The Professional Socialization of Early Career Medical Laboratory Scientists

Schill, Janna Marie

doi:10.29074/ascls.30.1.15

Cited by 6 publications

(4 citation statements)

References 22 publications

(20 reference statements)

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“…This highlights the importance of measuring the impact of educational interventions on broader outcomes, such as quality of client care. It is particularly essential to promote professional socialization and to develop the professional identity of the newly graduated MLS students during their transition from the classroom into the medical laboratory workforce [ 23 ]. Other studies have shown that clinical rotation sites, work environment, and employment benefits influence MLS graduates’ satisfaction levels and attitudes toward their MLS clinical training, recruitment, and even future job selection [ 24 , 25 , 26 ].…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program

Abunada

Abdallah

Singh

et al. 2022

IJERPH

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Student perspectives on their final year clinical placements in biomedical sciences at Qatar University are assessed using the clinical practicum assessment tool (CPAT), which was developed in-house following accreditation body requirements. The tool, which we call the CPAT-Qatar University (CPAT-QU), covers the three clinical practicum domains: practicum content, preceptors, and competencies. Here, we validate this tool. The CPAT-QU has 27 Likert-scale questions and free-text open questions. CPAT-QU readability was calculated using the Flesch–Kincaid Reading Ease (FKRE) instrument. Content validity was assessed using the average and universal average scale-level content validity indices (S-CVI/Average and S-CVI/UA). For construct validity, 50 employed graduates who had completed the practicum were consented for study participation, and the validity was calculated by a principal component analysis (PCA). Reliability was analyzed by Cronbach’s alpha. The S-CVI/Average and S-CVI/UA were 0.90 and 0.59, respectively, indicating that an adequate proportion of the content was relevant. The PCA extracted two core components, which explained 63% of the variance in the CPAT-QU. Cronbach’s alpha values for the items were within the acceptable range of 0.60–1.00, showing that internal consistency has a good level. CPAT-QU appears to be a useful tool for assessing student perspectives on their clinical placements; however, construct validity needs continuous improvement.

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Section: Discussionmentioning

confidence: 99%

Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program

Abunada

Abdallah

Singh

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…The clinical practicum provides students with an opportunity to learn basic skills and experience, as it bridges the gap between theory and practice in classrooms and the clinical environment, respectively [15]. The expansion of scientific and technological innovations in clinical laboratories induces profound changes in laboratory services, ultimately exerting a significant impact on the expected roles of new graduates.…”

Section: Discussionmentioning

confidence: 99%

“…However, these teachers were overloaded by their dual role, as they were serving as clinical educators and health care providers, with some managerial and administrative tasks at the same time. Indeed, assessing the teaching and educational practices in any health care system is crucial to maintain the quality of clinical education in any clinical professions [15][16][17][18].…”

Section: Discussionmentioning

confidence: 99%

Clinical Practicum Assessment for Biomedical Science Program from Graduates’ Perspective

Sharma

Abunada

Said

et al. 2022

IJERPH

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The clinical practicum for biomedical science students aims to provide graduates with the knowledge and skills required to work in diagnostic laboratory settings. This study examines graduates’ perspectives on content, teachers and clinical training and their satisfaction rates based on the skills gained during training. The study was conducted on females who graduated from Qatar University between 2015 and 2020. We used a previously validated questionnaire called CPAT-QU. Telephonic interviews were conducted and were analyzed using SPSS. The results showed a high satisfaction rate, of 80%, for the content and organization of the clinical training. The participants’ main concerns included the evaluation criteria, as 8.7% were not satisfied. The students suggested increasing the length of the training in order to obtain experience that was more practical. The students’ satisfaction with the teachers was 70% in terms of their attitude, command of knowledge and ability to convey knowledge. In total, 69.5% of the graduates claimed that their instructors were interested in teaching and 4.4% claimed their instructors conveyed disinterest in teaching. The Qatar University graduates were satisfied with the content of their clinical training. However, they reported some gaps in this training. Identifying these gaps will help in restructuring clinical training to improve student experience.

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“…Subsequently, we distributed the competency questionnaires to gather the opinions of experts in Japan by using the Delphi method. Our expertise focused on novice MLSs, which were defined as those with fewer than 3 years of post-graduation employment experience [26]. In other medical professions, such as nursing, a competent nurse is regarded as one who has been on the job for 2-3 years [27].…”

Section: Methodsmentioning

confidence: 99%

Competency for Japanese novice medical laboratory scientists: a Delphi method

2022

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Background Competency is used to channel abilities into successful processes and is employed in the medical field. Globally, several laboratory competencies exist, but the job descriptions of Japanese medical laboratory scientists differ from those of other countries and little evidence-based information on novice medical laboratory scientist competency is available in Japan. This study clarified the competencies of novice medical laboratory scientists based on various expert opinions in Japan. Methods The Delphi method was used to achieve an expert consensus on novice medical laboratory scientist competencies. We asked the participants to evaluate the importance of each item using the Likert scale and set 70% as the final consensus rate. Results We obtained 106/400 (26.5%) and 95/106 (89.6%) responses from participants in rounds 1 and 2, respectively. Their professional experience mean ± standard deviation was 32.4 ± 6.0 years (range: 13–41). The average of each category consensus rate was > 99.1%. Ninety-five expert opinions converged and agreed that the competency comprised 8 categories and 54 items. Conclusions The survey results revealed that novice medical laboratory scientists were expected to have relatively higher main laboratory skill competencies in the ‘Preparation and analysis’ category than in other categories. Nevertheless, competencies in other categories required basic skills. In addition, our competencies contained unique competencies compared with others due to their divergent roles and their environment. Further research is warranted to explore assessment tools by developing a competency scale, thereby helping clarify the differences between ability and correlated factors. The unique competencies scale can help assess the efficacy of educational programmes for Japanese medical laboratory scientists.

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The Professional Socialization of Early Career Medical Laboratory Scientists

Cited by 6 publications

References 22 publications

Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program

Development and Validation of a Clinical Practicum Assessment Tool for the NAACLS-Accredited Biomedical Science Program

Clinical Practicum Assessment for Biomedical Science Program from Graduates’ Perspective

Competency for Japanese novice medical laboratory scientists: a Delphi method

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