Practice in financial support of third party organised conferences and courses at a national level for health care professionals in Europe

Background Ethical MedTech prescribes high standards for the participation of the in vitro diagnostics (IVD) industry in third-party organised educational events in terms of charitable donations, educational grants, scholarships and fellowships. We planned a survey to investigate the previous and current practice in terms of cooperation between professionals or professional societies and the IVD industry, as well as plans under the incorporation of the MedTech Europe Code. Methods Different questions, from general information to specific questions related to the practice and knowledge of the new Ethical MedTech Code, were included in two different surveys; for European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) National Societies' (NSs) representatives, and for their (NSs) individual members. Results Twenty-five out of 40 EFLM NS representatives replied; more than half declared that all different types of financial resources were available for supporting the continuing professional education of health care professionals (HCPs). In addition, 322 individual responses collected from 31 NSs, answered that the institutional director (50.3%) or laboratory chief (70.1%) made generally made a decision, without specific criteria. Conclusions The MedTech Europe Code is already adopted or is about to be adopted in numerous EFLM NSs, but most of them have not implemented it as yet. The use of the Code and better communication between IVD companies and HCPs are necessary to guarantee an improved and fair use of financial support, as well as better choices for the organisation and attendance at scientific events.

Is laboratory medicine ready for the era of personalized medicine? A survey addressed to laboratory directors of hospitals/academic schools of medicine in Europe

Developments in "-omics" are creating a paradigm shift in laboratory medicine leading to personalized medicine. This allows the increase in diagnostics and therapeutics focused on individuals rather than populations. In order to investigate whether laboratory medicine is ready to play a key role in the integration of personalized medicine in routine health care and set the state-of-the-art knowledge about personalized medicine and laboratory medicine in Europe, a questionnaire was constructed under the auspices of the European Federation of Clinical Chemistry and Laboratory Medicine (EFLM) and the European Society of Pharmacogenomics and Personalised Therapy (ESPT). The answers of the participating laboratory medicine professionals indicate that they are aware that personalized medicine can represent a new and promising health model, and that laboratory medicine should play a key role in supporting the implementation of personalized medicine in the clinical setting. Participants think that the current organization of laboratory medicine needs additional/relevant implementations such as (i) new technological facilities in -omics; (ii) additional training for the current personnel focused on the new methodologies; (iii) incorporation in the laboratory of new competencies in data interpretation and counseling; and (iv) cooperation and collaboration among professionals of different disciplines to integrate information according to a personalized medicine approach.

The reliability of the pass/fail decision for assessments comprised of multiple components

OBJECTIVE

The decision having the most serious consequences for a student taking an assessment is the one to pass or fail that student. For this reason, the reliability of the pass/fail decision must be determined for high quality assessments, just as the measurement reliability of the point values. Assessments in a particular subject (graded course credit) are often composed of multiple components that must be passed independently of each other. When "conjunctively" combining separate pass/fail decisions, as with other complex decision rules for passing, adequate methods of analysis are necessary for estimating the accuracy and consistency of these classifications. To date, very few papers have addressed this issue; a generally applicable procedure was published by Douglas and Mislevy in 2010. Using the example of an assessment comprised of several parts that must be passed separately, this study analyzes the reliability underlying the decision to pass or fail students and discusses the impact of an improved method for identifying those who do not fulfill the minimum requirements.

METHOD

The accuracy and consistency of the decision to pass or fail an examinee in the subject cluster Internal Medicine/General Medicine/Clinical Chemistry at the University of Heidelberg's Faculty of Medicine was investigated. This cluster requires students to separately pass three components (two written exams and an OSCE), whereby students may reattempt to pass each component twice. Our analysis was carried out using the method described by Douglas and Mislevy.

RESULTS

Frequently, when complex logical connections exist between the individual pass/fail decisions in the case of low failure rates, only a very low reliability for the overall decision to grant graded course credit can be achieved, even if high reliabilities exist for the various components. For the example analyzed here, the classification accuracy and consistency when conjunctively combining the three individual parts is relatively low with κ=0.49 or κ=0.47, despite the good reliability of over 0.75 for each of the three components. The option to repeat each component twice leads to a situation in which only about half of the candidates who do not satisfy the minimum requirements would fail the overall assessment, while the other half is able to continue their studies despite having deficient knowledge and skills.

