MANUAL FOR CLINICAL LABORATORY SCIENCE ARTICULATION PANEL

Transcription

1 MANUAL FOR CLINICAL LABORATORY SCIENCE ARTICULATION PANEL Updated January 2000 Sponsored by: the Illinois Board of Higher Education, Illinois Community College Board, and the Illinois State Board of Education

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3 INTRODUCTION This manual provides the information necessary for the Clinical Laboratory Science Panel to make decisions regarding acceptance of courses in the major. It also serves to provide instructions to institutions wishing to participate in the clinical laboratory science major of the Illinois Articulation Initiative. Section I provides an overview of articulation from high school through the associate degree, followed by the recommended curriculum for an A.A.S. in Clinical Laboratory Technician and the AA./A.S. Course descriptions are included. Section II provides the criteria for reviews, followed by the Assumptions of the Clinical Laboratory Science Articulation. An Appendix of materials is attached and includes: The Assumptions, Competency Grid Form, an Example of Accepted Grid, and a white paper on What It Means To Participate In Clinical Laboratory Science Articulation. Besides submitting course matches for the supporting science and elective courses, institutions with clinical laboratory technician programs, that want to participate, should fill out the competency grid form. Universities with clinical laboratory science programs that want to fully participate should submit the process by which they accept CLT students in transfer and the amount of credit for prior professional coursework awarded (given that the student graduated from a participating community college and all assumptions met). The web site address for the major is Panel members should familiarize themselves with this site, as well as the full Illinois Articulation Initiative's website at In the F.A.C.T. area, policies governing the IAI are provided, as well as agendas and meeting minutes of the IAI Steering Panel, Technical Task Force, and general education and majors panels. 3

4 SECTION I CLINICAL LABORATORY SCIENCE Clinical Laboratory Scientists play an important role in the detection, diagnosis, and treatment of many diseases. Clinical Laboratory Technician (also referred to as medical laboratory technician) programs are associate of applied science degree programs that prepare students to perform basic, routine, and moderately complex tests on blood, tissues, and human body fluids. Baccalaureate programs in the field are called clinical laboratory science or medical laboratory science or medical technology programs and prepare students to perform more complex analyses and manage in all areas of the laboratory. In high school, students should take 15 units, including four years of English, three years of mathematics, three years of science, and three years of social sciences in high school or the necessary remedial courses to enter community college and university programs. High school programs should also include development of computer literacy. Students may take two years of health occupations courses, allowing them to become competent as a Laboratory Aide. In particular, students need to have satisfactorily completed the mathematics equivalent of college algebra. To transfer from an associate of applied science program into a baccalaureate program, students should complete a minimum of 63 semester credits from the list below, including all of the essential prerequisite courses and pass a national certification examination for clinical laboratory personnel. Students who wish to transfer into a baccalaureate program should also complete a second general education composition course, general education statistics six additional credits of social sciences and six credits of humanities, biology I and II or anatomy and physiology II, and chemistry through organic and biochemistry For maximum transferability, the student is encouraged to complete all general education, supporting science, and clinical laboratory technician coursework prior to transfer. However, students may transfer with an A.A.S. in Clinical Laboratory Science and the recommended curriculum and receive a minimum of one-half of the credit for professional coursework granted at the baccalaureate degree granting institution. Students would then need to take those general education courses that they were deficient during their junior and senior years. To transfer from an Associate of Arts or an Associate of Science degree program to a baccalaureate program in Clinical Laboratory Science, students should complete 38 semester hours of the general education and 24 semester credits of supporting science courses for a total of 62 semester credits. A statistics course, Chemistry I, Biology I or Human Anatomy and Physiology I are pre-requisite courses that may be taken as part of the General Education Core courses for mathematics and science requirements. In addition, students should take Anatomy and Physiology II or Biology II, Chemistry II, Organic Chemistry I, and Organic Chemistry II or Biochemistry. 4

