Curriculum: Master of Science in Medical Laboratory Science Leadership

This course will cover the foundations of inter-professional practice by reviewing the professional roles, expectations with respect to the professional standards of practice, and code of ethics applicable to the dynamic health care environment. The course will further introduce students to the concepts and support for interprofessional collaboration and education, as well as reflective practice and team building. Students will engage in weekly learning activities, case study analysis and development.

This course combines leadership theory and practice by blending discussion of research and theory with practical suggestions for improving leadership effectiveness in the health care environment. Topics include leadership and communication styles, various approaches to leadership, sources of power, and the key to successful influence in leadership. Public, group, organizational, and team leadership will be discussed along with an overview of the four-frame model.

This course provides detailed instruction in the development of effective leadership, managerial, organizational skills related to the unique finance structures (i.e. laboratory testing and coding, federal and private party reimbursements etc.), accreditation and regulation of high complexity laboratory services and human resource management, laboratory personnel competency and educational programming in a clinical laboratory. Students will develop and demonstrate the unique skills necessary to lead a laboratory or educational unit through lecture, discussion and personal reflection based on their personal and professional experiences.

This course emphasizes the evaluation of clinical laboratory processes and how to utilize this information effectively as a leader in working with others to develop a culture of competent laboratory professionals with an emphasis on advanced methods, development of equipment evaluation and proposals, laboratory reports, continuing education, competency and clinical utility. Principles of evidenced based practice including critical literature reviews will be used to improve the quality, test utilization and efficiency of the overall organizational processes. Scholarly writing skills will be emphasized.

This course will provide an overview of professional and ethical issues facing the laboratory professional. Topics to be discussed include responsibilities of the laboratory science practitioner related to level of practice, life and death decisions, patient confidentiality, substance abuse, whistle blowing, patient education and informed consent. Ethics in research, testing algorithms, personalized medicine and other critical issues related to laboratory practice or other contemporary issues will also be addressed.

This course will emphasize the integration of the medical laboratory science professional as a key member in the development of process improvement, total quality management and education in diagnostic services. The course will further introduce students to the advanced concepts in clinical laboratory science and leadership in the development of diagnostic management teams, improved patient safety, quality systems, medical error prevention, advanced levels of practice in laboratory science (PhD, DCLS), educational models and career development.

This course emphasizes the structure of clinical laboratory education programs and contemporary challenges. Laboratory science education includes a variety of program types, delivery methods, accreditation and approval processes as well as designing specialized clinical or simulation exercises. This course will examine the challenges, applications and program designs to develop a culture of competent laboratory professionals at any level in higher education.

This course will provide a specialized focus on advanced practice in transfusion medicine with detailed emphasis of clinical considerations in various transfusion scenarios, including replacement therapies, exchange transfusions, complex antibody workups with incompatible crossmatches, massive transfusion protocols, and the consideration of whole blood use in trauma. This course includes detailed discussions and processes for the management of various adverse reactions in transfusion, explores therapeutic apheresis using plasma and red blood cells, and covers HLA/immunology in solid organ transplantation.

This course will further develop students’ knowledge of the structure and function biomolecules and applications in molecular testing within the clinical diagnostic laboratory. The course covers the application, development, design and analysis of pre-analytical, analytical and post-analytical processes of molecular methods including Federal Drug Administration, analyte specific reagent, lab developed test and research use only diagnostic methods.

Advanced principles of molecular diagnostics and disease management provides an extensive look at the theories and applications of molecular diagnostic assay systems to disease management. This will include molecular microbiology and human genetic testing in medical laboratory diagnostics.

This course will build on the fundamental concepts of clinical immunology focusing on the detection and management of human health and disease across the human lifespan, the influence of the human microbiome and unique immunocompromised patient populations. The course will focus on advanced concepts including the genetics and molecular regulation of the immune system, relevant diseases and advanced highly complex diagnostic applications in clinical immunology.

This course will provide students with an in-depth examination of the principles of hematopoiesis, bone marrow transplantation, and immunotherapy, as well as the practical aspects of manufacturing cell therapy products for clinical use. The course will introduce advanced concepts in cell processing and analysis techniques such as cryopreservation, cell culture, cell selection, and flow cytometry, plus a thorough review of the quality control, quality assurance, and regulatory requirements for cell therapy in the field of Transfusion Medicine.

