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Background: The realm of medical laboratory technology (MLT) training and education is unstructured in Pakistan. The primary challenge currently confronting the workforce in MLT is the absence of standardized curricula and assessments in education and training. This was an exploratory study aiming to inquire experiences of trainees, alumni and teaching coordinators regarding the technologist training program in a single institute at Pakistan. Methods: To gain an in depth understanding of MLT program, three focus group discussions (FGDs) were held at Department of Pathology and Laboratory Medicine, Aga Khan University, Pakistan during Feb-April 2024. A team of pathologists and educationists developed interview guides for FGDs in English. Interviews were bilingual, transcribed verbatim and coded using thematic analysis. Participants included current trainees, alumni, teaching and learning coordinators and moderators for the interview. Results: A total of 29 participants were engaged; these included current MLT trainees (n = 10), alumni (n = 10), and teaching/learning coordinators and sectional supervisors (n = 9). Five main themes emerged from the analysis of FGDs: (Scott MG, Rifai N, Smith B, Oellerich M, Panteghini M, Apple F et al. The changing face of laboratory medicine: a more service and less academically oriented profession? 2015;61(2):322-9.) Recognition of key features of the MTT program, (Ferraro S, Braga F, Panteghini MJCC, Medicine L. Lab Med new Healthc Environ. 2016;54(4):523–33.) Evaluating curriculum design, (Waheed U, Ahmad M, Wazeer A, Saeed M, Saba N, Rasheed FJMJMS. Medical laboratory science education; shaping competent and skilled healthcare professionals. 2023;1(1):58–63.) Teaching and learning strategies, (Ned-Sykes R, Johnson C, Ridderhof JC, Perlman E, Pollock A, DeBoy JM. Competency guidelines for public health laboratory professionals. 2015.) Addressing the need to improve assessment methods, and (Linder RJJM, Education B. Educating medical laboratory technologists: revisiting our assumptions in the current economic and health-care environment. 2012;13(2):150-4.) Navigating the transition from a trainee to a competent technologist. Conclusion: Our investigation demonstrated its potential as a valuable needs assessment study, highlighting key strengths, drawbacks, and challenges of the existing MTT program. Importantly, these findings at our institute can inform further research efforts to design competency-based MLT education and training programs in Pakistan. [ABSTRACT FROM AUTHOR]

Objective Students in health profession education programs were severely affected by the COVID-19 pandemic at both didactic and clinical training levels. The purpose for this American Society for Clinical Pathology Board of Certification (ASCP BOC) study was to determine the impact of the COVID-19 pandemic on graduates. This study represents the perspectives of laboratory professional graduates who sat for the BOC certification in their respective professional disciplines. Methods A survey was sent to all graduates from the National Accrediting Agency for Clinical Laboratory Science (NAACLS), Accrediting Bureau of Health Education Schools (ABHES), and Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited programs who sat for the ASCP BOC examination in 2020 and 2021 to determine the impact of COVID-19 on laboratory professional graduates during the pandemic. Results A total of 180 graduates responded to the survey. The majority of graduates indicated that at least 1 didactic program component was shifted to an online system during the pandemic and that both clinical and nonclinical student laboratories were affected. Although program completion for most graduates was not delayed, one-third of graduates delayed taking their respective BOC exam. Due to the lack of knowledge application through practical hands-on laboratory experience in their educational programs, graduates reported feeling a lack of readiness with regards to preparing for the national certification examination as well as for employment. Conclusion The study results showed the pandemic greatly impacted the education experience and readiness for the ASCP BOC examinations for graduates. Factors such as the absence of in-person learning and hands-on experience—both crucial aspects in laboratory training—and the ripple effects as a result of the pandemic, such as job loss, financial constraints, and health concerns, contributed to the decreased quality of education for graduates. [ABSTRACT FROM AUTHOR]

