply
research findings to the current
practice of Medical Laboratory
Science.
Student is able to pass the
comprehensive examination in
Advanced Clinical Chemistry with a
minimum of 70%. Student is able to
effectively evaluate Advanced Clinical
Chemistry case studies with a
minimum 70% accuracy. Student is
able to identify microscopic findings in
urine sample images such as cellular
elements, crystals, microorganisms,
and other significant findings at a
minimum of 70% accuracy; students
can differentiate between abnormal
and normal findings 100% of the time.
Students have the ability to
understand new research presented in
scientific journals and are able to apply
findings to the current practice of
Medical Laboratory Science. Students
have the ability to utilize materials and
methods required to perform a
research project. Students have the
ability to collect information on
materials and methods required to
perform a research project. Students
have the ability to analyze and
interpret scientific data.
Student is able to pass the
comprehensive examination in
Advanced Clinical Chemistry with an
85% or higher. Student is able to
effectively evaluate Advanced Clinical
Chemistry case studies with 85% or
higher accuracy. Student is able to
identify microscopic findings in urine
sample images such as cellular
elements, crystals, microorganisms,
and other significant findings at 85% or
greater accuracy; students can
differentiate between abnormal and
normal findings 100% of the time.
Students have the ability to recognize
and figure out any improvements that
can be made in the current practice of
Medical Laboratory Science. Students
have the ability to determine
appropriate materials and methods
required to conduct new research in
the area of Medical Laboratory
Science. Students have the ability to
perform proposed research using
appropriate materials and methods.
Students have the ability to analyze
and interpret scientific data using
appropriate statistical methods, and
also formulate written reports and
manuscripts.
Advanced
N/A
38
Students are able to demonstrate
laboratory science knowledge in the
area of Advanced Hematology.
Students are able to demonstrate
laboratory science knowledge in the
area of Advanced Microbiology.
Student is unable to pass the
comprehensive examination in
Advanced Hematology with a minimum
of 70%. Student is unable to evaluate
Advanced Hematology case studies
with a minimum of 70% accuracy.
Student is unable to identify normal
and abnormal cellular elements in both
peripheral blood and bone marrow
samples, and evaluate LAP and
special stains with a minimum of 70%
accuracy. Students are able to
understand the concept and
significance of research in the
laboratory diagnosis and its
relationship to the patient disease and
health. Students have knowledge and
are able to obtain research material
related to the current practice of
Medical Laboratory Science. Students
have knowledge and are able to
understand the results presented in a
scientific research paper. Students
have the ability to interpret scientific
research data and are able to apply
research findings to the current
practice of Medical Laboratory
Science.
Student is unable to pass the
comprehensive examination in
Advanced Microbiology with a
minimum of 70%. Student is unable to
evaluate Advanced Microbiology case
studies with a minimum of 70%
accuracy. Student is unable to
evaluate gram stain images, bacterial
plate colony morphology, fungal
elements, and parasites with a
minimum of 70% accuracy. Student is
unable to perform and demonstrate
understanding of Molecular
Diagnostics techniques at a minimum
of 70% accuracy. Students are able to
understand the concept and
significance of research in the
laboratory diagnosis and its
relationship to the patient disease and
health. Students have knowledge and
are able to obtain research material
related to the current practice of
Medical Laboratory Science. Students
have knowledge and are able to
understand the results presented in a
scientific research paper. Students
have the ability to interpret scientific
research data and are able to apply
research findings to the current
Student is able to pass the
comprehensive examination in
Advanced Hematology with a minimum
of 70%. Student is able to effectively
evaluate Advanced Hematology case
studies with a minimum 70% accuracy.
Student is able to identify normal and
abnormal cellular elements in both
peripheral blood and bone marrow
samples, and evaluate LAP and
special stains with a minimum of 70%
accuracy. Students have the ability to
understand new research presented in
scientific journals and are able to apply
findings to the current practice of
Medical Laboratory Science. Students
have the ability to utilize materials and
methods required to perform a
research project. Students have the
ability to collect information on
materials and methods required to
perform a research project. Students
have the ability to analyze and
interpret scientific data.