CONCLUSION

The method put forth by Douglas and Mislevy allows the analysis of the decision accuracy and consistency for complex combinations of scores from different components. Even in the case of highly reliable components, it is not necessarily so that a reliable pass/fail decision has been reached - for instance in the case of low failure rates. Assessments must be administered with the explicit goal of identifying examinees that do not fulfill the minimum requirements.

Graduate and postgraduate state university education of laboratory specialists in Hungary: medical doctors, pharmacists and laboratory analysts

The authors focus on the description of graduate and postgraduate training of specialists working in clinical laboratories in Hungary. All training schemes are regulated by government decrees and, after obtaining an MSc degree, medical doctors and pharmacists may enter a specialty program for Medical Laboratory Diagnostics. For biologists, chemists and medical research laboratory analysts with an MSc degree a clinical biochemistry specialty training program is open. Regulated by law, the trainings are uniform in Hungary and are assigned to accredited medical universities. The candidates should complete a 26-month core program followed by 36 months' specific education. After a successful final examination including both practical skills and theoretical questions, specialists get a full license which will enable them to supervise laboratory work and validate test results. Laboratory specialists should join a continuous (lifelong) learning program and collect scores by attending special training courses. To receive a scientific degree, specialists may join PhD programs at any of the accredited universities.

Education of medical biochemists in Bosnia and Herzegovina

In this paper we would like to briefly introduce readers to the situation in the field of laboratory medicine in Bosnia and Herzegovina, with a focus on training in the field of medical biochemistry. As in some of neighboring countries, term Medical biochemist is the usual name for the Clinical biochemist or Clinical chemist in Bosnia and Herzegovina. Despite the difficult period through which the profession had passed in the last two decades, laboratory work, particularly clinical biochemistry, has managed to retain the necessary quality and keep pace with the developed world. In post war period, Society of Medical Biochemists of Bosnia and Herzegovina held regular meetings each year as a part of "life long learning" process, where both scientific and vocational lecturers presented their work. A single law on the state level would provide us with more defined and precise answers, such as: who can get a specialization, how long should last the training for medical biochemistry specialists (duration in years). This law should be in consent with the program described in EC4 or other documents given by the EFCC (European Federation of Clinical Chemistry and Laboratory Medicine) and IFCC (International Federation of Clinical Chemistry and Laboratory Medicine).

A survey of scholarly literature databases for clinical laboratory science

This article reviews the use of journal literature databases including CINAHL, EMBASE, and Web of Science; summarizing databases including Cochrane Database of Systematic Reviews, online textbooks, and clinical decision-support tools; and the Internet search engines Google and Google Scholar. The series closes with a practical example employing a cross-section of the knowledge and skills gained from all three articles.

Teaching method validation in the clinical laboratory science curriculum

With the Clinical Laboratory Improvement Amendment's (CLIA) final rule, the ability of the Clinical Laboratory Scientist (CLS) to perform method validation has become increasingly important. Knowledge of the statistical methods and procedures used in method validation is imperative for clinical laboratory scientists. However, incorporating these concepts in a CLS curriculum can be challenging, especially at a time of limited resources. This paper provides an outline of one approach to addressing these topics in lecture courses and integrating them in the student laboratory and the clinical practicum for direct application.

Education of the PhD in laboratory medicine

Throughout the history of laboratory medicine, the PhD scientist has played a role in developing new methods and algorithms that have contributed significantly to the field. Although the number of formally trained PhDs in laboratory medicine is currently small, they continue to play an important role in large, primarily academic, clinical laboratories and departments and in the in vitro diagnostics industry. This article discusses the importance of the formally trained PhD in today's laboratory medicine environment and the necessary training process, and approach for training PhDs at the postdoctoral level to have successful careers in laboratory medicine.

Resident training in clinical chemistry

Practicing clinical chemists responded to an anonymous, open-ended questionnaire designed to define the state of clinical chemistry education in pathology training programs in the United States. Survey respondents identified many ideas for educational improvements and offered criticism regarding aspects of clinical chemistry education that are not working particularly well. Many of these findings are generalizable to other subspecialties of clinical pathology. It is hoped that this analysis will allow readers to compare their programs with national trends and identify new ways of improving clinical chemistry training at their institutions.

Resident Training in Point-of-Care Testing

Although central laboratory testing has been the norm for the last few decades and point-of-care testing (POCT) is considered an emerging area, physicians were performing POCT long before the existence of central laboratory testing. As medical directors of POCT programs, pathologists need the basic knowledge and skills associated with directing laboratory-based testing programs as well as additional knowledge and skills about testing at the point of care. Although the essential elements of quality testing are the same for laboratory-based and POCT, the enormous variety of settings, technologies, and workers involved present unique challenges.