Background Interprofessional education is essential for students enrolled in health care professional programs.  Objectives We assessed the attitudes towards and the beliefs about interprofessional education (IPE) among program directors of medical laboratory science (MLS) and medical laboratory technician (MLT) programs accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS). We also investigated the inclusion of IPE in the curricula of such programs. Methods We emailed the link to an anonymous 22-item cross-sectional survey to 468 program directors and tabulated the responses. Results Program directors who support the need to include IPE within the curricula of MLT and MLS programs showed a generally positive attitude towards IPE. The beliefs about IPE among our respondents were not homogeneous. Program directors who have not yet implemented IPE in the curriculum may not have had an opportunity to experience the practical benefits of IPE. Conclusion Although barriers to IPE implementation exist, half of the respondents reported having already implemented IPE within their curricula. [ABSTRACT FROM AUTHOR]

This study was undertaken within the Degree in Clinical Technology program at Durban University of Technology, South Africa. Clinical technology curricula in South Africa have undergone several changes in response to the demand for a more integrated curriculum. This served as a catalyst for this study, which explored students' and academics' perceptions of the factors that influence learning experiences during work-integrated learning (WIL). A qualitative exploratory research design within an interpretivist paradigm was utilized. The sample comprised 13 students registered for Clinical Technology in the Faculty of Health Sciences, and four academics. Four themes reflecting various factors influencing learning experiences during WIL emerged: learning culture, social nature of learning, student attributes and learning in the time of COVID-19. This study has shed light on factors that influence the learning experiences of Clinical Technology students during WIL and may inform possible improvements to learning experiences, as well as the WIL of students in other contexts. [ABSTRACT FROM AUTHOR]

The article discusses the historical development of pathology & laboratory medicine, includes the early laboratory developments for experimental research; emergence of clinical laboratories for medical testing; and evolution of laboratory practitioners from physicians to specialized technicians.

Even though most physicians and professionals in laboratory medicine have received basic training in statistics, experience shows that a general understanding of data analysis is not yet available on a broad scale. Therefore, data literacy, data-driven decision making, and computational thinking should be implemented in future educational training. To evaluate the state of digital competence among young scientists (YS) in laboratory medicine, we launched a worldwide online survey. A global online survey was conducted from 25/05/2022 to 26/06/2022 and was disseminated to YS who are listed in three large networks: YS of the DGKL, the EFLM Task Group-YS, and IFCC Task Force-YS and its corresponding members, covering a base of 53 countries. A total of 119 young scientists from 40 countries participated in this survey. 80 % did not learn digital skills in their academic education but 96 % felt they needed to. Digital literacy was associated with terms such as programming, artificial intelligence and machine learning, statistics, communication, Big Data and data analytics. The results of our survey show that more knowledge and training in the area of digital skills is not just necessary, but also wanted by young scientists. A varied learning environment consisting of tutorial articles, videos, exercises, technical articles, collection of helpful links, online meetings and in person bootcamps is crucial to meet the challenges of an international project with different languages, health systems and time zones. [ABSTRACT FROM AUTHOR]

Backround There is minimal, if any, training for clinical educators in medical laboratory professions. This leads to challenges with teaching, assessment and workload/training balance. Hence, the need for standardized clinical educator training. Method A survey was developed, validated and deployed to medical laboratory professionals. Responses were analyzed using SPSS. Responses from two open-ended questions—is clinical educators' training important and how is this training beneficial?—were analyzed using thematic analysis. Results Most participants indicated that clinical educator training is important (99.4%). However, 72.4% received no formal training prior to training student. Themes from the importance of training include: Equip clinical educators, body of knowledge, standardize training and quality of training. Themes that emerged from the benefits of clinical educators training involve Training content, logistics, professional behavior and technical skills. Conclusion Clinical educators' training is crucial and valuable. Standardized training on pedagogy and other success strategies are warranted for successful clinical experiences. [ABSTRACT FROM AUTHOR]

