21st Century Instructional Guide for Career Technical Education
Medical Assistant Laboratory and Diagnostic Procedures
Health Science Technology Education
Medical Assisting
Title:
Medical Assistant Laboratory and Diagnostic Procedures (0737)
Standard
Number:
HSTE.S.MLD.1
Essential
Question:
Objective
Number:
HSTE.O.MLD.1.1
Introduction to the Medical Laboratory
Students will identify the general purposes of laboratory testing.
HSTE.O.MLD.1.2
categorize the major different departments
that could be found within a medical
laboratory.
HSTE.O.MLD.1.3
participate in the performance of common
laboratory tests and explain the body system
or function being surveyed.
Is the quality of laboratory tests performed in a POL less than that of a larger outside lab?
Objective:
Learning Plan & Notes to Instructor:
outline various purposes of laboratory testing.
purposes of laboratory testing
 assess general health
 aid in a diagnosis
 evaluate response to medication
 assess the progress or regression of the
disease process
medical lab departments
 chemistry
 hematology
 serology
 microbiology
 blood bank
 urinalysis
 histology
common lab tests
 urine dipstick
 blood glucose via glucometer
 strept spot test
 fecal occult blood
 explain body system being surveyed
1
Standard
Number:
HSTE.S.MLD.2
Essential
Question:
Objective
Number:
HSTE.O.MLD.2.1
Disease Transmission and Prevention
Students will describe principles of disease transmission and prevention.
HSTE.O.MLD.2.2
identify common diseases within each
classification of infectious microorganisms.
Considering microorganisms and disease transmission, are clinical facilities safer for patients than
home care?
Objective:
Learning Plan & Notes to Instructor:
recognize the classifications of infectious
microorganisms.
classes of microorganisms
 bacteria
 viruses
 protozoa
 rickettsiae
 fungi
Discussion should include examples and
appearance, of each classification.
Presentation should include the definition of
microorganisms, including nonpathogens and
pathogens.
bacteria
 Tuberculosis
 wound infections
 Anthrax
viruses
 colds
 Influenza
 childhood diseases
 Lyme disease
 Hepatitis B
 HIV
protoza
 Malaria
 Trichomonas Vaginitis
rickettsiae
fungi
 Thrush
2
HSTE.O.MLD.2.3
recognize the growth requirement for
microorganisms and illustrate the cycle of
infection.
HSTE.O.MLD.2.4
interpret the cycle of infection.
 vaginal yeast infections
 ringworm
 tinea
growth requirements
 nutrients
 darkness,
 warmth
 moisture
 pH
 gases, either require oxygen (aerobes) or
don’t require oxygen (anaerobes)
Presentation should include explanation on the
human body as the perfect growth place.
cycle of infection
 causative agent
 reservoir
o human
o fomites
o vectors
 portal of exit
 mode of transmission
 portal of entry
 susceptible host
techniques to interrupt the cycle of infection
 handwashing
 other medical aseptic techniques
Students can draw the cycle of infection as a chain.
Then have them add scissors at each link, listing the
ways that each link can be broken. Students should
understand that the most important way to prevent
the spread of infection is by proper handwashing.
Students should be remind them that some microbes
can live outside the body for months before
transmission, making cleaning equipment a very
important aspect of breaking the cycle of infection.
3
HSTE.O.MLD.2.5
perform handwashing and alcohol-based
hand sanitization.
HSTE.O.MLD.2.6
don and remove non-sterile gloves.
HSTE.O.MLD.2.7
perform a throat specimen for culture.
HSTE.O.MLD.2.8
discuss the purpose for culture and sensitivity
testing.
communicate the purpose of regulatory
bodies (Occupational Safety and Health
Administration (OSHA), Centers for Disease
Control (CDC), Clinical Laboratory
Improvement Amendments (CLIA).
incorporate Standard Precautions when
handling bio-hazardous material.
HSTE.O.MLD.2.9
HSTE.O.MLD.2.10
handwashing
 demonstration
 student practice and return demonstration
alcohol-based hand sanitization
 demonstration
 student practice and return demonstration
don and remove non-sterile gloves
 demonstrate
 student practice and return demonstration
throat specimen for culture
 demonstration
 student practice and return demonstration
purpose for culture and sensitivity
regulatory bodies
 OSHA
 CDC
 CLIA
Standard Precautions
 treat all blood & body fluids as contaminated
 PPE
 sanitize hands
exposure incident report:
 definition of an exposure
 immediate first aid after an incident
 chain of command for reporting the incident
 completion of the incident report
 follow-up procedures
HSTE.O.MLD.2.11
anticipate the need for the exposure incident
report and follow up procedures.
