Pat Tille Ph.D. MLS (ASCP)
Assistant Dept. Head Chemistry and Biochemistry
Program Director Medical Laboratory Science
South Dakota State University
Education and Healthcare
Collaboration: The Next
Generation of Professionals
Objectives
• Review traditional MLS/MLT models and
professional training
• Explain NAACLS standards and revisions
in laboratory science education
• List the challenges and opportunities to
continue to produce high quality laboratory
professionals
Laboratory Science Education
• Hospital Based Programs
• University Based Programs
Hospital Based Programs
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12 months
Lecture and Laboratory simultaneous
Trained for laboratory in house
Small
Labor intensive
Cost prohibitive
University Based Programs
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Historically chemistry degrees
Low enrollments
Last resort majors
Change in pedagogy last 5 years
Expensive
Not real laboratory experience
Length 12 weeks to 9 months
Myths
• Hospital Based Program students score
higher on the ASCP exam than University
Based students (Evidence)
• Hospital Based students stay in the field
longer (Conjecture)
• Hospital Based students have more broad
training (Conjecture)
Content Versus Automation
• Large instruments
• Hands on theory
• Keeping a balance
ASCP Board of Certification
2013
2012
✪
University Programs
Overall National
SDSU
2011
2010
✪
0
100
200
300
400
500
Average of First Time Individual Student Scaled Scores
Overall Pass Rate 100%
First Time Pass Rate 92%
600
700
SDSU Program Scores Higher than ✪
Hospital and University
Based Program National Averages
120
100
80
Professional Students
60
Percent Retention
Clinical Retention
40
20
0
2009
2010
2011
2012
2013
Overall Professional Program Retention 83.4%
Overall Success in Clinical Practice 96.8%*
SDSU Sub-content
Areas
800
700
600
500
•
IMMUNOHEME: Consistently added
improved laboratory exercises; Fall of
2013 added a second semester.
•
CHEMISTRY: Expanded
Instrumentation for implementation this
fall.
•
HEMATOLOGY: Expanded differential
counts, disease states and laboratory
exercises. Implementing Cella-vision
proficiency software this fall.
•
URINALYSIS: Continued adding
disease correlations; Fall 2013 added
phase contrast microscopy.
2010
400
2011
2012
300
2013
200
100
0
BBNK
CHEM
HEM
UA
SDSU Sub-Content Areas
•
IMMUNOLOGY; Consistently added
more content and techniques
including DFA, ANA; 2013
Supporting Course for Advanced
Methods: MLS 471 included
instrumentation in advanced
immunoelectrophoresis and
immunofixation
•
MICROBIOLOGY: Consistently
added more content; more variety of
organisms, anaerobes, DFA, Acid
Fast, Fungal Staining, increased
gram stain interpretations,
expanding micro II lab this fall,
increasing antibiotic susceptibility
interpretations.
•
GENERAL LAB: 2013 Added more
application and review of basic
concepts; implementation of LIS.
For the class of 2014, expanding
instrumentation and quality control
exercises
700
600
500
2010
400
2011
2012
300
2013
200
100
0
IMMUNO
MICRO
GEN LAB
NAACLS- Myths
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•
•
•
Prescriptive
Curriculum outlined
Rotations, Internships
Length
New Standards
• Competency Based- Outcome Measures
• Benchmarks: Measurable, empirical start points?
• Must publish one according to NAACLS Guidelines
(External certification rates, graduation rates, attrition
rates, placement rates, others exit interviews, alumni
interviews etc.)
• Must be a three year aggregate
• Program Director; MLS ASCP Certified
• Accreditation: 5 yr Initial, 10 year re-accreditation
Reduction in laboratory professionals
Education and Patient Care
CHALLENGE
Reduction in Clinical Training Sites
Lengths of Rotations
Staff in Clinical Training Sites; qualifications
CHALLENGE
University Faculty
CHALLENGE
Create model laboratory professionals
Create new models in education
OPPORTUNITY
MLT  MLS DCLS
Inter-professional advanced practice
Professional Growth Opportunities
OPPORTUNITY
Doctorate in Clinical Lab Science
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•
•
Career ladder
Epidemiology
Pharmacology
Patient Assessment
Draw in a wider variety of professionals
Maintain laboratory testing personnel
OPPORTUNITY
Center for Collaborative Education
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•
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Quality Performance Assessment
Aligned to the curriculum
Meets or exceeds core standards
Deliver Rigorous, culturally responsive and
relevant instruction
• Leadership Development
• Professional Learning Community
The future of healthcare
In the future will we even go to the hospital? Yes, but we will
spend less time as inpatients and more time being
monitored remotely by a team of experts. Prevention will be
a higher priority. And if you do become ill, a robot may stand
in for your doctor. Drugs of the future will target specific
cells. Replacement organs will be a reality within years.
Gene therapy will be a part of patient care. How and when
will we get to this future?
The doctor-patient relationship is evolving:
Telemedicine means caregivers are remote,
but their care isn’t.
New Models, Collaborative
Content Design and Review
ANSWERS?
QUESTIONS AND
COMMENTS!