5 Recommended Curricula A.A.S. in CLT or MLT A.A./A.S. General Education Core Courses 1 23 semester credits 2 38 semester credits Communications (C1 900 and C2 900) 6 semester credits 9 semester credits Mathematics (M1 902) 3 semester credits 3 semester credits Social/Behavior Sciences 3 semester credits 9 semester credits Humanities/Fine Arts 3 semester credits 9 semester credits Life/Physical Sciences (Human Anatomy & Physiology I or Bio I and Chemistry I) 8 semester credits 8 semester credits 1 Appropriate general education courses are described in the Illinois General Education Core Curriculum. 2. Since completion of the Associate of Applied Science degree does not fulfill the requirements of the Illinois General Education Core Curriculum, students will need to complete the general education and graduation requirements of the school to which they transfer. Supporting Science Courses 7-8 semester credits semester cr. Microbiology 3-4 semester credits 3-4 semester credits General Chemistry II 4 semester credits 4 semester credits Anatomy and Physiology II and/or Biology I and II or 8 semester credits 2/3 course sequence of Bio Principles, Zoo, and/or Botany Organic Chemistry I and II or Biochemistry 8 semester credits Highly Recommended Electives Anatomy and Physiology II and/or Biology I and II or 2/3 courses biol. 8 semester credits Organic Chemistry I and Organic Chemistry II or Biochemistry 8 semester credits Composition II 3 semester credits Social Sciences 6 semester credits Humanities/Fine Arts 6 semester credits Professional Courses and Practicum ½ Credit Granted by Receiving Institution For Professional Coursework at Baccalaureate Level 5

6 Course Descriptions CLS 901: BIOLOGY I (4-5 semester credits): Organismal Biology, Ecology and Evolution. This course is an introduction to structure and function of major groups of microorganisms, fungi, animals, and plants. Emphasis on evolutionary relationships and ecological principles. Laboratory required. CLS 902: BIOLOGY II (4-5 semester credits): Cellular and Molecular Biology. This course is an introduction to biochemistry, molecular genetics, cell structure, function, and processes. Laboratory required. OR CLS 914, 915, 916: TWO OR THREE COURSE SEQUENCE OF BIOLOGICAL PRINCIPLES, BOTANY, AND/OR ZOOLOGY: Will be accepted in lieu of CLS 901 and 902, for a maximum of 10 semester credits. CLS 906: CHEMISTRY I (4-5 semester credits): Topics include the periodic table of elements, basic bonding, atomic structure, stoichiometry of chemical reactions, the gaseous state, solutions, condensed phases and phase transitions, and heat and enthalpy of reactions. Laboratory required. Prerequisite: One year of high school chemistry or equivalent. CLS 907: CHEMISTRY II (4-5 semester credits): Topics include equilibrium, acids and bases; spontaneous change and equilibruim; electochemistry and redox reactions; chemical kinetics; fundamental particles, particle and waves; complex bonding, molecular orbitals and spectroscopy; order and symmetry in condensed phases; coordination compounds, and descriptive topics in inorganic chemistry. Laboratory required. Prerequisite: Chemistry I. CLS 908: ORGANIC CHEMISTRY I (4-5 semester credits): Topics include covalent bonding, alkanes, cylcoalkanes; nucleophilic substitution and elimination reactions; alkenes; steriochemistry; alkynes; aromatic compounds; organic halides and organimetallic compounds; and alcohols, phenols, and ethers. Laboratory required. Prerequisite: Chemistry II. OR CLS 921: ORGANIC CHEMISTRY SURVEY COURSE: (4-5 semester credits) Study of organic reactions an structures to include covalent bonding, alkanes, alkenes, alykynes, steriochemistry, aromatic compounds, organic halides an organimetallic compounds, aldehydes, ketones, carboxylic acids, carbohydrates, amines, amino acids, heterocyclic compounds, and nucleic acids. Prerequisites: One year of general chemistry. CLS 909: ORGANIC CHEMISTRY II (4-5 semester credits): Topics include aldehydes and ketones, carboxylic acids and derivatives, dicarbonyl compounds, carbohydrates, amines, amino acids and proteins, heterocyclic compounds, and nucleic acids. Laboratory required. Prerequisite: Organic Chemistry I. CLS 903: HUMAN ANATOMY AND PHYSIOLOGY I: (4-5 semester hours) An integrated study of the organ systems of the normal human body. Subjects covered include cells, tissues, skeletal, muscular, central and autonomic nervous system, endocrine, respiratory, cardiovascular, digestive, metabolic, urinary, and reproductive systems. Laboratory includes dissection or simulations of cat, vertebrate, or human cadaver, and appropriate physiological experiments. Half of systems are covered in depth in course one and half in course two. The order of systems covered by course is not specified as long as all systems are covered between the two courses. CLS 904: HUMAN ANATOMY AND PHYSIOLOGY II: (4-5 semester hours) An integrated study of the organ systems of the normal human body. Subjects covered include cells, tissues, 6