A model for educational enrichment and employment recruitment for clinical laboratory science students

An educational partnership was initiated between a pharmaceutical company and a university-based clinical laboratory science program to achieve mutually beneficial objectives. This external enrichment site provides a unique educational experience for the students that cannot be duplicated any where else in the community. The framework for the educational experience was established with a full day's schedule of visits and presentations guided by a list of twenty learning objectives. Clinical laboratory science students interact with laboratory professionals who are employed by the pharmaceutical company and assigned to a variety of traditional and non-traditional roles. During the visit, pharmaceutical company employees observe student interactions in small group settings and assess the learners' interest in the work environment and specimen testing process. Employee feedback may be applied to future employment decision making. This article describes how employer outreach goals and initiatives and educational enrichment objectives can be met through cooperative team work.

EC4 European Syllabus for Post-Graduate Training in Clinical Chemistry and Laboratory Medicine: version 3 - 2005

The EC4 Syllabus for Postgraduate Training is the basis for the European Register of Specialists in Clinical Chemistry and Laboratory Medicine. The syllabus: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. The syllabus is not primarily meant to be a training guide, but on the basis of the overview given (common minimal programme), national societies should formulate programmes that indicate where knowledge and experience is needed. The main points of this programme are: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory management; and Quality insurance management. The aim of this version of the syllabus is to be in accordance with the Directive of Professional Qualifications published on 30 September 2005. To prepare the common platforms planned in this directive, the disciplines are divided into four categories: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory management; and Quality insurance management. General chemistry, encompassing biochemistry, endocrinology, chemical (humoral), immunology, toxicology, and therapeutic drug monitoring; Haematology, covering cells, transfusion serology, coagulation, and cellular immunology; Microbiology, involving bacteriology, virology, parasitology, and mycology; Genetics and IVF.

[Lorentz Eldjarn--a catalyst for chemistry in Norwegian medicine]

Lorentz Eldjarn, MD (born 1920) was professor of clinical biochemistry at the University of Oslo. He modernised clinical chemistry both nationally and internationally. He introduced both quality control and mass spectrometry in clinical chemistry. In the 1950s he studied the radioprotective compound cystamine and showed that it forms mixed disulfides with protein SH groups. In part, this explains its radioprotective effect. In 1961, he founded the Department of Clinical Biochemistry at the University of Oslo, where most of the Norwegian clinical chemists were trained in the following years. His introduction of mass spectrometry as an analytical tool in clinical chemistry led to the detection of three new errors of metabolism in his institute: methylmalonic aciduria, beta-hydroxyisovaleric aciduria, and pyroglutamic aciduria. In 1975, he was awarded the "Distinguished Clinical Chemist Award" of the International Association of Clinical Chemists, and in 1976 the Scandinavian Jahre research prize. After he resigned from his university position in 1978, he has continued his work to develop stable standard sera for clinical chemistry.

Cooperative learning effects on teamwork attitudes in clinical laboratory science students

OBJECTIVE

To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself.

DESIGN/SETTING/PARTICIPANTS

This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants.

INTERVENTION

One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method.

MAIN OUTCOME MEASURE

Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples.

RESULTS

No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL.

CONCLUSION

Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

Essential issues of laboratory investigation for patients with haemophilia and bleeding disorders

Apart from history-taking and physical examination, laboratory investigation is one of the essential issues for the definite diagnosis of haemophilia and bleeding disorders. The limited resources of medical personnel, equipment and reagents should be shared among several departments in the hospital, especially for serving patients with common genetic diseases such as thalassemia and haemoglobinopathies. Medical personnel require appropriate training to expand their skills in laboratory techniques. Laboratory procedures can be created, modified and simplified using locally produced and shared equipment. Molecular genetic studies can also be set up at different levels of hospital service using simple, rapid and low-cost methods. Finally, a system of periodic external quality control will guarantee the accuracy of laboratory results.

Guidelines for resident training in veterinary clinical pathology. I. Clinical chemistry

BACKGROUND

The Education Committee of the American Society for Veterinary Clinical Pathology identified a need for improved structure and guidance of clinical pathology resident training in clinical chemistry.