Student is able to pass the
comprehensive examination in
Advanced Hematology with an 85% or
higher. Student is able to effectively
evaluate Advanced Hematology case
studies with 85% or higher accuracy.
Student is able to identify normal and
abnormal cellular elements in both
peripheral blood and bone marrow
samples, and evaluate LAP and
special stains with 85% or higher
accuracy. Students have the ability to
recognize and figure out any
improvements that can be made in the
current practice of Medical Laboratory
Science. Students have the ability to
determine appropriate materials and
methods required to conduct new
research in the area of Medical
Laboratory Science. Students have the
ability to perform proposed research
using appropriate materials and
methods. Students have the ability to
analyze and interpret scientific data
using appropriate statistical methods,
and also formulate written reports and
manuscripts.
N/A
Student is able to pass the
comprehensive examination in
Advanced Microbiology with a
minimum of 70%. Student is able to
effectively evaluate Advanced
Microbiology case studies with a
minimum 70% accuracy. Student is
able to effectively evaluate gram stain
images, bacterial plate colony
morphology, fungal elements, and
parasites with a minimum of 70%
accuracy. Student is able to perform
and demonstrate understanding of
Molecular Diagnostics techniques at a
minimum of 70% accuracy. Students
have the ability to understand new
research presented in scientific
journals and are able to apply findings
to the current practice of Medical
Laboratory Science. Students have the
ability to utilize materials and methods
required to perform a research project.
Students have the ability to collect
information on materials and methods
required to perform a research project.
Students have the ability to analyze
and interpret scientific data.
Student is able to pass the
comprehensive examination in
Advanced Hematology with an 85% or
higher. Student is able to effectively
evaluate Advanced Microbiology case
studies with 85% or higher accuracy.
Student is able to effectively evaluate
gram stain images, bacterial plate
colony morphology, fungal elements,
and parasites with 85% or higher
accuracy. Students have the ability to
recognize and figure out any
improvements that can be made in the
current practice of Medical Laboratory
Science. Students have the ability to
determine appropriate materials and
methods required to conduct new
research in the area of Medical
Laboratory Science. Students have the
ability to perform proposed research
using appropriate materials and
methods. Students have the ability to
analyze and interpret scientific data
using appropriate statistical methods,
and also formulate written reports and
manuscripts.
N/A
39
Students are able to demonstrate
laboratory science knowledge in the
area of Advanced Blood Banking.
practice of Medical Laboratory
Science.
Student is unable to pass the
comprehensive examination in
Advanced Blood Banking with a
minimum of 70%. Student is unable to
evaluate Advanced Blood Banking
case studies with a minimum of 70%
accuracy. Students are able to
understand the concept and
significance of research in the
laboratory diagnosis and its
relationship to the patient disease and
health. Students have knowledge and
are able to obtain research material
related to the current practice of
Medical Laboratory Science. Students
have knowledge and are able to
understand the results presented in a
scientific research paper. Students
have the ability to interpret scientific
research data and are able to apply
research findings to the current
practice of Medical Laboratory
Science.
Student is able to pass the
comprehensive examination in
Advanced Blood Banking with a
minimum of 70%. Student is able to
effectively evaluate Advanced Blood
Banking case studies with a minimum
of 70% accuracy. Students have the
ability to understand new research
presented in scientific journals and are
able to apply findings to the current
practice of Medical Laboratory
Science. Students have the ability to
utilize materials and methods required
to perform a research project.
Students have the ability to collect
information on materials and methods
required to perform a research project.
Students have the ability to analyze
and interpret scientific data.
Student is able to pass the
comprehensive examination in
Advanced Blood Banking with an 85%
or higher. Student is able to effectively
evaluate Advanced Blood Banking
case studies with 85% or higher
accuracy. Students have the ability to
recognize and figure out any
improvements that can be made in the
current practice of Medical Laboratory
Science. Students have the ability to
determine appropriate materials and
methods required to conduct new
research in the area of Medical
Laboratory Science. Students have the
ability to perform proposed research
using appropriate materials and
methods. Students have the ability to
analyze and interpret scientific data
using appropriate statistical methods,
and also formulate written reports and
manuscripts.