Standard
Number:
HSTE.S.MLD.3
Essential
Question:
Objective
Medical and Surgical Asepsis
Students will identify principles of disease transmission and prevention.
Are the patient’s own organisms less likely to cause an infection for that individual as opposed to
those of the health care worker?
Objective:
Learning Plan & Notes to Instructor:
4
Number:
HSTE.O.MLD.3.1
HSTE.O.MLD.3.2
HSTE.O.MLD.3.3
HSTE.O.MLD.3.4
HSTE.O.MLD.3.5
HSTE.O.MLD.3.6
compare and contrast medical and surgical
medical asepsis
asepsis.
surgical asepsis
differentiate between sanitization, disinfection, surgical asepsis
and sterilization practices.
 sanitization
 disinfection
 sterilization
distinguish between methods of sterilization.
sterilization
 autoclave
 gas sterilization
 chemical agents
 radiation
 patients at home can reuse rubber urinary
catheters by boiling them
 patients at home may also use the oven as
dry heat to sterilize items that cannot be
boiled.
perform the technique for preparing,
preparation of instruments for autoclaving
wrapping, and autoclaving instruments.
 demonstrate sanitization
 demonstrate wrapping instruments in CSR
wrap
 demonstrate placing instruments in a
autoclave sleeve
 then demonstrate how to load and run the
autoclave
 students practice and then return
demonstration
assess the need for surgical asepsis.
perform techniques of surgical asepsis, to
include sterile technique, gloving, use of
transfer forceps, assisting with minor surgery,
and dry sterile dressing.
surgical asepsis
surgical asepsis
 sterile technique
 gloving
 transfer forceps
 assisting with minor surgery
 dry sterile dressing
5


Standard
Number:
HSTE.S.MLD.4
Essential
Question:
Objective
Number:
HSTE.O.MLD.4.1
HSTE.O.MLD.4.2
HSTE.O.MLD.4.3
demonstrate each
students practice & then do return
demonstration
Physician Office Laboratory (POL) Regulations and Safety
Students will apply basic safety standards.
During the externship experience, would it be acceptable to not follow OSHA standards if the office
staff does not?
Objective:
Learning Plan & Notes to Instructor:
choose OSHA safety standards used within
the medical laboratory.
determine CLIA waived tests.
evaluate lab practices that yield quality
assurance and quality control in the medical
laboratory.
OSHA safety standards
CLIA waived tests
quality assurance
 definition
 practices
quality control
 definition
 practices
safety measures
 OSHA standards
 CLIA standards
laboratory requisition
 demonstrate how to complete
 students will have a return demonstration
A good time to do this is with venipuncture.
HSTE.O.MLD.4.4
plan for safety measures associated with
specimen processing.
HSTE.O.MLD.4.5
complete a laboratory requisition.
Standard
Number:
HSTE.S.MLD.5
Essential
Question:
Objective
Number:
HSTE.O.MLD.5.1
Hematology
Students will understand the purposes and procedures of hematological procedures.
Is there an impact on patient care when the Medical Assistant does not have a solid understanding of
the purpose and procedure of hematology tests drawn or performed on patients?
Objective:
Learning Plan & Notes to Instructor:
recognize the purpose of hematological
testing in the diagnosis and treatment of
hematology testing
 diagnosis of disease
6
HSTE.O.MLD.5.2
disease.
differentiate between serum and plasma.
HSTE.O.MLD.5.3
HSTE.O.MLD.5.4
explain the principle of the evacuated system.
recognize the purpose of additives associated
with color-coded tubes.
HSTE.O.MLD.5.5
identify basic office hematology tests.
HSTE.O.MLD.5.6
select equipment and supplies required for
specimen collection.
HSTE.O.MLD.5.7
incorporate safety standards in hematology
specimen collection.
HSTE.O.MLD.5.8
perform a venipuncture and capillary
puncture.