7 skeletal, muscular, central and autonomic nervous system, endocrine, respiratory, cardiovascular, digestive, metabolic, urinary, and reproductive systems. Laboratory includes dissection or simulations of cat, vertebrate, or human cadaver, and appropriate physiological experiments. Half of systems are covered in depth in course one and half in course two. The order of systems covered by course is not specified as long as all systems are covered between the two courses. OR CLS 922: HUMAN ANATOMY AND PHYSIOLOGY SURVEY COURSE: (4-5 semester hours) An integrated study of the organ systems of the normal human body. Subjects covered include cells, tissues, skeletal, muscular, central and autonomic nervous system, endocrine, respiratory, cardiovascular, digestive, metabolic, urinary, and reproductive systems. Laboratory may include dissection or simulations of cat, vertebrate, or human cadaver, but must include appropriate physiological experiments. CLS 905: GENERAL MICROBIOLOGY: (3-5 semester hours) Introduction to the study of micro-organisms with special emphasis on morphology, physiology, pathogenicity, and economic importance of bacteria and viruses. Student participation in accomplishing laboratory experiments which are designed to acquaint the individual with laboratory procedures and sterile technique. CLS 910: BIOCHEMISTRY: (3-5 semester hours) An advanced undergraduate course emphasizing basic structure, synthesis, regulation and metabolism of carbohydrates, proteins, and amino acids, nucleic acids and lipids. Topics include ph and buffers; enzymes kinetics; bioenergetics; glycolysis, gluconeogenesis and the hexose monophosphate shunt; DNA replication, transcription, translation and regulation of gene expression; and membrane structure, transport, receptors and signal transduction. Laboratory not required. Prerequisite: organic chemistry. CLS 911: CLINICAL LABORATORY AIDE: (2 semester hours) A course of study leading to Level I Practice that includes simple laboratory tests and phlebotomy in a variety of settings, such as hospital labs, private and veterinary clinical labs, physician offices, histology and cytology labs, and biotechnology industry. CLS 912: CLINICAL LABORATORY TECHNICIAN: (Variable Credit) Participating senior institutions will grant a minimum of one-half of the credit for the professional coursework taken at the baccalaurete level in CLS program. A block of professional courses and clinical education that leads to Level II of clinical laboratory practice and the ability to perform moderately complex testing as defined by federal legislation. CLS 913: CLINICAL LABORATORY SCIENCE BRIDGE: A course or process specific to a receiving institution, that validates prior knowledge, as well as might provide additional content. Also referred to as a transition/validation course and would have to be completed satisfactorily prior to the award of credit held in escrow for transfer. CLS 914: BIOLOGICAL PRINCIPLES (See also CLS 915 & 916) This is part of a three-course sequence of Biological Principles, Botany, and Zoology. This sequence will be accepted in lieu of CLS 901 and 902, for a maximum of 10 semester hours. CLS 915: BOTANY (see also CLS 914 & 916) This is part of a three-course sequence of Biological Principles, Botany, and Zoology. This sequence will be accepted in lieu of CLS 901 and 902, for a maximum of 10 semester hours. CLS 916: ZOOLOGY (see also CLS 914 & 916) This is part of a three-course sequence of Biological Principles, Botany, and Zoology. This sequence will be accepted in lieu of CLS 901 and 902, for a maximum of 10 semester hours. 7