OBJECTIVES

The committee's goal was to develop learning objectives and competencies in knowledge, abilities, and skills in clinical chemistry; provide options and ideas for training activities; and identify clinical chemistry resources useful for clinical pathology faculty, training program coordinators, and residents.

METHODS

Guidelines were developed and written with the input of Education Committee members and peer experts.

RESULTS

The primary objectives of clinical chemistry training are: 1) to accrue a thorough, extensive, and relevant knowledge base of the types, principles, and properties of clinical chemistry tests and concepts of pathophysiology in animals; 2) to develop abilities to reason, think critically, and exercise judgment in clinical chemistry data interpretation, investigative problem-solving, and hypothesis-driven research; and 3) to acquire technical and statistical skills important in clinical chemistry and laboratory operations.

CONCLUSIONS

These guidelines define expected competencies that will help ensure proficiency, leadership, and the advancement of knowledge in veterinary clinical chemistry and provide a useful framework for didactic and clinical activities in resident training programs. The learning objectives can readily be adapted to institutional and individual needs, interests, goals, and resources.

Factors influencing student enrollment in clinical laboratory science programs

The results of the phase 1 research revealed three themes concerning junior CLS students' decision to enter a single university-based CLS program: 1) influential people, 2) job characteristics, and 3) program characteristics. Phase 2 data ranked the following item descriptors as the most important motivational factors: choice of program based on geographical location; family and friends as the most influential people in making their decision; the laboratory profession as a stepping stone to other professions; and their college advisor as the most relevant information source for these students. This study provides some insight on ways to attract new people to laboratory science and as a source of information for institutions to encourage young people to enter the field of laboratory medicine. CLS programs can use the information from this study to evaluate marketing and recruiting strategies to increase enrollment. The implications of this study can be summarized as follows: Recruiters should focus marketing the program in their local geographical area. Family and friends should continue to spread the word about the profession. The ability to grow into other professions should be emphasized. College advisors should always remain visible and market the programs; and high school students should be exposed to the profession.

Duties and responsibilities of laboratory scientists

The duties and responsibilities of laboratory scientists are still evolving. In this paper, I briefly summarize some of the classical duties and responsibilities of Clinical Chemists in the areas of research, education and service. Furthermore, I developed some general rules of success for younger laboratorians. It is clear that we are living in exciting times and Clinical Chemists must learn to adapt very quickly to the continuing changes in our discipline. The new developments in science and technology suggest that we are yet to realize the best times of this exciting profession.

Enhanced clinical consulting--moving toward the core competencies of laboratory professionals

The large menu of laboratory assays available today makes it increasingly difficult for the non-specialist to order all necessary tests, avoid medical errors, and still contain cost. Curbside consultations, "intelligent" laboratory information systems, and medical information from the Internet cannot fully fill the need for expert advice on test selection and interpretation of laboratory results. In this communication, we show the need for a more active role for laboratory physicians to select and interpret tests, demonstrate that existing attempts to deal with this issue are insufficient, and describe the model system which we have instituted at our institution. We combine reflexive testing algorithms with narrative interpretations provided by medical laboratory professionals and thereby enable physicians to obtain relevant laboratory results and to arrive at a definitive diagnosis without having to order individual tests. In our experience, such an arrangement can significantly improve the quality of care and reduce the cost per case by decreasing the time to diagnosis, the number of tests ordered, and the number of patient visits. In addition, interpretations provide a new source of professional revenue for the expert laboratory physician. This leads to a new role for laboratory professionals, in which their expertise in the selection and interpretation of laboratory tests is fully utilized.

Educating a new generation of clinical laboratory scientists

In many countries the new generation of laboratory scientists comes from the graduates of the biological sciences. Their training in the sciences is usually of high quality, but is almost totally lacking in the clinical application of their scientific knowledge. They obtain this clinical knowledge most often by on-the-job training and experience. This paper describes a new undergraduate academic program in Laboratory Medicine developed at the Faculty of Medicine of the Technion, the Israel Institute of Technology. The program is carried out with the collaboration of the Faculty of Biology and the Faculty of Medicine, and upon completion of the classroom studies there is a period of internship for practical experience. The first students of the program are now in their internship period and will graduate this year.

Continuing medical education: a challenge to the Italian Scientific Societies of Laboratory Medicine

BACKGROUND

In the modern health service, it is no longer acceptable for any clinician or other professional to abstain from continuing education after qualification. This is particularly true in the field of laboratory medicine because of the dramatic changes that have occurred in the organization, number and types of tests, and role of medical laboratories. In Italy, a program for continuing education in medicine (Educazione Continua in Medicina (ECM)) has recently been promoted by the National Government.