40
Program Learning Outcome 4: Students will demonstrate of minimum levels or proficient performance and knowledge of each clinical specialty
studied in the pre-clinical portions of the program, including advanced clinical hematology, clinical chemistry, clinical immunohematology and
clinical microbiology as well as laboratory instrumentation and laboratory supervision.
Traits
Students are able to demonstrate
knowledge in the area of Advanced
Hematology at the MLS Level.
Performance Levels
Capstone
Introductory
Milestone
Students are unable to identify the
cells (red, white, platelets and
precursors) at least 70 % of the time
on prepared slides or pictures of the
cells. Students are unable to verify that
the results on a histogram are correct
at least 70% of the time. Students are
unable to interpret the results of
hemostasis (both coagulation and
platelet function) testing at least 70%
of the time. Students are unable to
interpret the results of special tests in
hematology (i.e. special stains,
hemoglobin electrophoresis etc.) at
least 70% of the time. Students are
unable to estimate the M:E
(myeloid:erythroid) ratio or cellularity
from bone marrow samples or pictures
and list possible diseases at least 70%
of the time. Students are unable to
interpret the results from hematology
laboratory tests as to potential
diseases and determine which
additional tests are necessary to make
the definitive diagnosis at least 70% of
the time. Students are unable to
discuss specific hematology and
hemostasis disease processes
(including biochemistry and genetics if
applicable)at least 70% of the time.
Students are unable to discuss how
the cell cycle, apoptosis and cell
mediators interact in the development
of cells found in the bone marrow,
blood and lymph at least 70% of the
time. The student is unable to discuss
the red cell membrane and how it
relates to certain diseases at least
70% of the time
Students are able to identify the cells
(red, white, platelets and precursors)
at least 70% of the time on prepared
slides or pictures of the cells. Students
are able to verify that the results on a
histogram are correct at least 70% of
the time. Students are able to interpret
the results of hemostasis (both
coagulation and platelet function)
testing at least 70% of the time.
Students are able to interpret the
results of special tests in hematology
(i.e. special stains, hemoglobin
electrophoresis, etc.) at least 70% of
the time. Students are able to estimate
the M:E (myeloid:erythroid) ratio or
cellularity from bone marrow samples
or pictures and list possible diseases
at least 70% of the time. Students are
able to interpret the results from
hematology laboratory tests as to
potential diseases and determine
which additional tests are necessary to
make a definitive diagnosis at least
70% of the time. Students are able to
discuss specific hematology and
hemostasis disease processes
(including biochemistry and genetics if
applicable) at least 70% of the time.
Students are able to discuss how the
cell cycle, apoptosis and cell
mediators interact in the development
of cells found in the bone marrow,
blood and lymph at least 70% of the
time. The student is able to discuss
the red cell membrane and how it
relates to certain diseases at least
70% of the time.
Students are able to identify the cells
(red, white, platelets and precursors)
at least 85% of the time on prepared
slides or pictures of the cells. Students
are able to verify that the results on a
histogram are correct at least 85% of
the time. Students are able to interpret
the results of hemostasis (both
coagulation and platelet function)
testing at least 85% of the time.
Students are able to interpret the
results of special test in hematology
(i.e. special stains, hemoglobin
electrophoresis, etc.) at least 85% of
the time. Students are able to estimate
the M:E (myeloid:erythroid) ration or
cellularity from bone marrow samples
or pictures at list possible disease at
least 85% of the time. Students are
able to interpret the results from
hematology laboratory tests as to
potential disease and determine which
additional tests are necessary to make
a definitive diagnosis at least 85% of
the time. Students are able to discuss
specific hematology and hemostasis
disease processes (including
biochemistry and genetics if
applicable) at least 85% of the time.
Students are able to discuss how the
cell cycle, apoptosis and cell
mediators interact in the development
of cells found in the bone marrow,
blood and lymph at least 85% of the
time. The student is able to discuss
the red cell membrane and how it
relates to certain disease at least 85%
of the time.
Advanced
N/A
41
Students are able to demonstrate
knowledge in the area of Advanced
Clinical Chemistry at the MLS Level.
Students are not able to understand
basic principles of clinical chemistry.
Not able to perform patient’s clinical
sample testing using appropriate
analyzers and interpretations of
results.
