Standard 22A

1
Standard 22A

• Curricular Structure
• Instruction must follow a plan which documents a
  structured curriculum composed of general
  education, basic sciences, and professional
  courses including applied (clinical) education.
  The curriculum must include clearly written
  program goals and competencies and course syllabi
  which must include individual course goals and
  objectives.
• The curriculum must include all the major subject
  areas currently offered in the contemporary
  clinical laboratory. Behavioral objectives which
  address cognitive, psychomotor, and affective
  domains must be provided for didactic and applied
  (clinical practice) aspects of the program and
  must include clinical significance and
  correlation. Course objectives must show
  progression to the level consistent with entry
  into the profession.

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Standard 22B

• Instructional Areas -- The curriculum must
  include
•  1. Scientific content
• Pre-analytical, analytical, and post-analytical
  components
• Principles and practices of quality assurance
• Application of safety and governmental
  regulations and standards as applied to
  laboratory practice.
• Principles of interpersonal and interdisciplinary
  communication
• Principles and application of ethics and
  professionalism
• Education techniques and terminology
• Knowledge of research design/practice
• Concepts and principles of laboratory operations

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Objectives

• After completing this unit, the participant will
  be able to
• Restate the Standard
• Discuss common issues with and mis-interpretations
  of the Standard
• Create a response of narrative and documentation
  addressing the Standard
• Evaluate if a response fulfills the Standard

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Looking closely at 22A
Part One

1. Instruction must follow a plan which documents a
   structured curriculum composed of general
   education, basic sciences, and professional
   courses including applied (clinical) education.
2. The curriculum must include clearly written
   program goals and competencies and course syllabi
   which must include individual course goals and
   objectives.

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The terms are connected
Goals
Course Objectives

• Entry Level Competencies That set of
  competencies common to entry-level practitioners
  in a given field

Entry Level Competencies
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The terms are connected
Program Goals
Course Objectives
Course Goals
Entry Level Competencies
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Interim Goals and Objectives

• Individual courses may have goals or objectives
  that fall short of the required level of
  competency for an entry level practitioner.

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Looking closely at 22A
Part Two

1. The curriculum must include all the major subject
   areas currently offered in the contemporary
   clinical laboratory.
2. Behavioral objectives which address cognitive,
   psychomotor, and affective domains must be
   provided for didactic and applied (clinical
   practice) aspects of the program and must include
   clinical significance and correlation.
3. Course objectives must show progression to the
   level consistent with entry into the profession.

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• The Content of the Curriculum
• 1. Entry-Level Competencies
• That set of competencies common to entry-level
  practitioners in a given field
• 2. Competencies
• Acquired capabilities stated in terms of a
  composite behavior
• Standard 22B
• Provides a framework

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Looking closely at Standard 22B

• The curriculum must include
• as a result, the entry level competencies must
  also include

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Looking closely at Standard 22B

• Scientific content (either prerequisite or as an
  integral part of the curriculum) to encompass
  areas such as anatomy/physiology, immunology,
  genetics/molecular biology, microbiology,
  organic/biochemistry, and statistics.
• 2.Pre-analytical, analytical, and post-analytical
  components of laboratory services, such as
  hematology, hemostasis, chemistry, microbiology,
  urinalysis, body fluids, molecular diagnostics,
  immunology, phlebotomy, and immunohematology.
  This includes principles and methodologies,
  performance of assays, problem-solving,
  troubleshooting, techniques, interpretation of
  clinical procedures and results, statistical
  approaches to data evaluation, and continuous
  assessment of laboratory services for all major
  areas practiced in the contemporary clinical
  laboratory.

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• 3.Principles and practices of quality
  assurance/quality improvement as applied to the
  pre-analytical, analytical, and post-analytical
  components of laboratory services.
•  
• 4.Application of safety and governmental
  regulations and standards as applied to
  laboratory practice.
•  
• 5.Principles of interpersonal and
  interdisciplinary communication and team-building
  skills.
• 6.Principles and application of ethics and
  professionalism to address ongoing professional
  career development.
•  
• 7.Education techniques and terminology sufficient
  to train/educate users and providers of
  laboratory services.
•  
• 8.Knowledge of research design/practice
  sufficient to evaluate published studies as an
  informed consumer.

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• 9.Concepts and principles of laboratory
  operations must include
• a. Critical pathways and clinical decision
  making
• b. Performance improvement
• c. Dynamics of healthcare delivery systems as
  they
• affect laboratory service
• d. Human resource management to include
  position
• description, performance evaluation,
  utilization of
• personnel, and analysis of workflow and
  staffing
• patterns, and
• e. Financial management profit and loss,
  cost/benefit,
• reimbursement requirements,
  materials/inventory
• management.

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Demonstrating the Standard

• What narrative should be in the Self-Study
• Describe the coursework required for completion
  of the program and indicate whether the course
  work is addressed as part of the professional
  program or prior to admission to the program.
• Identify where the items described in Standard
  22B1-9 are included in the curriculum.

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Demonstrating the Standard

• What documentation should be in the Self Study
• Submit a structured curriculum plan
• Submit the program goals and competencies.
• Submit course syllabi with course goals and
  behavioral objectives for ONE SAMPLE UNIT OF
  INSTRUCTION. Submit objectives in the cognitive,
  psychomotor and affective domains for ONE SAMPLE
  UNIT OF INSTRUCTION.
• Submit brief summaries or course descriptions for
  each unit of instruction or course in the
  program.

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Demonstrating the Standard

• What should be available at the site visit
• Everything else
• The assumption
• The time required for this review

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How the Paper Reviewer will review the Standard

• What are the questions on the form

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How the Site Visitor will review the Standard

• What are the questions on the form

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Learning Activity

• After collecting the documentation and narrative,
  review this with a colleague outside of your
  program. Provide the questions from the paper
  review and site visit report forms. Discuss any
  questions they have difficulty in answering
  affirmatively.

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Recap of Standard 22 A and B

• Goals, Objectives and Competencies
• The content and sequencing of the curriculum

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Review

• Question about the Standard

• Question about documentation

• Option 1
• Option 2
• Option 3
• Option 4

• Option 1
• Option 2
• Option 3
• Option 4