This course will provide an in-depth concentration in transfusion medicine with detailed discussion of the principles required for quality management related to facilities and equipment, critical supplies, personnel resources, and unique regulatory requirements and compliance. Qualification of donors, collection methods, processing and manufacture, and quality control of components will be covered. Additionally, components used for transfusion support will be examined and evaluated.

This course will focus on immunology and genetic principles as they apply to transfusion medicine. Blood group systems and the importance for transfusion considerations will also be covered. This course will establish the dynamic relationship between red blood cell antigen groups and antigen and antibody testing to supply suitable components for recipient transfusions. This course will evaluate methods utilized to in blood group system and component testing.

This course will provide a specialized focus on advanced practice in transfusion medicine with detailed emphasis of clinical considerations in various transfusion scenarios, including replacement therapies, exchange transfusions, complex antibody workups with incompatible crossmatches, massive transfusion protocols, and the consideration of whole blood use in trauma. This course includes detailed discussions and processes for the management of various adverse reactions in transfusion, explores therapeutic apheresis using plasma and red blood cells, and covers HLA/immunology in solid organ transplantation.

Data is at the core of educational reform and should be used to inform teaching practice. The purpose of this course is to design assessments that allow instructors to make data-driven decisions to improve their instruction. It will include the evaluation and comparison of currently employed measures of assessment in online environments for their effectiveness in evaluating learner progress and underlying instructional methods. The course will cover the continuous improvement cycle of online assessments. Beginning with backward design, students will learn how to align learning outcomes, learning activities, and online assessments. Based on intended learning outcomes, students will design a variety of formative and summative assessments and learn how to use technology to improve the quality of those assessments. Finally, students will analyze the data generated from these assessments to create an instructional plan to improve student learning, enhance their instructional activities, and make adjustments to the assessments.

This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies that support student engagement, authentic learning, and general accessibility supports.

This course addresses the theory behind online learning object design and creation of online assessments, learning object implementation, and the requisite knowledge to create effective online learning objects and assessments. Students will explore various types of learning object and assessment creation tools (for example, e-learning authoring software, open source software, etc.). The course will move students from an understanding of the context and use of online learning objects to the design and delivery of an effective online learning object including assessments.

This course provides an overview of the increasingly complex array of digital media and technology-based resources available for use in blended and online environments. Students will apply theory to practice to truly redefine lessons to enhance learning through technology. Students will also learn practical skills, ranging from facilitation skills needed to manage a technology-based class to troubleshooting technology problems. The course also explores burning issues surrounding educational technology such as inequalities and accessibility issues, technology distractions, internet safety, and other ethical issues.

As an exploration of the community college in the United States, the course will examine topics such as the history, philosophy, and mission of community colleges, students, curriculum, state and local campus governance, teaching, and student personnel work. In a contemporary context, the course will highlight trends, issues, and problems in community colleges as they relate to administration, finance, and policy.

This graduate course is designed with a foundational focus on current issues related to education equity and access, and diversity and inclusion for a global society. Course uses cross-disciplinary pedagogy and theoretical frameworks commonly used in education and social sciences for the sole purpose of gaining comprehensive understanding of “intersectionality” across race, gender, sex, and ethnicity and how diversity issues within higher education impact groups in different ways. The course will provide a dynamic intellectual environment for inclusive discussion and analysis of how race, ethnicity, sex and gendered social categories influence American higher education.

This course will provide an overview of evolving concepts and principles of curriculum development and evaluation for medical and other healthcare professionals. The course considers the philosophyand theory of curriculum design and development. Special emphasis will be placed on the analysis and application of principles for resolving problems with curriculum and curriculum improvement. Each participant will develop and share a curriculum document that supports a program within his or her discipline. The development and writing of this document leading to presentations and critiques at the end of the quarter will be our primary focus. All elements ofthe course will relate to this effort. The professor's role will be as facilitator, consultant, discussion leader, and critic with thehope that each participant, at the end of the course, will have produced a substantial document ready for implementation or for further study and development.

This course focuses on attitude formation and change theories in terms of the goals and objectives in medical educational settings. Theoretically sound ideas for influencing student attitudes, and the value decisions which medical educators must make when deciding to influence attitudes, will be introduced and studied. Reactive and unobtrusive measures for assessing student attitudes will be examined.