HSTE.O.MLD.5.9
perform a random blood sugar via
glucameter.
 treatment of disease
serum
plasma
principle of the evacuated system
additives
 purpose
 additive for each specified color tube
basic office hematology procedures
 CBC
 RBC
 WBC
 platelet count
 hemoglobin (Hb)
 hematocrit
chemistry
Glucose
 Protime (PT)
 Hemoglobin A1c
Related topics to include the correct colored tube
and the associated lab normals.
equipment & supplies:
 capillary puncture:
 venipuncture
safety standards
 requisition
 collection
 specimen labeling
 transportation
demonstrate venipuncture
demonstrate capillary puncture
students practice each
students do a return demonstration of each
demonstrate glucose via glucameter
students practice
students do a return demonstration
7
Standard
Number:
HSTE.S.MLD.6
Essential
Question:
Urinalysis
Students will understand the importance of urinalysis as a diagnostic tool and the procedures for a
common urinalysis.
Urine is not directly touched when performing a dipstick analysis. Is it then necessary to wear
gloves?
Objective
Number:
HSTE.O.MLD.6.1
Objective:
Learning Plan & Notes to Instructor:
recognize the purpose of urinalysis in the
diagnosis and treatment of disease.
HSTE.O.MLD.6.2
incorporate safety standards in urine
specimen collection.
HSTE.O.MLD.6.3
choose the equipment and supplies for
random, clean-catch, and 24-hour urine
collection.
HSTE.O.MLD.6.4
perform physical and chemical analysis on
urine.
HSTE.O.MLD.6.5
provide patient instruction for specimen
collection.
HSTE.O.MLD.6.6
HSTE.O.MLD.6.7
Standard
Number:
HSTE.S.MLD.7
Essential
purpose of urinalysis
 diagnosis of disease
 treatment of disease
safety standards
 proper instructions
 collection
 lab requisition
 label the container
 transportation of the specimen
equipment & supplies
 random urine test
 midstream clean-catch
 24-hr specimen
demonstrate physical analysis
demonstrate chemical analysis
students practice
students then do a return demonstration
patient instruction
 random specimen
 midstream clean-catch
 24 hr specimen
record UA results
relate abnormal findings
record urinalysis results.
relate abnormal findings.
Electrocardiogram
Students will understand the underlying physiology related to electrocardiography and perform
electrocardiography procedures.
Although medical assistants are not responsible for interpreting an ECG tracing or confirming the
8
Question:
Objective
Number:
HSTE.O.MLD.7.1
HSTE.O.MLD.7.2
HSTE.O.MLD.7.3
HSTE.O.MLD.7.4
HSTE.O.MLD.7.5
HSTE.O.MLD.7.6
HSTE.O.MLD.7.7
HSTE.O.MLD.7.8
Standard
Number:
HSTE.S.MLD.8
Essential
Question:
Objective
presence of an arrhythmia, is it important for them to recognize various arrhythmias when obtaining
an ECG?
Objective:
Learning Plan & Notes to Instructor:
trace the electrical conduction of the heart.
electrical conduction of the heart
 SA node
 A-V node
 Bundle of His
 Purkinje fibers
discuss the meaning and purpose of the electrocardiogram
electrocardiogram.
 meaning
 purpose
correlate the EKG tracing with the cardiac cardiac cycle and EKG tracing
cycle.
perform a twelve lead EKG.
EKG
 demonstrate a 12 lead EKG
 students practice
 students do a return demonstration
recognize artifacts and common causes.
artifacts
 names
 common causes
recognize life threatening cardiac arrhythmias. arrhythmias
 atrial
 ventricular
 life threatening arrhythmias
discuss the purpose of the Holter Monitor.
Holter Monitor purpose
discuss the Medical Assistance role in the use MA role in Holter Monitor testing
of Holter Monitor cardiac testing.
 pt education
 application & removal of monitor
Technology
Students will apply knowledge of technology and its use within the health care system.
What does technology have to do with the study of medical terminology and/or anatomy?
Objective:
Learning Plan & Notes to Instructor:
9
Number:
HSTE.O.MLD.8.1
HSTE.O.MLD.8.2
Standard
Number:
HSTE.O.MLD.9
Essential
Question:
Objective
Number:
HSTE.O.MLD.9.1
HSTE.O.MLD.9.2
HSTE.O.MLD.9.3
HSTE.O.MLD.9.4
21st Century
Skills
Information and
Communication
Skills:
integrate the use of software, hardware, and
implement software and hardware
the Internet to practice and master course
standards.
discuss the use of technology in medical
utilize the internet as a resource tool
laboratory and diagnostic procedures.
Career and Technical Student Organization
Students will participate in the Career and Technical Student Organization (CTSO).
How does participation in a Career and Technical Student Organization (CTSO) impact professional
development and lifelong learning?