Students understand the basic
principles of clinical chemistry and test
they are performing using appropriate
analyzers. Students are able to
demonstrate basic instrumentation
troubleshooting skills at least 70% of
the time. Students are able to operate
instrumentation, which includes
running appropriate tests, quality
control materials, and calibrations at
least 70% of the time.
Students are able to demonstrate
knowledge in the area of Advanced
Immunohematology at the MLS
Level.
Students are unable to interpret the
possible causes of ABO discrepancies
and determine the procedures needed
to confirm at least 70% of the time.
Students are unable to interpret
antibody identification panels at least
70% of the time. Students are unable
to resolve incompatible crossmatch
problems at least 70% of the time.
Students are unable to interpret elution
results for Hemolytic Disease of the
Newborn at least 70% of the time.
Students are unable to resolve
multiple antibody problems at least
70% of the time. Students are unable
to determine the cause of a
transfusion reaction at least 70% of
the time. Students are unable to
determine the correct component or
derivative that a patient should receive
at least 70% of the time. Students are
unable to explain the legal aspects of
transfusion medicine at least 70% of
the time. Students are unable to
explain the biochemistry, genetics,
disease associations and antibody
reactivity for the following blood
groups: ABO, Hh, Rh, Lewis, MNSs,
Duffy, Kell, Kidd, Lutheran, Bg, HT-LA,
Chido/Rodgers at least 70% of the
time. Students are unable to determine
where each of the above blood groups
are located on the red cell and/or the
cell function of the blood group at least
70% of the time. Students are unable
to explain the causes of a positive
Direct antiglobulin technique at least
70% of the time.
Students are able to interpret the
possible causes of ABO discrepancies
and determine the procedures needed
to confirm at least 70% of the time.
Students are able to interpret antibody
identification panels at least 70% of
the time. Students are able to resolve
incompatible crossmatch problems at
least 70% of the time. Students are
able to interpret elution results for
Hemolytic Disease of the Newborn at
least 70% of the time. Students are
able to resolve multiple antibody
problems at least 70% of the time.
Students are able to determine the
cause of a transfusion reaction at least
70% of the time. Students are able to
determine the correct component or
derivative that a patient should receive
at least 70% of the time. Students are
able to explain the legal aspects of
transfusion medicine at least 70% of
the time. Students are able to explain
the biochemistry, genetics, disease
associations and antibody reactivity for
the following blood groups: ABO,Hh,
Rh, Lewis, MNSs, Duffy, Kell, Kidd,
Lutheran, Bg, HT-LA, Chido/Rodgers
at least 70% of the time. Students are
unable to determine where each of the
above blood groups are located on the
red cell and/or the cell function of the
blood group at least 70% of the time.
Students are able to explain the
causes of a positive Direct antiglobulin
technique at least 70% of the time.
Students understand the basic
principles of clinical chemistry and test
they are performing using appropriate
analyzers. Students are able to
demonstrate basic instrumentation
troubleshooting skills at least 85% of
the time. Students are able to operate
instrumentation, which includes
running appropriate tests, quality
control materials, and calibrations at
least 85% of the time. Students can
perform quality control and quality
assurance and take corrective actions
when required.
Students are able to interpret the
possible causes of ABO discrepancies
and determine the procedures needed
to confirm at least 85% of the time.
Students are able to interpret antibody
identification panels at least 85% of
the time. Students are able to resolve
incompatible crossmatch problems at
least 85% of the time. Students are
able to interpret elution results for
Hemolytic Disease of the Newborn at
least 85% of the time. Students are
able to resolve multiple antibody
problems at least 85% of the time.
Students are able to determine the
cause of a transfusion reaction at least
85% of the time. Students are able to
determine the correct component or
derivative that a patient should receive
at least 85% of the time. Students are
able to explain the legal aspects of
transfusion medicine at least 85% of
the time. Students are able to explain
the biochemistry, genetics, disease
associations and antibody reactivity for
the following blood groups: ABO, Hh,
Rh, Lewis, MNSs, Duffy, Kell, Kidd,
Lutheran, Bg, HT-LA, Chido/Rodgers
at least 85% of the time. Students are
able to determine where each of the
above blood groups are located on the
red cell and/or the cell function of the
blood group at least 85% of the time.