This article discusses the current status of medical laboratory practice in Malawi, focusing on various aspects such as human resources, equipment and technology, funding, and policy. The shortage of healthcare workers, including laboratory personnel, is a significant challenge in Malawi. The country has made progress in training laboratory professionals, but there is a lack of formal posts and career progression opportunities, leading to unemployment and low motivation among laboratory professionals. The article also highlights issues related to technology upgrades, funding constraints, and the need for a regulatory body for medical laboratories. The authors provide recommendations to strengthen laboratory practice in Malawi, including defining clear laboratory networks, establishing a regulatory body, and including laboratory professionals in policy boards and regulatory bodies. Overall, improving laboratory practice is crucial for providing efficient and quality diagnostic services in Malawi and the sub-Saharan Africa region. [Extracted from the article]

Objective Laboratories are facing a critical shortage of medical laboratory scientists (MLS) and medical laboratory technicians (MLT) to address an increasing demand for laboratory testing. Training program closures, fewer student applicants, and financial decisions have contributed to staffing shortages. Lack of visibility, low wages, and perceived lack of opportunities for upward career mobility contribute to challenges in recruiting and retaining qualified individuals and students who are unaware of laboratory medicine careers. Our goal was to review the literature to determine the current state and consequences of staffing shortages, and potential solutions to address these shortages. Methods Medline/PubMed, PubMed Central, MeSH, Google Scholar, and Marshall Digital Scholar were used as resources. Discussion/Conclusions A collaboration of stakeholders is needed to identify staffing challenges, barriers, and solutions and to increase visibility of laboratory professionals. Early recruitment is best started in the middle and high school educational process. [ABSTRACT FROM AUTHOR]

Objective Inappropriate laboratory test ordering is a significant and persistent problem. Many causes have been identified and studied. Medical laboratory professionals (MLPs) are technical staff within clinical laboratories who are uniquely positioned to comment on why inappropriate ordering occurs. We aimed to characterize existing MLP perceptions in this domain to reveal new or underemphasized interventional targets. Methods We developed and disseminated a self-administered survey to MLPs in Canada, including open-ended responses to questions about the causes of inappropriate laboratory test ordering. Results Four primary themes were identified from qualitative analysis: ordering-provider factors, communication factors, existing test-ordering processes, and patient factors. Although these factors can largely be found in previous literature, some are under-studied. Conclusion MLP insights into nonphysician triage ordering and poor result communication provide targets for further investigation. A heavy focus on individual clinician factors suggests that current understandings and interprofessional skills in the MLP population can be improved. [ABSTRACT FROM AUTHOR]

Purpose: It aims to find students' performance of and perspectives on an objective structured practical examination (OSPE) for assessment of laboratory and preclinical skills in biomedical laboratory science (BLS). It also aims to investigate the perception, acceptability, and usefulness of OSPE from the students' and examiners' point of view. Methods: This was a longitudinal study to implement an OSPE in BLS. The student group consisted of 198 BLS students enrolled in semester 4, 2015--2019 at Karolinska University Hospital Huddinge, Sweden. Fourteen teachers evaluated the performance by completing a checklist and global rating scales. A student survey questionnaire was administered to the participants to evaluate the student perspective. To assess quality, 4 independent observers were included to monitor the examiners. Results: Almost 50% of the students passed the initial OSPE. During the repeat OSPE, 73% of the students passed the OSPE. There was a statistically significant difference between the first and the second repeat OSPE (P<0.01) but not between the first and the third attempt (P=0.09). The student survey questionnaire was completed by 99 of the 198 students (50%) and only 63 students responded to the free-text questions (32%). According to these responses, some stations were perceived as more difficult, albeit they considered the assessment to be valid. The observers found the assessment protocols and examiner's instructions assured the objectivity of the examination. Conclusion: The introduction of an OSPE in the education of biomedical laboratory scientists was a reliable, and useful examination of practical skills. [ABSTRACT FROM AUTHOR]

The article reviews the Anatomage Table touchscreen interactive instrument for radiography education from Anatomage, Inc.

