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, 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. testing and coding, federal, and private party reimbursements etc.), accreditation and regulation of health care services and human resource management, laboratory personnel competency and educational programming in a clinical laboratory setting. Students will develop and demonstrate the unique skills necessary to lead a laboratory or educational unit through lecture, discussion and 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. The course focuses on advanced methods in clinical medicine to evaluate the outcomes for diagnosis and disease management through laboratory protocols illustrating evidence-based laboratory medicine. Principles of evidenced based practice including critical literature reviews will be used to improve the quality, use of laboratory data, test utilization and efficiency in the assessment of health and disease and 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 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 will further develop students’ knowledge of the structure and function biomolecules including the regulation of gene expression and applications in molecular technologies and applications in epigenetics, proteomics, pharmacogenomics, and personalized medicine 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 FDA, ASR, LDT and RUO 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 of complex disease states and disorders 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 provides an in-depth study of the structure, biochemistry, and function of red blood cells, hemoglobin and blood group systems that serves as the foundation for enhancement of skills in transfusion medicine, including the principles required for quality management related to facilities, equipment, critical supplies, personnel resources, and regulatory requirements and compliance. Qualifications of donors, collection methods, processing and manufacture, and quality control components are included. Additionally, components used for transfusion support are examined and evaluated.

This course focuses on blood group systems and the importance for transfusion considerations. The course will evaluate the dynamic relationship between red blood cell antigen groups and antigen/antibody testing to supply suitable blood products or components for transfusion services.

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 work ups 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 varied adverse reactions in transfusion, explores therapeutic apheresis using plasma and red blood cells, and HLA/immunology in solid organ transplantation.

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.

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 covers the essential skills and techniques needed to create powerful multimedia products. Students will learn fundamental design principles and adopt a wide range of innovative technologies to generate new solutions for visual communication and multimedia representation. The course provides a dynamic interactive design space where students actively collaborate with peers, gain valuable hands-on experience, and exchange constructive feedback.

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.

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.

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 the student with a systems perspective of U.S. health and health care structure and function. As the MHA 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. Evaluation is competency-based; students will be expected to demonstrate proficiency at seeking and applying evidence to managerial decision-making, the effective communication of ideas, and a number of different types of analyses relevant to cases and issues affecting U.S. healthcare today.

This course provides an introduction and overview to healthcare leadership, human resources 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, group projects, and discussion boards from different organizational perspectives. The development of leadership, managerial and organizational skills will be accomplished through 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, 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, human resources management, employee behavior and appraisal, and assessment and evaluation of leadership performance. This course emphasizes the reflection of the students’ past and current experiences with the integration of current evidence-based leadership and human resources management principles. The students will be required to submit their feedback from self-evaluation assignments, surveys, inventory tools, and group work that is intended to provide insight, awareness, interdisciplinary collaboration, and professional and personal development for ongoing growth in healthcare leadership roles.

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 course aims to sensitize students to forces shaping health and disease in multicultural societies and to raise students' level of awareness of health issues specific to minority populations. The course also provides practical experience in assessing health indicators for vulnerable populations and applying public health education principles to selected population needs.

The purpose of this course is to enable students to 1) utilize effective leadership and management skills to organize communities and to plan, implement, evaluate and manage health promotion and education programs within communities; 2) empower individuals within a community to take action; and 3) develop and maintain coalitions when needed.

Course content will include concepts and methods of social and behavioral sciences relevant to the identification and solution of public health problems. Emphasis will be given to common theories and models of behavioral and social sciences that are used in health promotion such asplanning models, health belief model, transtheoretical model, theory of reasoned action,theory of planned behavior, theories of stress andcoping, social cognitive theory, social marketing,diffusion of innovations, and Freirian model of adult education.

This course focuses on U.S. healthcare and public health topics such as healthcare delivery, public health services, performance, organization, financing and technology. Key emerging global health topics are taught. The course introduces key public policy impacting health and healthcare,such as policy advocating for patient-centered care, efficiency, quality and safety. The course introduces the role of health information technology and electronic health information sharing. This course also introduces and compares key healthcare quality initiatives.

This course introduces the discipline of health informatics and covers emerging trends. Various information systems, technologies and applications utilized in the context of health and healthcare are introduced. Their characteristics, strengths, challenges, purpose and impact are taught. Impact on patients, populations and healthcare providers is emphasized. Factors influencing adoption and use of various clinical and health information systems and technologies are taught. Key information technologies and systems such as electronic health records, health information exchanges, personal health records, public health information systems and mobile health technologies are introduced in this course. Topics such as telemedicine, interoperability and technical concepts are taught, and evaluation framework is introduced.

This course will introduce students to a variety of cutting edge analytics and business intelligence tools applicable to health or healthcare data. Both structured and unstructured data will be introduced in this course. The coursewill also address topics related to data governance and data quality and various other topics relevant to health data management. This course is predominately hands-on and students willcomplete a project to demonstrate skills acquired.Students will learn how other industries have applied similar or the same tools.

This course introduces the application of political science and economics to the planning, financing, organization, administration, and evaluation of policy affecting the public's health. Topics will include the organization, and effectiveness of the United States (US) health care and public health systems; as well as social determinants of health, health needs, and healthcare utilization and costs. Other topics addressed are quality and accessibility of healthcare in the US, development of public policy concerning healthcare and public health, emergency preparedness, and the relationship between policy decisions and the marketplace, as they concern the public's health.

This course will include an orientation to the US public health system, current concepts and issues,and major contemporary public health problems. A second content theme will include a brief overview of the development of the quality improvement movement in medicine, resulting in the evidence-based public health movement. These two segments will be integrated as students learn to apply the principles of an evidence-based approach to current public health problems in the greater Cincinnati area. A seminar style of teaching, employing small-group discussion of cases, will be employed.

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.