Objective:
Learning Plan & Notes to Instructor:
participate in the appropriate Career and
Technical Student Organization (CTSO).
apply parliamentary procedures in chapter
meetings.
demonstrate team membership/leadership
and problem solving skills.
participate in local, state, and national
projects impacting healthcare and healthcare
education.
Learning Skills & Technology Tools
21C.O.912.1.LS1
See www.HOSA.org.
See Robert’s Rules of Order.
See HOSA Handbook.
See HOSA Handbook.
Teaching Strategies
Culminating Activity
Student recognizes information Utilizing scenario based
needed for problem solving,
problems, students apply
can efficiently browse, search
cognitive learning and
and navigate online to access
access information via
relevant information, evaluates Internet to solving realinformation based on credibility, world problems related to
social, economic, political
infection control, medical
and/or ethical issues, and
labs, and diagnostic
presents findings clearly and
procedures.
persuasively using a range of
technology tools and media.
Students use Internet
resources to access
Evidence of
Success
Students will
demonstrate
mastery according to
guidelines as
established in the
rubric for written
report on Internet
research.
10
21C.O.912.1.LS2
21C.O.912.1.TT2
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
information on infection
control, medical labs and
diagnostic procedures
presented within the
curriculum.
Student analyzes and interprets Students utilize electronic
visuals and recognizes the
responders within
impact digital media influences classroom presentations
(e.g. design, technique, and
and recognize the scope
rate of speed) have on
of response through
audiences. The student’s visual interpretation of digital
products reflect a sophisticated media. Responders are
understanding of subject, digital used in conjunction with
media and design techniques.
the virtual white board.
Student routinely applies
Student utilizes
keyboarding skills, keyboard
keyboarding skills to
shortcut techniques, and
document the results of
mouse skills with facility, speed laboratory and diagnostic
and accuracy.
procedures in a simulated
patient electronic medical
record.
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
Students engage in an
analysis of client
scenarios to progress
toward the best course of
action in infection control,
collecting specimens and
performing diagnostic
tests.
Students can
verbalize the
significance of data
as displayed through
the use of electronic
responders.
Students
demonstrate
mastery in the use of
keyboarding skills as
evidenced by the
use of all charting
rules and lack of
errors in the patient
electronic medical
record.
Students
demonstrate
mastery in the ability
to analyze and
prioritize care in
infection control, the
collection of
specimens and the
performance of
diagnostic tests.
Mastery is
evidenced by 100%
11
21C.O.912.2.LS3
21C.O.912.2.TT4
Personal, and
Workplace,
Skills:
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
solution.
21C.O.912.3.LS1
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
21C.O.912.3.LS2
Student independently
considers multiple perspectives
and can represent a problem in
more than one way, quickly and
calmly changes focus and
goals as the situation requires,
and actively seeks innovations
Through the use of virtual
medical office software
and Internet resources,
the student engages in
problem solving of realworld scenarios related to
infection control, the
collection of specimens
and the performance of
diagnostic tests.
Students use virtual
medical office software
forms to chart patient
care.
Students participate in a
clinical internship, working
independently and
collaboratively with other
members of the
healthcare team.
Within the clinical setting,
students engage in the
problem-solving process
and participate in group
dynamics in order to meet
the challenges of
individual patient needs in
accuracy as
presented by
industry skill
standards.
Students
successfully solve
complex real-world
healthcare scenarios
and chart patient
care through the use
of virtual medical
office. Patient care
and the use of the
simulated medical
records are
evaluated through
the use of industry
skill standards.
Students
successfully
participate in the
collection of
specimens and the
performance of
diagnostic tests
during the clinical
internship as
demonstrated by
satisfactory clinical
evaluations
completed by the
instructor and/or
clinical preceptor.
Satisfactory status is
determined by
12
(e.g. technology) that will
enhance his/her work.
21C.O.912.3.LS3
21C.O.912.3.LS4
21C.O.912.3.TT1
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
infection control, the
collection of laboratory
specimens and the
performance of diagnostic
tests.
Students display
ownership of their learning
by a timely manner of
return demonstration of
infection control, the
collection of specimens
and the performance of
diagnostic tests in the
classroom lab setting.
Students display
ownership of their learning
within the clinical
internship by exhibiting
behaviors expected of the
professional medical
assistant.
Student demonstrates ethical
The students model
behavior and works responsibly ethical practices as it
and collaboratively with others
relates to working
in the context of the school and independently, with peers,
the larger community, and
and with other members of
he/she demonstrates civic
the healthcare community.
responsibility through
engagement in public discourse Students apply HIPAA
and participation in service
regulations throughout
learning.
course work and
interaction with others.