METHODS

Continuing education (CE) in laboratory medicine should include all educational activities that are pertinent to a person's professional skills, activities, interests, and growth. Continuing education can take many forms. In particular, a variety of programs are available that enable employees to improve their knowledge and skills while reducing their travel and absence from the laboratory.

RESULTS

The present paper describes the recent redefinition of the mission, aims and structure of the Scientific Division of the Italian Society of Clinical Biochemistry and Clinical Molecular Biology (SIBioC) and the role it plays in making available to all associates a program for continuing education in the field of Laboratory Medicine.

CONCLUSIONS

The activation of a national program for continuing education in medicine (ECM) in Italy provides a great opportunity for all professionals of the healthcare sector and for laboratorians, in particular. This educational project offers an unrivalled opportunity for the Italian Scientific Societies of Laboratory Medicine to weave quality improvement into their relationships with associates, thus reappraising their missions and goals.

The role, duties and responsibilities of technologists in the clinical laboratory

Within the United Kingdom, the job functions of the technologist are carried out by Biomedical Scientists who account for the greater proportion of staff employed within clinical laboratories. Their traditional responsibilities have involved providing a quality service through their scientific, technical and clinical skills. During the 1990s, a number of factors combined, leading to a change in the way which quality was viewed within the National Health Service (NHS). This has changed the role of the technologist, encouraging them to broaden their knowledge and take on new skills and responsibility.

Accreditation and postgraduate training in European countries: an FESCC survey. Federation of European Societies of Clinical Chemistry

The mission of the Federation of European Societies of Clinical Chemistry is to support and promote clinical chemistry and laboratory medicine in Europe, to aid communication between the International Federation of Clinical Chemistry and Laboratory Medicine (IFCC) and National Scientific Societies, to develop education and quality in the discipline, and to encourage young scientists to take an active role in these activities. One recent initiative of the Federation was a survey on accreditation of medical laboratories and training in laboratory medicine in Europe. Among European countries, three promote accreditation according to EN 45001, several countries apply systems based on professional and nationally defined standards (e.g. CPA in the UK) and other countries are moving to define accreditation standards at a national level. Data on vocational training demonstrate that this is based on a postgraduate education with duration ranging from 6 months to 11 years; in most countries the average length of university education is 5 years and that of postgraduate training is 4 years. A great difference, moreover, exists regarding the polyvalent versus monovalent training. Taken together, these data indicate that a great effort should be made by the Federation for promoting harmonization and coordination in Europe.

Role of inspectors in external review mechanisms: criteria for selection, training and appraisal

There is a wide consensus that an external review mechanism, both in the form of a peer review, accreditation and certification according to the ISO 9000 series, is more than its standards. The survey process, the role of inspectors and standard interpretation contribute to the essence of the programme itself. Above all, the criteria used for the selection, training and appraisal of inspectors are of paramount importance. While the ISO norms do not require certification bodies to employ "peer reviewers" for the healthcare sector, experience in this sector is the main criterion for recruiting inspectors in accreditation and peer review programmes. However, the ISO/IEC Guide 58, for the setting up and operation of a laboratory accreditation body, specifies that inspectors should have appropriate technical knowledge of the specific calibrations, tests or types of calibration or tests for which accreditation is sought. Training, updating and assessment of inspectors are clearly defined under ISO, but are also systematic under accreditation programmes. Part-time inspectors who are professionals currently practising in a healthcare facility and are in touch with the day-to-day work reality are preferred for accreditation programmes which have self-regulation, education and quality improvement as their main concerns, while full-time and external inspectors are used in external review mechanisms with registration and certification as their main concerns. As well as harmonising the standards for accreditation, it is important to obtain consensus on the criteria to use for the selection, training and assessment of inspectors in order to ensure that different national or international programmes gain mutual recognition.