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9 SECTION II CRITERIA FOR REVIEWS Major Specific General Education and Supporting Courses: IAI institutional contacts submit courses to review as matches, using the Request to Add/End (Change) a Course Form for Clinical Laboratory Science. Only the official institutional contact/transfer coordinator should submit courses. These forms may be found on the IAI web site. Panel members should review each course, comparing the submitted course(s) to the course description found in the institution's catalog. Course syllabi should be submitted with each new course request and also reviewed to see whether key components and criteria are met. In particular, panelists should ensure that the number of hours, content, laboratory component, and pre-requisites meet the CLS course descriptions in the preceding section. In addition, the following content guidelines have been established that should be met: CLS 901 and 902: BIO I and II can be interchangeable. In other words, a cellular course can be BIO I and an organismal course can be BIO II. The plant/fungi component was not deemed critical for inclusion. A laboratory is required for each. The high school biology prerequisite was removed because it was found that all students enter college with a minimum of one year of high school biology. CLS 903 and 904: Human A&P I and II. All systems must be covered and the laboratory component must include both physiological experiments, as well as dissection or simulation of vertebrate dissection. The panel decided later on to allow a survey course in A&P, CLS 922 that would cover both 903 and 904, but must also have a laboratory. CLS 905: Microbiology. The course description or syllabus must cover pathogenicity of organisms with a full range of organisms. Laboratory required. CLS 906: Chemistry I. The prerequisite of high school chemistry also includes equivalency, such as a prior basic chemistry course or testing. Laboratory required. If an institution submits Chemistry I and it does not have the appropriate prerequisite, the following chemistry courses are not automatically rejected if they have Chemistry I as prerequisite. CLS 907, 908, 909, 910. Chemistry II, Organic Chemistry I, Organic Chemisry II, and Biochemistry. Prerequisites must be met and full content of chemistry course descriptions found in syllabus. The survey course in organic and biochemistry does not require a lab, although all others do. Need to make sure that students advised properly regarding survey course. For if they intend to go on to graduate school, majoring in science it would not be accepted. If after reviewing the catalog description, it is unclear or you have questions, you may request additional information. If you just question something, it s is better to reject--seeking additional information. Institutions may request an appeal of any decision. Appeal policies may be found on the F.A.C.T. page of the web site. 9

10 Review of Competency Grid: Each institution is asked to submit a grid (form in Appendix) and explanation as to how its clinical laboratory science courses meet each competency at each level. Course syllabi should also be submitted. Professional courses are submitted as a block that matches one IAI course code--cls 911 or 912. A laboratory assistant program would submit a list of courses that meet the competencies of Level I or CLS 911. Clinical laboratory technician or medical laboratory technician programs would submit all professional coursework in the curriculum as matching CLS 912 and address the competencies of Level I and II. The grid should show which course(s) cover each particular competency and the related objective. For Level II, originally, one communication competency called for interaction with vendors--this was determined by the panel to be too specific and was changed to interacts with industry--which the panel felt was more appropriate. In reviews, panelists should look at each competency to ensure that it is adequately addressed in the related objective. The review is an audit approach, whereby the reviewer ensures that each competency is addressed and can track competencies and related objectives to specific course syllabi. It is assumed that an institution guarantees that all competencies will be addressed in its curriculum if it submits courses as meeting either CLS 911 or 912. Review of Bridge Course or Process: CLS 913 is the Bridge Course or Process that validates prior knowledge, as well as might provide additional content. Also referred to as a transition/validation course, students would have to complete the course/process satisfactorily prior to the award of credit held in escrow for transfer. In review of this course, panel members should ensure that all assumptions of the model are met (see Appendix). A full description of the course and process, along with the number of credit hours held in escrow should be provided. Because students are expected to have passed certification examinations at the prior level to admission, retesting and granting of duplicate credit for prior coursework is not acceptable. A further discussion of the intent and implications of the model, may be found in What Does It Mean To Participate In Clinical Laboratory Science Articulation? in the Appendix. 10