Context: The clinical history in cytology is the best source of information to ensure the accuracy of diagnosis, facilitating a slide observer to interpret and relate their findings in screening gynecology slides. Aims: This study aims to evaluate the performance of slide observers to screen-blinded gynecology slides without providing any information on clinical history. Setting and Design: A correlational study design was conducted at the cytology laboratory, Universiti Teknologi MARA Selangor, Puncak Alam Campus. Methods and Materials: Fity-seven liquid-based preparation slides from gynecology specimens were screened blindly by five slide observers among Medical Laboratory Technology students who completed the enrollment of the cytology course. Statistical Analysis Used: The inter- and intra-observer reliability testing was measured using the kappa value of Fleiss' and Cohen's kappa value, respectively, while the diagnostic accuracy without a clinical history was determined by the receiver operating characteristic (ROC) curve. Results: The value of Fleiss' kappa was 0.221--this represents a fair strength of agreement between inter-observers. An intra-observer reliability test for each slide observer was analyzed using Cohen's kappa statistic and revealed that the kappa value varied between 0.116 and 0.696, indicating slight-to-substantial agreement between intra-observers. Additionally, the sensitivity value of 94.28%, specificity value of 72.40%, a positive predictive value (PPV) of 37.28%, a negative predictive value (NPV) of 72.40%, a likelihood ratio of 14.43, and the diagnostic accuracy of 75.09% were recorded. Conclusions: In conclusion, the students (slide observers) from the Centre of Medical Laboratory Technology Studies who took part in this study were able to interpret, classify, and diagnose the LBP gynecologic cytopathological cases into several categories (NILM and ECA) based on the 2001 Bethesda System reporting guideline. [ABSTRACT FROM AUTHOR]

* Context.--Acquiring objective, timely, and comprehensive feedback on resident diagnostic performance is notoriously difficult. Objective.--To implement a custom software application (Resident Case Tracker) to improve evaluative diagnostic analysis for residency programs. Design.--Residents and faculty use a graphical user interface with restricted access to their own cases and evaluations. For each sign-out, residents enter their diagnoses and comments for each case. Faculty are provided a sign-out queue to review the resident diagnosis and select their level of agreement alongside optional comments. After sign-out, residents can review the agreement level and comments for each case, overall sign-out statistics, and organ-specific performance, and they have the option of opening and reviewing groups of cases by agreement status. A sign-out evaluation is automatically generated and stored alongside additional reports. Administrative access allows privileged users to readily review data analytics at both an individual and residency-wide global level. Results.--A marked increase in completed evaluations and feedback was noted in the initial 36 months of implementation. During a 3-year academic period, faculty completed individual feedback on 33 685 cases and 1073 overall sign-out evaluations. Conclusions.--Resident Case Tracker is an invaluable tool for our residency program and has provided unparalleled feedback and data analytics. Throughout residency, trainees have access to each completed sign-out, with the ability to learn from discrepant cases while also monitoring improvements in diagnostic acumen over time. Faculty are able to assess resident milestones much more effectively while more readily identifying residents who would benefit from targeted study. [ABSTRACT FROM AUTHOR]

A simulation laboratory was developed for prelicensure nursing and undergraduate clinical laboratory science students using scripted patient cases with laboratory test results. The experience was guided by TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety). Participants (n = 66) completed the modified Interprofessional Professionalism Assessment pre- and postsimulation. Journal reflections provided qualitative data. All aspects of interprofessional professionalism increased after the simulation; the most significant gain was confidence in working with other health care professionals. Analysis of journal themes indicated the students perceived increased communication and collaboration skills concerning patient care and safety. [ABSTRACT FROM AUTHOR]

Objective In medical laboratory science, there is a need to enhance the clinical learning curriculum beyond laboratory skill and diagnostic interpretation competency. Incorporating simulation presents an opportunity to train and produce medical laboratory scientists with the skills to communicate and work effectively in an interprofessional healthcare team. Methods A scoping review was performed to (i) understand the landscape of research literature on medical laboratory science and simulation and (ii) provide a path for future research directions. The International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation were used as a guiding framework for literature that described simulation activities. Results Out of 439 articles from multiple databases, 32 were eligible for inclusion into this review. Of the 14 articles that described a simulation activity, only 3 described or partially described each component of the best practice criteria for simulation. Articles that did not describe the design and implementation of simulation (n = 18) consisted of 7 opinion-based papers, 4 narrative reviews, 5 case reports, and 2 empirical papers. Conclusion Despite increases in medical laboratory science with simulation, there is a need for more detailed empirical studies, more studies with an interprofessional context, and more methodological rigor. [ABSTRACT FROM AUTHOR]