Medical biochemistry in Macedonia: a profession for physicians and natural scientists

Medical biochemistry or clinical chemistry in its roots is an interdisciplinary science between natural sciences and medicine. The largest part of medical biochemistry is natural science (chemistry, biochemistry, biology, physics, mathematics), which is very well integrated in deduction of medical problems. Medical biochemistry throughout the world, including Macedonia, should be a professional field open to both physicians and natural scientists, according to its historical development, theoretical characteristics and applied practice. Physicians and natural scientists follow the same route in clinical chemistry during the postgraduate training of specialization in medical biochemistry/clinical chemistry. However, in Macedonia the specialization in medical biochemistry/clinical chemistry is today regulated by law only for physicians and pharmacists. The study of clinical chemistry in Europe has shown its interdisciplinary character. In most European countries different professions, such as physicians, chemists/biochemists, pharmacists, biologists and others could specialize in clinical chemistry. The question for the next generation of specialists in Macedonia is whether to accept the present conditions or to attempt to change the law to include chemists/biochemists and biologists as well. The latter used to be a practice in Macedonia 20 years ago, and still is in many European countries. Such change in law would also result in changes in the postgraduate educational program in medical biochemistry in Macedonia. The new postgraduate program has to follow the European Syllabus, recommended by EC4. To obtain sufficient knowledge in clinical chemistry, the duration of vocational training (undergraduate and postgraduate) for all trainees (physicians, pharmaceutics, chemists/biochemists and biologists) should be 8 years.

The continuing professional development of the Canadian Society of Clinical Chemists and the Canadian Academy of Clinical Biochemists

The Canadian Society of Clinical Chemists (CSCC) and the Canadian Academy of Clinical Biochemistry (CACB) have recently implemented a new professional development program for its 400 members. The program's goals are: to evaluate and recognize professional development based on self-determined needs, interests, and learning preferences; and to ensure that qualified professionals directing clinical biochemistry laboratories have adequate basic and current knowledge to function competently in their profession. Involvement in the program is currently voluntary and based on a 3-year cycle during which time participants must earn a minimum of 150 credits from at least 3 of 8 categories' learning activities. Of these activities: four are related to updating knowledge (Formal Group Learning related to Laboratory Medicine, Other Formal Group Learning, Self-Directed Learning, Self-Assessment); three are related to the maintenance and implementation of practice skills (Service Associated Learning, Teaching, Change in Practice); and one is related to the advancement of knowledge (Publications and Presentations). One credit is defined as one hour of continuing professional development activity. At the end of each year, members document their activities by submitting a 4 page Annual Summary of Activities (ASA) form. The cost of coordinating the program is minimal as it is administered by a steering committee and smaller working committees, all of whom are voluntary. A basic assumption of our program is that self-management of professional development (PD) is an important prerequisite and indicator of maintenance of competence. By recognizing learning through a number of activities and outcomes, it is anticipated that our program will promote an overall improvement in the quality of Laboratory Medicine throughout Canada.

Predictive value of a senior comprehensive examination as to performance on a national certification examination

OBJECTIVE

To determine what value a senior departmental comprehensive examination holds in predicting the future success of a student on the MT(ASCP) certification examination.

DESIGN

Part 1: To evaluate the efficacy of the comprehensive examination, scores were obtained in the examination categories of hematology, clinical chemistry, immunohematology, and microbiology for all dinical laboratory science students who have graduated from the University of Mississippi Medical Center since 1993. The data were analyzed to determine if a correlation exists between student performance on the senior comprehensive, and their future performance on the MT(ASCP) national certification examination. Part 2: To determine the extent to which a senior comprehensive examination was required for graduation at other university-based clinical laboratory science programs, a simple survey was e-mailed to members of the clinical laboratory science educators forum.

SETTING

2+2 university-based dinical laboratory science program

PARTICIPANTS

Part 1: Previous graduates of the Clinical Laboratory Science Program at the University of Mississippi Medical Center since 1993. Part 2: Program directors who are members of the Clinical Laboratory Sciences Educator's Forum.

RESULTS

Part 1: Results indicated a distinct division between participants who scored higher than 74.36% (Group A) on the senior comprehensive examination, and those scoring below 74.36% (Group B). In Group A, 100% of participants passed the MT(ASCP) national certification examination on the first attempt. Results were mixed for Group B. Part 2: The survey indicated that of the 40 respondents, most were similar to the University of Mississippi Medical Center Clinical Laboratory Science Program in that they require a comprehensive to be taken, that the grade received is part of another course grade, and that the examination is prepared using questions submitted by the faculty.

CONCLUSIONS

Part 1: The senior departmental comprehensive examination is of value in predicting the future success of a student on the MT(ASCP) national certification examination. Part 2: Unlike the University of Mississippi Medical Center, 16 of the 40 respondents stated that passage of the comprehensive examination was a requirement for graduation. In those programs, the comprehensive was a major part of a course grade.