11 APPENDICES 11

12 ASSUMPTIONS FOR THE ARTICULATION OF CLINICAL LABORATORY SCIENCE EDUCATION PROGRAMS IN ILLINOIS ARTICULATION is a voluntary process to facilitate educational progress for students. Trust and respect are integral parts of the articulation process. Continued participation by all parties is essential to the development of articulation models that support clinical laboratory science career choices. The Clinical Laboratory Science Articulation Panel continually updated the following list of assumptions as it proceeded through the process of developing the competencies. 1. Articulation allows for flexibility, choice, expanded practice opportunities, and diversity. This model is futuristic and committed to changing curriculum to reflect health care reform and changes to current practice. 2. Each educational institution's mission, goals, and standards for admission, progression, and graduation are preserved. 3. Statewide articulated clinical laboratory science models can be developed based on competencies, skills, and general education needed at each level. 4. Competencies at each level of education are built on previous competencies. Secondary education provides basic support for the development of clinical laboratory science education programs and competencies. Levels one and two on the career ladder also can be offered at the next educational level. 5. Completion of any level of clinical laboratory science education means that a graduate may or may not desire to progress on to the next level. 6. Laboratorians in practice and education must collaborate in identifying and promoting levels of competencies. 7. Faculty involvement is critical to developing articulation models. 8. The National Accrediting Agency for Clinical Laboratory Sciences criteria for accreditation represents an expected standard of quality for clinical laboratory science programs, but the need for greater adaptability to the changing environment necessitates broad curricular changes. 9. Accreditation and certification agencies should be willing to respond to the changing health care system and the need to broaden standards and examinations. This model assumes that students and programs will be certified and accredited by the appropriate agencies. Students must be certified in clinical laboratory science at each level to proceed on to the next level. 10. Participating institutions will agree to develop curricula in such a way that guarantees that competencies at that level of education are part of the curriculum and that ensures graduates possess those competencies. 12

13 LABORATORY ASSISTANT: CLS 911 CLINICAL LABORATORY COMPETENCIES Conceptual- theoretical/foundational knowledge upon which professional practice is based Level I Uses basic concepts of biology, physical science (chemistry and physics), and communication to perform simple tests (as defined by the Clinical Laboratory Improvement Act - CLIA) in a variety of settings, such as hospital labs, private and veterinary clinical labs, physician offices, histology and cytology labs, and biotechnology industry. Technical skills, including psychomotor, interpersonal, and cognitive skills Level I Collects, prepares, and disposes of specimens and determines acceptability of specimens in performance of basic laboratory techniques. Performs analytical tests and basic quality control procedures according to state and federal regulations. Recognizes tests and quality control results that deviate from expected results. Recognizes sources of error in measurements. Confirms abnormal results per the policies in place of employment. Operates lab instruments within level of complexity allowed. Recognizes an equipment malfunction. Performs preventive maintenance on equipment 13

14 according to allowable complexity. Adheres to established safety protocols. Professional-professional skills, including career marketability, professional identity and ethics, scholarly concern for professional improvement and continuing education Level I Ethics: Accepts the ethical standards of the profession. Recognizes rights of the individual as stated in the Patient Bill of Rights. Recognizes ethical dilemmas and brings them to the attention of supervisor. Adheres to federal, state, and local regulations governing laboratories (i.e. OSHA, CLIA, FDA, JCAHO). Recognizes inappropriate procedures and seeks assistance when unsure of next step or corrective action necessary for situation. Professional Identity: Demonstrates pride in the profession and understands the role that a Level I Practitioner plays on the health care team. Communicates with other laboratory personnel and health care team members. Professional Improvement: Shows responsibility for personal career development and participates in continuing education. Career Marketability: Recognizes career opportunities, prepares resume, interviews and plans professional career. Contextual - examining and understanding the social, economic and cultural setting for professional practice. Level I Relates to patients and colleagues with socio-cultural background different than own. Identifies the role of staff members in setting where employed. 14

15 Shows respect for all individuals. Communication - Inclusive of all aspects of communication - Writing, speaking, listening and reading comprehension, as well as computer literacy. Level I Records and documents data and reports test results, communicating reference ranges and specimen requirements. Implements written and verbal requests, directions, or ideas and implements procedures accordingly. Complies with verbal requests, directions, or ideas. Displays ability to read and comprehend procedures, memos, and reports. Retrieves/enters data in computers. Displays interactive skills with clients/patients, peers, and supervisors. Respects patient confidentiality. Reports findings and experiences. Integrative - How to use theory in practice - includes reasoning, decision making, and problem solving. (implies critical thinking) Level I Adaptive - working with change detection of changing conditions, adapting to it - anticipating the need for change. Level I Demonstrates ability to learn new procedures and adapt to changes in the lab. 15