Students are able to explain the
causes of a positive Direct antiglobulin
technique at least 85% of the time.
N/A
N/A
42
Students are able to demonstrate
knowledge in the area of Advanced
Clinical Microbiology at the MLS
Level.
Students are unable to properly collect
and process Microbiological samples.
The minimum is performing Gram’s
stain and inoculation of patient
samples on the appropriate media.
Students are unable to perform
minimum including preliminary
identification of pathogenic
microorganism and performing
antimicrobial sensitivity using manual
methods
Students are able to properly collect
and process Microbiological samples.
Students are able to perform different
staining and culture procedures to
identify pathogenic microorganisms
and perform antimicrobial susceptibility
testing. Students are able to use
automated instrument and
demonstrate troubleshooting skills at
least 70% of the time. Students are
able to operate instrumentation, which
includes running appropriate tests,
quality control materials, and
calibrations at least 70% of the time.
Students are able to demonstrate
knowledge in the area of Laboratory
Instrumentation at the MLS Level.
Students are unable to demonstrate
basic instrumentation troubleshooting
skills. Students are unable to operate
instrumentation, which includes
running appropriate tests, quality
control materials, and calibrations.
Students are able to demonstrate
knowledge in the area of Laboratory
Management at the MLS Level.
Students are unable to explain and
differentiate between management
theories at least 70% of the time.
Students are unable to explain and
differentiate between employee needs
using different classifications at least
70% of the time. Students are unable
to discuss what qualities a good
manager has at least 70% of the time.
Students are unable to discuss the
government regulations that are
required for medical laboratories at
least 70% of the time. Students are
unable to prepare a position
description for the appropriate section
of the medical laboratory at least 70%
of the time. Students are unable to
prepare a schedule for a section of the
medical laboratory for all shifts at least
70% of the time. Students are unable
to prepare a cost analysis of a test
procedure for a section of the medical
laboratory at least 70% of the time.
Students are unable to discuss the
components of the medical laboratory
budget at least 70% of the time.
Students are unable to discuss the
communication hierarchy in a medical
facility at least 70% of the time.
Students are able to demonstrate
basic instrumentation troubleshooting
skills at least 70% of the time.
Students are able to operate
instrumentation, which includes
running appropriate tests, quality
control materials, and calibrations at
least 70% of the time.
Students are able to explain and
differentiate between management
theories at least 70% of the time.
Students are able to explain and
differentiate between employee needs
using different classifications at least
70% of the time. Students are able to
discuss what qualities a good manager
has at least 70% of the time. Students
are able to discuss the government
regulations that are required for
medical laboratories at least 70% of
the time. Students are able to prepare
a position description for the
appropriate section of the medical
laboratory at least 70% of the time.
Students are able to prepare a
schedule for a section of the medical
laboratory for all shifts at least 70% of
the time. Students are able to prepare
a cost analysis of a test procedure for
a section of the medical laboratory at
least 70% of the time. Students are
able to discuss the components of the
medical laboratory budget at least
70% of the time. Students are able to
discuss the communication hierarchy
in a medical facility at least 70% of the
time.
Students are able to properly collect
and process Microbiological samples.
Students are able to perform different
staining and culture procedures to
identify pathogenic microorganisms
and perform antimicrobial susceptibility
testing. Students are able to use
automated instrument and
demonstrate troubleshooting skills at
least 85% of the time. Students are
able to operate instrumentation, which
includes running appropriate tests,
quality control materials, and
calibrations at least 85% of the time.
Students can perform quality control
and quality assurance and take
corrective actions when required.
Students are able to demonstrate
basic instrumentation troubleshooting
skills at least 85% of the time.
Students are able to operate
instrumentation, which includes
running appropriate tests, quality
control materials, and calibrations at
least 85% of the time.
Students are able to explain and
differentiate between management
theories at least 85% of the time.
Students are able to explain and
differentiate between employee needs
using different classifications at least
85% of the time. Students are able to
discuss what qualities a good manager
has at least 85% of the time. Students
are able to discuss the government
regulations that are required for
medical laboratories at least 85% of
the time. Students are able to prepare
a position description for the
appropriate section of the medical
laboratory at least 85% of the time.