Badges of merit, or microcertification, have increased in popularity to acknowledge achievement of skills or proficiency in a profession-specific competency and incentivize the learning experience. Outcome criteria are rigorously established by an academic institution to preserve the integrity of the microcredential or badge. On the premise that a microcredential may be favored by future employers, stakeholder involvement in the microcredential process strategically enhances employer awareness. This article describes use of a simulation experience with nursing and medical laboratory science students to demonstrate competencies in interprofessional communication to achieve a digital microcredential. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has taken a major toll on the economy and funding for public education. For that reason, the pandemic has a worrisome effect on the sustainability of university/college based Medical Laboratory Sciences MLS training programs. Stakeholders of university-based MLS programs include university administrators, students, clinical affiliates and faculty. Each group has specific goals and challenges that affect the sustainability of the program. This report details strategies that can be used to satisfy the goals specific to key stakeholders that lead to sustainability. These strategies apply in pandemic times and in the back-to-normal future. [ABSTRACT FROM AUTHOR]

Objective Laboratory professionals must communicate effectively on an interprofessional team. It is the responsibility of Medical Laboratory Science (MLS) programs to teach communication. The structured communication tool Situation, Background, Assessment, and Recommendation (SBAR) is one way to promote effective communication. Methods Students participated in a case-based simulation activity on the importance of teamwork/communication and the use of SBAR and completed a pre/post survey on communicating interprofessionally. Results Students reported increased confidence and competence with interprofessional communication after the activity with 4 of 5 questions demonstrating a statistically significant increase in scores post SBAR instruction. Conclusions Our study demonstrates that SBAR is a suitable communication tool that can be used to increase our MLS students' confidence and competency in interprofessional communication. Educators should use this communication tool to empower MLS students to be effective members of the healthcare team. [ABSTRACT FROM AUTHOR]

Objective To assess the effect of the change from the 5-year system of coursework to a 4-year system on the achievements of medical laboratory undergraduates. Methods We analyzed and then compared the topics of training and the test scores among all subject individuals in the 5-year vs the 4-year undergraduate program. Results Five-year-program undergraduates and 4-year-program undergraduates were required to complete 50 courses. The average weekly education time in the 4-year program (27.05 lesson-hours/week) was greater than that in the 5-year program (22.99 lesson-hours/week). The proportion of clinical practice in the hospital setting in the 4-year program (26.8%) was higher than that in the 5-year program (24.5%). The average, excellent, and good scores among 4-year-program undergraduates in general education courses, professional basic courses, professional courses, all courses, and common courses were lower than those scores among the 5-year-program undergraduates. Conclusions The 5-year undergraduate program should be adapted to help boost the achievements and practical skills among its students, in helping them adapt quickly to the new, 4-year training plan (which presented a serious challenge in our cohort). [ABSTRACT FROM AUTHOR]

Pathway systems to increase the diversity of the health professions workforce are urgently needed. Students at two-year institutions have strong interest in health professions programs, but their transfer to four-year institutions is impeded by lack of information, misconstrued advising, and confusing processes. They need mentors, access to program faculty, and accurate information. This article evaluates the impact of the Student-Tailored Educational Pathway (STEP), designed to facilitate progress from two-year colleges to Bachelor of Health Professions programs at an academic health center. [ABSTRACT FROM AUTHOR]