16 CLINICAL LABORATORY TECHNICIAN: CLS 912 Conceptual- theoretical/foundational knowledge upon which professional practice is based Level II Uses general concepts in anatomy, physiology, chemistry, microbiology, social sciences, humanities communications, mathematics and statistics, routine clinical correlations, ethics, interpersonal relationships, professional and legal aspects of clinical laboratory practice, and clinical laboratory history, trends, and theories to perform moderately complex testing as defined by CLIA. Technical skills, including psychomotor, interpersonal, and cognitive skills Level II Performs analytical assays: chemical, biological, and clinical. Takes corrective action in resolving problems generated from lab data, given pre-set strategies. Analyzes quality control data and takes action according to written procedure. Responds to questions regarding results and methods. Operates and calibrates all analytical instrumentation. Takes corrective actions in resolving instrumentation problems. Determines acceptability and optimum conditions of test reagents. 16

17 Professional-professional skills, including career marketability, professional identity and ethics, scholarly concern for professional improvement and continuing education Level II Ethics: Ensures the rights of the individual in research process. Resolves ethical dilemmas encountered in patient testing in consultation with supervisor. Professional Identity: Exemplifies pride in the profession and understands the role that a Level II Practitioner plays on the health care team. Professional Improvement: Updates knowledge through attendance at professional workshops or conferences, in-services, and reads professional journals. Uses informational science programs and networks for effective laboratory practice. Career Marketability: Recognizes personal strengths and areas of intellectual strength when seeking career advancement. Creates career opportunities. Contextual - examining and understanding the social, economic and cultural setting for professional practice. Level II Recognizes governmental processes and policies that affect the health care industry and laboratory. Recognizes socio-cultural differences that may affect testing and results. 17

18 Communication - Inclusive of all aspects of communication - Writing, speaking, listening and reading comprehension, as well as computer literacy. Level II Manages information provided electronically. Interacts with industry. Presents information orally to a large group if required. Provides continuing education information in either written format or orally. Generates and responds to written and oral communication. Shares ideas in a team setting. Reads professional information resources. Integrative - How to use theory in practice - includes reasoning, decision making, and problem solving. (implies critical thinking) Level II Combines knowledge and technical skills to perform routine tests and validate results. Adaptive - working with change detection of changing conditions, adapting to it - anticipating the need for change. Level II Assists in planning and implementing changes needed to meet the needs of the changing laboratory environment. 18

19 CLINICAL LABORATORY SPECIALIST: These do not apply to lower-division courses being reviewed. For information only. Conceptual- theoretical/foundational knowledge upon which professional practice is based Level III Uses advanced concepts in anatomy, physiology, physics, genetics, microbiology, immunology, molecular biology, social sciences, humanities, interpersonal communications, group dynamics, biochemistry, mathematics and statistics, pathophysiology, ethics, clinical laboratory history, trends, and theories, professional and legal aspects of the laboratory, management in the laboratory, teaching-learning theory, and practice in the laboratory, to do research, to consult, and perform highly complex testing as defined by CLIA. Technical skills, including psychomotor, interpersonal, and cognitive skills Level III Performs complex analytical assays: chemical, biological, clinical, environmental, and robotic. Implements and verifies quality control/assurance programs, conducting quality improvement activities. Integrates and interprets data from several lab departments as part of clinical correlation and quality assurance. Resolves problems related to generation of lab data. Consults regarding test accuracy/precision-specificity and sensitivity. Compares, evaluates, and validates new equipment, procedures, and methods. Implements new and revised technical and operational procedures. 19

20 Professional-professional skills, including career marketability, professional identity and ethics, scholarly concern for professional improvement and continuing education Level III Ethics: Develops ethical standards that guide professional behavior and judgements. Recognizes potential situations in clinical laboratory practice that present ethical dilemmas. Make decisions and shows willingness to take actions when presented with ethical dilemma. Develops and implements research projects in compliance with accepted ethical standards. Professional Identity: Develops a sense of pride in the profession and the role of the clinical laboratory scientist in the health care system. Professional Improvement: Conducts research studies. Interprets and applies research findings to current practice. Can independently learn and locate information through reading, consultants, and networking with colleagues. Career Marketability Serves as a role model and mentor, facilitates development of job opportunities for others, and develops human resources. 20

