Poster Q19 - Importance of Experiential Learning for Healthcare Education Programs

Introduction: There is an interest now more than ever in infectious disease, epidemiology, and clinical and translational research. Clemson University is unique in having the REDDI Lab as the ideal facilities for graduate students of various STEM disciplines to conduct hands-on education and research in clinical diagnostics. Furthermore, the university currently offers lecture/lab coursework in Bioengineering, Biological
Sciences, Health Sciences, and Biochemistry and Genetics that directly align with the developmental
research being conducted by the REDDI Lab as well as other interdisciplinary education topics such as logistics and compliance management.

The Medical Laboratory Scientist (MLS) program is an accredited program by the American Society for Clinical Pathology (ASCP) with training in microbiology, chemistry, hematology, immunology, transfusion medicine, toxicology, and molecular diagnostics. Medical laboratory scientists conduct a full range of laboratory tests in the aforementioned subjects and also solve issues with specimens, testing, and instrumentation. They also evaluate, develop, and validate diagnostic testing and instrumentation. On average, medical laboratory scientists earn approximately $57,380 per year, and the 10-year job outlook is 5% as of 2022 (faster than average) with an increase in ~24,000 MLS positions projected each year.

Multiple versions of an accredited MLS degree program exist. These include a 4-year Bachelor’s degree in medical laboratory science, a two-and-two (2+2) year medical laboratory technologist (MLT) to MLS program, and a stand-alone 1-year MLS degree program. Each program has a target demographic and either a degree or certification earned.

Materials and

Methods: A typical 1-year MLS program will begin and end each August or January with a relatively rigorous curriculum. At Lexington Medical Center, classes and clinical experiences are conducted every day from 7:00AM to 3:30PM. Lectures are held on Monday and Thursday, while clinical rotations are conducted three full days a week (Tuesday, Wednesday, and Friday) and on Monday and Thursday mornings.

MLS programs put a heavy emphasis on experiential learning and student success. Continuing with Lexington Medical Center as an example, the program utilizes facilities at their hospital clinical laboratory as well as laboratories in their Urgent Care and Oncology facilities. Students rotate individually within these facilities to maintain a 1:1 student-instructor ratio; an extremely low student-instructor ratio maximizes student learning experience and program outcomes.

Coursework for a 1-year MLS program curriculum range from 32 to 40 total credit hours over 3 semesters. These courses would include Clinical Chemistry, Hemostasis, Hematology, and Microbiology, as well as Parasitology, Blood banking and transfusion medicine, and urinalysis.

A heavy focus would be placed on in-lab education, including rotations through multiple clinical laboratories of varying complexity levels. These labs include on campus partners like the REDDI Clinical Lab and the student health services lab, as well as local hospitals and commercial clinical labs. In-lab education would focus on learning diagnostic processes, equipment handling, and patient interaction training.

Results, Conclusions, and Discussions: To date, the Clemson REDDI Lab has already begun implementing courses and programs to begin furthering diagnostic education, as well as securing support from varying departments and colleges related to MLS and MLS adjacent programs.

In October of 2023 the REDDI Lab confirmed the interest of the related university colleges and departments. Around the same time 2 courses that would be integral to any certificate program began being offered, including a Lab Skills course which covered topics including cell-culture, PCR, and a host of other integral lab skills and a Clinical Laboratory Management and Compliance course which focuses on personnel management and training alongside State and Federal legal mandates for clinical laboratory spaces. Multiple semesters of the courses have been taught and their curricula has been refined with each completed class.

Student feedback from these courses indicate a desire for clinically based educational courses and intersectional education programs across campus.

Not only has the student population shown a significant clinical skills courses, but industry has as well. Partners ranging from local hospital systems, small laboratories, and large commercial sector players like LabCorps and Quest have indicated a need for trained professionals with laboratory experience and various certifications, including MLS and Histotechnicians. The development of courses at Clemson seeks to address these needs.

Acknowledgements (Optional): The authors would like to thank the REDDI Lab Staff for their assistance in teaching and mentoring students. Specifically, the authors thank Dr. Congyue Annie Peng, Sujata Srikanth, Lauren Cascio, Kylie King, Mya Beasley, and Madison Sexton for their mentorship. The authors would also like to thank Dr. Carolyn Banister at the University of South Carolina for her continuing consultation. Finally, the authors would also like to thank the Clemson University Office of Creative Inquiry and Undergraduate Research for funding opportunities.