Student protects software,
Students acknowledge
hardware and network
responsibility in the use of
resources from viruses,
software, hardware, and
individualized
program rules and
regulation.
Students
demonstrate
satisfactory
performance in the
clinical setting as
evidenced by clinical
evaluations.
Throughout the
clinical internship
students model
ethical practices as
evidenced by a
satisfactory
performance on
clinical evaluations.
Students adhere to
the computer use
policy applicable to
13
21C.O.912.3.TT4
21C.O.912.3.TT5
vandalism, and unauthorized
the Internet.
use and employs proper
techniques to access, use and
shut down technology
equipment.
Student adheres to acceptable
use policy and displays ethical
behaviors related to acceptable
use of information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects of
unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
setting, hacking) on culture and
society; student identifies the
methodologies that individuals
and businesses can employ to
protect the integrity of
technology systems.
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of copyrighted
materials in papers, projects
and multi-media presentations.
Student advocates for legal and
ethical behaviors among peers,
family, and community
regarding the use of technology
the individual clinical
agency and HIPAA
rules and regulation
governing patient
privacy.
14
and information.
Learning Skills & Technology Tools
Entrepreneurship
Skills:
Culminating
Assessment:
Teaching Strategies
Evidence of
Culminating Activity
Success
D.01-D.07, .11, Understand concepts,
Students communicate
Students’ clinical
.016, .17-.33
strategies, and systems
with members of the
evaluations indicates
needed to interact effectively
healthcare team to clarify
satisfactory
with others.
physician’s orders and
performance in
with
patients
in
the
communication with
E.01-.03
Understands concepts and
instruction of specimen
the healthcare team
procedures needed for basic
collection
and
preparation
and patients.
computer operations.
for diagnostic test.
Students
Students engage in
demonstrate
computer operations
mastery in the use of
through the use of
basic computer
documentation of the
operations as
collection of lab
evidenced by the
specimens, lab results,
ability to work
and diagnostic lab results independently with
in the electronic medical
the electronic
record.
medical record.
Culminating Assessment
You are an Infection Control specialist in a local hospital. In the last 6 months there has been an
increase in the number of nosocomial infections on the Extended Care Unit. Your job is to analyze a
patient care scenario to determine the inputs into the Chain of Infection that perpetuated this spread.
You will verbally present your analysis to your co-workers, by presenting a pictorial representation
(charts, graph, etc.) illustrating each area of the chain and the corresponding action that might have
contributed to the patient contracting a nosocomial infection. You will be judged on the application of
your knowledge of microorganisms and the Chain of Infection, and a peer review on your ability to
verbally and pictorially communicate your analysis effectively.
You are assigned to assist the physician with a minor office surgery. You will be given a written
scenario. You will set up a sterile field, pour solutions, apply sterile gloves, and perform the surgical
skin prep. You will be judged according to the rubrics in your textbook.
You will check in a patient that presents for a follow-up post operative visit. You will be given a
scenario. You will be expected to remove the old dressing, evaluate the wound, and apply a dry
15
sterile dressing. You will be judged according to the rubric in your textbook.
You will be given a written scenario in which the physician has instructed you to perform a random
blood sugar via a capillary puncture. The test will be performed on a glucometer. You will document
the results in the progress notes and in the lab log. You will be judged according to the rubric in your
textbook.
You will be given a written scenario in which you will instruct the patient in one of the urine specimen
collection procedures. You will be judged according to the rubric in your textbook.
You will be given a written scenario in which you will then perform a venipuncture on the anatomical
arm. You will be judged on the accuracy of your blood draw, the changing of tubes, the use of the
correct colored tube, and the order to drawing the tubes. You will also be judged according to the
rubric in your textbook.
You will instruct a classmate patient in how to collect a random urine specimen. You will then
perform a physical exam and a dipstick exam. You will also chart this on the urinalysis flow sheet,
progress notes, and the lab log. You will be judged according to the rubric in your textbook.
You will perform a 12 lead EKG on a classmate. You will be judged according to the rubric in your
textbook.
Final Examination
Industry
Accreditation/
Certification
Links and Other
Resources
Industry Accreditation/Certification
None available at the completion of this course.
Links and Other Resources
Related Websites:
See websites as listed in current textbooks.
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
16
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
17
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
Contacts:
HSTE Teachers: See HSTE Directory
Cluster Coordinator: Rebecca Davis rdavis@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
18