21 Contextual - examining and understanding the social, economic and cultural setting for professional practice. Level III Maintains an awareness of the impact of socioeconomic issues on the health care system and clinical laboratory science and is prepared to respond and to interact as appropriate. Assesses and analyzes the impact of socioeconomic issues on the health care system. Assesses and analyzes the impact of socioeconomic changes in the health care system in the coordination and management of lab operations. Identifies socio-cultural differences in lab personnel/students that may effect teaching/learning. Designs educational plans within socio-cultural conditions of the learner/practitioner. Incorporates the ethical principles and consideration of socioeconomic and cultural differences in the design of research. Communication - Inclusive of all aspects of communication - Writing, speaking, listening and reading comprehension, as well as computer literacy. Level III Uses computers to make decisions. Comprehends and acts upon professional literature. Consults in a team setting. Generates and/or revises: technical procedures, policies, positional descriptions, performance evaluations, laboratory reports and correspondence, proposals and justifications, and recommendations for purchases. 21

22 Integrative - How to use theory in practice - includes reasoning, decision making, and problem solving. (implies critical thinking) Level III Combines knowledge and professional and technical skills to solve problems, such as trouble-shooting instruments and quality control, as well as validates personnel, operations, methods, and procedures. Adaptive - working with change detection of changing conditions, adapting to it - anticipating the need for change. Level III Plans and implements changes needed to meet the needs of the changing laboratory environment. Designs and coordinates interdisciplinary team continuing education programs. 22

23 What Does It Mean To Participate in Clinical Laboratory Science Articulation? I. Acceptance of the Assumptions of the Model Commitment to changing the curriculum to reflect health care reform and changes in practice and to meet the intent of the model. Collaborate with laboratorians in practice and education to identify and promote the levels of competency. Students must be graduates of approved and/or accredited programs. Students entering CLS programs must be certified as CLTs. (No other tests for admission). For students who transfer immediately after completing their CLT/MLT program and do not have the opportunity to take a certification exam, institutions may allow for a period of time for these students to take and pass the examination. Participating institutions must agree to develop curricula in such a way as to guarantee that all competencies at a particular level are covered and ensure that graduates possess those competencies. Duplication of achieved competencies at each level should be avoided. II. III. Credit Granted in Transfer If student has completed a course of study equivalent to Level I practice and CLS 911 (even in a high school) as a Laboratory Aide or Assistant within the past five years, a minimum of 2 credit hours should be granted in transfer. Credit for prior learning can be used as one method of acceptance. To date, however, there are no high school programs that have been approved as equivalent. If a student has completed a clinical laboratory technician or medical laboratory technician program of study equivalent to Level II practice and CLS 912 within the past five years, a minimum of one-half of the program credit granted for professional and clinical coursework at the receiving institution should be granted in transfer. In addition, courses from the general education core (20 CH) and up to 23 credit hours of courses that are approved as General Education Core Courses and CLS prerequisite and supporting science courses should be accepted on a course by course basis. A total minimum credit in transfer: 28 credit hours + 1/2 the credit hours granted at the receiving institution for professional coursework. Institutions that offer the B.S. in Clinical Laboratory Science and want to participate should provide the exact number of hours in transfer that students who have met the model curriculum requirements will receive. Revise Curriculum Programs that want to participate will revise curriculum to meet the competencies stated in the model and accept the minimum credit in transfer. Receiving institutions will accept the general education and science courses in the model in transfer as partially fulfilling general education requirements. Submission of courses is viewed as wanting to participate. 23

24 IIII. The Bridge Process/Course No testing beyond certification examination for students admitted within five years of receiving an A.A.S. from a participating Illinois school in CLT/MLT. Placement examinations are acceptable. A full description of the process should be submitted to the panel for approval as meeting the intent of the model and CLS 913. Admission requirements for baccalaureate degree granting programs may be made available on the website, if the institution provides the web address to the direct program page. It is the institution's responsibility to notify the IAI website if this address changes and to keep the information current. High schools and community colleges must be willing to change their curriculum so that it includes those courses identified in the General Education Core, additional science courses, and professional competencies for Level I and II. High schools and community colleges need to assure that the competencies are covered and ensure that graduates are competent. Institutional submission of courses meeting professional courses CLS 911 and 912 is considered a statement of assurance that the program guarantees that competencies are covered for that level. Universities and hospital-based CLS programs must be willing to accept the courses taken in general education, science, and professional coursework at Level I and II and grant a minimum of 28 hours plus one-half of the credit for professional and clinical coursework granted at their institution. For hospital-based programs, this would necessitate the cooperation and working with institutional affiliates that grant the CLS degree. Duplication of courses that cover competencies from a prior level should be avoided. Public and independent universities that grant the B.S. in Clinical Laboratory Science or Medical Technology and want to participate should submit the names of clinical affiliates that students attend to fulfill the professional component of their program and assure that the accredited hospital-based program meets the intent of the model. It is the institution's responsibility to notify the IAI website of any changes in affiliation agreements. 24