Background: The benefits of interprofessional education (IPE) in health care education is well known, yet there is little interprofessional research that includes Medical Laboratory Science (MLSc) professionals. This study examined the perceived changes in Bachelor of Science in Nursing (BScN) students and MLSc students' attitudes toward interprofessional collaboration following a simulation-based interprofessional education (Sim-IPE) activity. Methods: In this mixed methods study, a convenience sample (n=17) was recruited. The pre-post test surveys and the Readiness for Interprofessional Learning Scale examined the attitudes of health care students towards interprofessional learning. The Simulation Effectiveness Tool--Modified examined the effectiveness of the simulation experience. A debriefing was conducted after the simulation to explore perceptions of interprofessional practice. Results: The results demonstrated that students enjoyed learning together and valued interprofessional education. The students appreciated the opportunity to refresh skills and have a better understanding of the other professional's role within the health care team. Students positively associated all elements of interprofessional practice after attending the Sim-IPE. Conclusions: Providing an opportunity for MLSc and BScN students to learn together and from each other positively influences The Use of Interprofessional Simulation to Improve Collaboration and Problem Solving Among Undergraduate BHSc Medical Laboratory Science and BScN Nursing Students communication skills and role clarity. The simulation scenario facilitated the practice of low-frequency, high-risk skills (i.e. blood transfusion) that may not be experienced during their programs. [ABSTRACT FROM AUTHOR]

Health disparities across the U.S. are associated with economic and educational gaps that must be mitigated by policy change and new approaches in healthcare education. Students in various fields of health care must gain basic knowledge of the disparities between races, including the leading causes of morbidity and mortality. In addition to the associated causes and preventions, complex relationships between poor health and social circumstances must be approached. To encourage students in all fields of health care to have a greater impact in helping alleviate this issue, cultural competence should be part of healthcare program curricula. Exposing students to opportunities in the community, such as volunteering at local health clinics and mobile units, allows them to understand the impact of their chosen field on improving the health of the underserved. [ABSTRACT FROM AUTHOR]

The article reports on the purpose of the Medical Laboratory Science Educator Survey to identify patterns of behavior among medical laboratory educators that have not been historically studied in the American Society for Clinical Pathology Wage and Vacancy Surveys.

Background: Medical robots are increasingly used for a variety of applications in healthcare. Robots have mainly been used to support surgical procedures, and for a variety of assistive uses in dementia and elderly care. To date, there has been limited debate about the potential opportunities and risks of robotics in other areas of palliative, supportive and end-of-life care. Aim: The objective of this article is to examine the possible future impact of medical robotics on palliative, supportive care and end-of-life care. Specifically, we will discuss the strengths, weaknesses, opportunities and threats (SWOT) of this technology. Methods: A SWOT analysis to understand the strengths, weaknesses, opportunities and threats of robotic technology in palliative and supportive care. Results: The opportunities of robotics in palliative, supportive and end-of-life care include a number of assistive, therapeutic, social and educational uses. However, there are a number of technical, societal, economic and ethical factors which need to be considered to ensure meaningful use of this technology in palliative care. Conclusion: Robotics could have a number of potential applications in palliative, supportive and end-of-life care. Future work should evaluate the health-related, economic, societal and ethical implications of using this technology. There is a need for collaborative research to establish use-cases and inform policy, to ensure the appropriate use (or non-use) of robots for people with serious illness. [ABSTRACT FROM AUTHOR]