This course provides an introduction to cognitive theories of human learning and memory with an emphasis on the application of this approach to the understanding and improvement of learning in instructional settings, particularly in medical education settings.

In this course, students will develop and implement strategies for creating effective, efficient, and appealing instruction. Students will examine a variety of learning and instructional design theories that impact medical and health-related education as well as online collaboration, communication and productivity tools. Assessments, supported by readings, discussions, and hands-on activities will help students build essential knowledge and skills for creating collaborative learning environments, bothonline and face-to-face. The course will highlightthe creation of media-enhanced presentations, tutorials, or web pages using Web 2.0 tools. To support the integration of technology in the classroom, students will create a class database (Wiki) of web-based tools, resources and best practices. The course includes a discussion of potential legal, security and ethical issues regarding technology-enhanced learning and teaching.

The course is intended to provide health systems management students with a systems perspective of US health and healthcare structure and function. As the Program’s introductory course, it provides a basis for all subsequent courses including leadership, systems analysis, finance and economics, quality improvement, policy and law, and others. Topics include an overview of the social, political, economic, and structural dynamics which shape health care in the United States as well as current and likely future imperatives health care managers will face.

This course provides an introduction and overview to healthcare leadership, management, and organizational behavior in healthcare settings, reflecting the uniqueness of this sector as well as the universal concepts and principles utilized in the development of effective healthcare administrators and leaders. This course integrates theory with practice through readings, written assignments, and discussion boards from different organizational perspectives. The development of leadership, managerial and organizational skills will be accomplished largely through individual work, with a strong emphasis on self-reflection and self-analysis utilizing the tools of the course. This course aims to provide a relevant understanding of organizational dynamics such as performance, organizational culture, teamwork, and individual and shared values and cultural competency. It will examine how healthcare leaders and their organizations relate to each other internally and to their external environments. Topics include values-driven leadership, team effectiveness, self-awareness, emotional intelligence, conflict management, and assessment and evaluation of leadership performance. This course emphasizes the integration of the students’ past and current experiences with current reflections based on the current learning of leadership concepts and principles included in this course. The students will be required to submit their feedback from self-evaluation assignments, surveys, and inventory tools that are intended to provide insight, awareness, and professional and personal development during the course and assist with ongoing growth and development for each student in healthcare leadership roles into the future.

This course is designed to provide students with an overview of how policy is developed and how policies can affect health care in the United States. The course prepares students to understand the steps in the policy creation process and then apply concepts in policy analysis and advocacy. There are five focus areas: need and demand, healthcare finance, ethics & law, preparedness, and policy evaluation. Within the five focus areas, we will examine topics using Bardach’s Eightfold Path: problem definition, agenda setting, implementation, evaluation, and modification. The course will present case studies and readings about real-world problems that health professionals face.

This course presents an introduction to the legal and ethical issues that arise in the management of health services organizations. Topics include ethics in business and clinical decision-making, tools for understanding ethics and ethical analysis, professional and organizational guidelines in making ethical decisions, including codes of ethics and mission statements, organizational responses to ethical issues, including ethics processes, such as institutional ethics committees and institutional review boards, conflicts of commitment and conflicts of interest, patient and community concerns, and end-of-life decisions. Additionally, the course will review legal principles development, application and assessment, and resource allocation and social responsibility. Other topics covered include liability, health care institutions as corporations, the nature, and scope of the public health authority, antitrust, fraud and abuse, privacy and confidentiality, tax implications, regulatory oversight, legal requirements for access to health care, nondiscrimination, conflicts of interest and constitutional constraints on public health initiatives.

This culminating course will enable graduate-level Medical Laboratory Science Leadership students to develop a proposal and complete a project such as an assay development, validation and verification, small research applied experimental development, cell culture, method comparison either in a research or clinical practice setting, a significant literature review of a current practice or application in medical laboratory science or other approved topic that is an integrative application of the program course work and the student’s area of concentration. Students will demonstrate knowledge, application and integration of the material as it applies to the practice of the laboratory Science. The final student project will be reviewed by two program faculty with the appropriate background and credentials related to the student’s topic. Students will also complete a professional development plan and an e-portfolio that showcases their skills, knowledge, experiences and leadership potential.