25 ILLINOIS ARTICULATION INITIATIVE To Facilitate Interinstitutional Transfer Board of Higher Education Illinois Community College Board 431 East Adams, Second Floor 401 East Capitol Springfield, IL Springfield, IL tel.: 217/ tel.: 217/ fax: 217/ fax: 217/ CLINICAL LABORATORY SCIENCES PANEL MEMBERS Jane Adrian CHAIR Director, Clinical Laboratory Dept., Mental Health & Dev. Disabl. 861 South State Street Lincoln, IL tel: (217) James Beam Director, Medical Technology Program St. Anthony Medical Center 5666 East State Street Rockford, IL tel: (815) Paula Berry Dir., Medical Lab Technology Program Southern IL Collegiate Common Market 3213 South Park Avenue Herrin, IL tel: (618) Jean Deitz Coordinator, Medical Lab Tech Program Belleville Area College 2500 Carlyle Avenue Belleville, IL tel: (618) x 386 deitzjm@smtp.bacnet.edu Dianne M. Cearlock, Ph.D. Clinical Laboratory Sciences Program Northern Illinois University DeKalb, IL tel: (815) dceralock@niu.edu Kathleen (Kathi) Ferrero Director, Academic Advising and Articulation Moraine Valley Community College South 88th Avenue Palos Hills, IL tel: (708) ferrero@moraine.cc.il.us Dave Hooper Joliet Twp High School-West Campus 401 North Larkin Avenue Joliet, IL tel: (815) home: (815) dhooper@kiwi.anl.gov Phyliss Jones Health Occupations Programs State Board of Education 100 North First Street Springfield, IL tel: (217) phjones@smtp.isbe.state.il.us Janice Kinsinger MLT Program Director Illinois Central College 201 S.W. Adams Street Peoria, IL tel: (309) jkinsinger@icc.cc.il.us Wendy Miller CLT Program Elgin Community College 1700 Spartan Drive Elgin, IL tel: (847) wmiller@mail.elgin.cc.il.us 25

26 Herb Miller, Ph.D. Dept. of Medical Technology Rush University 600 South Paulina Street 1019A AAC Chicago, IL tel: (312) Cathy Moewe School of Medical Technology OSF Saint Francis Medical Center 530 N.E. Glen Oak Avenue Peoria, IL tel: (309) Kathi Nevels Transfer Center Director CCC - Malcolm X College 1900 West Van Buren Street Room 2308A Chicago, IL tel: (312) knevels@ccc.edu P. James Nielsen Biology, Health Professions Advisor Western Illinois University 1 University Circle Macomb, IL tel: (309) james_nielsen@ccmail.wiu.edu Joan Polancic Clin Lab Science Prog., HSB314 University of Illinois at Springfield P. O. Box Springfield, IL tel: (217) polancic.joan@uis.edu Kathryn P Torricelli Health Occupations Programs State Board of Education 100 North First Street, C421 Springfield, IL tel: (217) ktorrice@smtp.isbe.state.il.us Meridee Rust VanDraska Illinois State University 5220 Health Sciences Normal, IL tel: (309) mrust@ilstu.edu Donna Weaver Medical Laboratory Sciences Program University of Illinois at Chicago 808 South Wood Street Room 690 Chicago, IL tel: (312) dweaver@uic.edu Hicela Casruita Director of Admissions Rush University 600 South Paulina, Suite 440 Chicago, IL tel: (312) casruita@rushuniv.nwa.rpslmc.edu Donna Corriveau (STAFF) Academic Affairs Illinois Board of Higher Education 26