This study developed a web‐based multimedia assessment system (WMA system) and applied it to science laboratory instruction. The goal was to improve students' knowledge acquisition under science laboratory instruction. The developed system enabled learners to perform self‐assessments by responding to multimedia technology test items online. The system recorded each learner's complete answer history and provided the students with personalized learning resources. This study adopted a quasi‐experimental research design. The learning content was an "experiment on separating mixtures." Students participating in the research were divided into a typical science laboratory instruction group (TI group; n = 25) and a group that received instruction through the WMA system (WMA group; n = 26). Before instruction, all the students completed the conceptual knowledge and experimental knowledge pretests. During instruction, the TI group watched the teacher's demonstration experiment, and the students then performed the experiment in a real laboratory. In the WMA group, after learning through the WMA system, the students also performed the experiment in a real laboratory. After instruction, all the students completed the conceptual knowledge and experimental knowledge posttests. The findings indicated that the students in the WMA group showed significantly higher improvements in their scientific conceptual knowledge and experimental knowledge. Lay Description: What is already known about this topic: Although science laboratory instruction is important to science education, the role of science laboratory instruction in science education has been increasingly questioned.Many teachers still follow outmoded science laboratory instruction methods in their teaching, which makes students treat scientific experiments as "following recipes to cook."Multimedia technology is effective in assisting science laboratory instruction because proper scientific experiment course and computer‐simulated activities allow students to solve scientific problems dynamically.What this paper adds: This research proposed an effective approach to perform science laboratory instruction based on digital self‐assessment and combines it with the teaching activities in a real laboratory.The web‐based multimedia assessment system (WMA system) are developed to administer multimedia technology test items and assist students in performing self‐assessment in science laboratory instruction.Integrating WMA system into science laboratory instruction is effective in improving students' conceptual knowledge and experimental knowledge.Implications for practice: Conducting scientific experiments online using a self‐assessment approach allows students to examine their own understanding of scientific experimental procedure and receive personalized learning feedback.The online self‐assessment approach could be applied in "flipped learning" of science laboratory instruction to allow learners to do assessment‐centred personalized online learning about scientific concepts and knowledge related to scientific experiment before performing a real scientific experiment. [ABSTRACT FROM AUTHOR]

Background Systematic reviews (SRs) play a critical role in evidence-based medicine. Objective To determine the publication trends of SRs in clinical laboratory science (CLS). Methods We searched Scopus to identify all reviews published in the top 20 CLS journals during the past 10 years (2008–2017). We determined year of publication, review type (systematic vs narrative), citations, and whether the review was accompanied by a meta-analysis (MA). Results We identified 2934 reviews. Of these, 2833 (96.6%) were narrative reviews, and 98 (3.3%) were SRs. A total of 67 (66.3%) of the SRs were accompanied by a MA. Three journals accounted for 68 of 98 (69.4%) SRs. The percentage of SRs (relative to all reviews) has increased during the past decade (P =.01). SRs were more frequently published in high-impact journals (P <.001). Conclusion The publication rate of SRs in CLS journals has increased during the past decade. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) for students studying medical laboratory science (MLS) provides hands-on experience that prepares graduates for entry into the pathology workforce. This study explored the student perceptions of studying MLS, before and after WIL placement in a pathology service, and the associated employment opportunities in a pathology laboratory. The WIL pathology technician model enabled students to gain experience across regional and metropolitan locations within the state of Queensland, Australia. With nearly two thirds of graduates employed in the profession and a quarter continuing further education in this field, this program was regarded as a success and helps meet the needs of a growing population with an expectancy of high quality health care. Discussed in this paper is the unique role of the pathology industry working with a regional university to develop successful graduates for a career in pathology, with a focus on the impact of WIL. [ABSTRACT FROM AUTHOR]

To prepare for the modern collaborative healthcare system, health science academia is charged with educating future professionals to be competent members of the interprofessional team. The purpose of this pilot study was to assess self-efficacy for interprofessional education (IPE) in medical laboratory technology, dental hygiene, and nursing students before and after an IPE session. The specific topic of ethics was the focus of the session. The interprofessional seminar was designed to compare the codes of ethics from each programme through discussion and a case-based approach. The Self-Efficacy for Interprofessional Experiential Learning scale was used to collect quantitative data. A total of 75 participants rated self-efficacy for IPE before and after the educational offering. A paired samplet-test was used to analyse data. Significant results were found in students’ pre- and post-test scores that indicated increased levels of self-efficacy related to working as a collaborative team for the benefit of the patient. Overall, there was an increase in participants’ self-efficacy after collaborating with students from different health professions programmes. Healthcare students that learn together are more confident in their abilities to implement a team-structured approach, and understand that doing so will foster optimal patient wellbeing. [ABSTRACT FROM PUBLISHER]