Students are able to prepare a
schedule for a section of the laboratory
for all shifts at least 85% of the time.
Students are able to prepare a cost
analysis of a test procedure for a
section of the medical laboratory at
least 85% of the time. Students are
able to discuss the components of the
medical laboratory budget at least
85% of the time. Students are able to
discuss the communication hierarchy
in a medical facility at least 85% of the
time.
N/A
N/A
N/A
43
Students are able to demonstrate
knowledge in the area of Laboratory
Education at the MLS Level.
Students are unable to differentiate
between an educational goal and
objective at least 70% of the time.
Students are unable to construct a
medical laboratory objective with all of
the components at least 70% of the
time. Students are unable to
differentiate between psychomotor,
affective and cognitive domain
educational objectives at least 70% of
the time. Students are unable to
determine what level a question is
using Bloom’s taxonomy for a
laboratory test question at least 70%
of the time. Students are unable to
construct at least level 1 and level 2
(Bloom’s taxonomy) laboratory test
questions at least 70% of the time.
Students are unable to explain the
difference between childhood and
adult learners at least 70% of the time.
Students are able to differentiate
between an educational goal and
objective at least 70% of the time.
Students are able to construct a
medical laboratory educational
objective with all of the components at
least 70% of the time. Students are
able to differentiate between
psychomotor, affective and cognitive
domain educational objectives at least
70% of the time. Students are able to
determine what level a question is
using Bloom’s taxonomy for medical
laboratory test questions at least 70%
of the time. Students are able to
construct at least level 1 and level 2
(Bloom’s taxonomy) at least 70% of
the time. Students are able to explain
the difference between childhood and
adult learners at least 70% of the time.
Students are able to differentiate
between and educational goal and
objective at least 85% of the time.
Students are able to construct a
medical laboratory educational
objective with all of the components at
least 85% of the time. Students are
able to differentiate between
psychomotor, affective and cognitive
domain educational objectives at least
85% of the time. Students are able to
determine what level a question is
using Bloom’s taxonomy for medical
laboratory test questions at least 85%
of the time. Students are able to
construct level 1 through level 6
(revised Bloom’s taxonomy) at least
70% of the time. Students are able to
explain the difference between
childhood and adult learners at least
85% of the time.
N/A
44
Appendix V
Program Course Enrollment: BS in Medical Laboratory Science
45
46
Appendix VI
Program Enrollment: BS in Medical Laboratory Science
Students
Year 1
2009-2010
Year 2
2010-2011
Year 3
2011-2012
Year 4
2012-2013
Year 5
2013-2014
Principal Majors Enrolled: BS in Medical
Laboratory Science
No Area of Emphasis
10
13
9
18
17
Pre-Clinical Laboratory Science Majors
13
19
20
14
13
Total of Students Enrolled in the BS In
Medical Laboratory Science Program
10
13
9
18
17
Graduates of the program
1
4
5
6
4
Second Major
Third Major
Minors
Note: Clinical Laboratory Science Students may choose one of three majors: AAS in Medical Technology, BS in Medical
Laboratory Science, or BS in Cytotechnology. They are counted separately because there will be duplicate counts on
each of these three program reviews.
47
Figure 1. Trend Line for Total Enrollment and Program Graduates:
BS in Medical Laboratory Science
25
20
Medical Lab Science
Graduates
15
Pre-CLS Enrollment
10
MLS Enrollment
5
0
2009-10
2010-11
2011-12
2012-13
2013-14
48
Appendix VII
Job and Graduate School Placement Rates: BS in Medical Laboratory Science
# of graduates
employed in
related fields
# of
graduates
employed
outside field
# of graduates
accepted to
Graduate
Programs
Year
# of graduates
employed in major
field
2009-2010
1
2010-2011
4
1
2011-2012
2
1
2012-2013
4
1
2013-2014
2
Five –Year Total
13
# of
graduates
not
accounted
for
1
3
1
2
49
Appendix VIII: Assessment Letters: Medical Laboratory Science – BS
50
51
52
53
Appendix IX: Accreditation Award Letter and Report
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72