Vortexing specimens to disaggregate platelet clumps in EDTA specimens.

OBJECTIVE: To compare platelet count results of specimens that yield platelet clump flags to platelet count results on these specimens after vortexing. METHOD: Specimens that generated platelet count flags on Sysmex XN 3000 instruments were vortexed and rerun. Only data from specimens demonstrating elimination of platelet clump flags were used in this study. Pearson r analysis was performed on data. RESULTS: Comparison of complete blood count results (white blood cell count, red blood cell count, hemoglobin, hematocrit, and platelet count) all yielded Pearson r scores >0.9. CONCLUSION: Additional patient comfort and safety concerns, as well as concerns over additional specimen collection and processing costs, may be avoided by vortexing and rerunning specimens flagged for platelet clumps when the platelet count is normal.

Serum water analysis in normal pregnancy and preeclampsia.

Hemodilution and hemoconcentration affect hematology measurements and serum analyte concentrations but whether a given blood sample is hemodiluted or hemoconcentrated is frequently not known. Preeclampsia (PE) is a serious pregnancy complication and samples obtained from PE patients may be relatively hemoconcentrated when compared to those of normal pregnancy, where hemodilution is the norm. Laboratory test results may appear similar when values would differ if adjusted for hemodilution and hemoconcentration. We sought to determine if serum water (SW) content analysis can facilitate differentiation of the hemodilution of normal pregnancy from the hemoconcentration of PE, within the broader search of a clinical laboratory method to potentially correct for pregnancy-related, sample concentration variations. Serum samples from 59 non-pregnant, 64 normal pregnant, 23 mild PE, and 8 severe PE patients were tested for SW content. The mean results in g/100g were as follows: 91.15, 91.86, 92.00, and 92.46 respectively. SW data were also compared with corresponding total protein (TP), serum albumin (SA), and hematocrit (HCT) results. The t-test was significant (p= <0.001) for TP, SA, HCT, and SW in group-by-group comparisons. SA and SW were significantly, inversely correlated in the normal pregnant and severe PE groups, while TP and SW were significantly, inversely correlated in all groups. Correlation coefficients were stronger in the pregnancy groups than the non-pregnant group. This study demonstrates differences in the SW content between: non-pregnant, normal pregnant, mild PE, and severe PE patient sera.

Research in clinical laboratory science: professionals' involvement.

OBJECTIVES: To describe current qualitative and quantitative aspects of research engagement and other scholarly activities conducted by clinical laboratory science (CLS) professionals across a range of employment settings. DESIGN: A link to a 3-part online survey was sent by electronic mail to 7,572 members of the American Society for Clinical Laboratory Science and 500 program directors. SETTING: email message, on-line survey PARTICIPANTS: all ASCLS members and all directors of accredited clinical laboratory educational programs MAIN OUTCOME MEASURES: Quantitative and qualitative measures of professionals' engagement in research and other scholarly activities RESULTS: 556 of 7572 (7.3%) persons completed the survey. Thirty-two percent of survey respondents reported spending between 1 to > 40 work hours per week conducting research with 68% of respondents not participating in research activities. Conducting research is an employment requirement for 18% of survey participants. Twenty-nine percent of respondents have published at least one research article, and 47% of respondents who conduct research have published studies in the journal Clinical Laboratory Science. More than 57% of respondents participate in non-research scholarly activities as part of their employment. CLS professionals who conduct research are more likely to do applied, clinical, or educational research than other types of research. Fifty-seven percent of respondents who conduct research lack external funding for their work. Ninety-three percent of total research dollars is obtained by respondents who hold the Ph.D. degree. The perception of the importance of conducting research varies by employment position. Barriers to participation in research include lack of inclusion of research in the job description, time constraints, inadequate research funding, limited opportunity, and lack of space and equipment. CONCLUSIONS: CLS professionals participate in research in limited numbers, and are more likely to engage in non-research types of scholarly activities. Numerous barriers are identified which impose limits to conducting research. Over half of CLS's research efforts lack external funding. Although there was broad representation among participants across educational levels, employment settings, and job positions, the number of survey respondents was limited. Possible directions for future research include conducting this survey using members of additional professional organizations.

Research in clinical laboratory science: professionals' educational preparation.

OBJECTIVE: To describe the educational preparation of CLS professionals for conducting research. DESIGN: A link to 3-part online survey was sent by electronic mail to 7,572 members of the American Society for Clinical Laboratory Science and 500 program directors research project. Barriers to participation in research by undergraduates include time limitations within the curriculum, insufficient faculty time, and lack of funds, space, and equipment. Increased emphasis on developing research skills is found in educational programs at the master's degree level. CONCLUSIONS: The formal educational background of many CLS professionals may leave them unprepared or underprepared for conducting research. Although there was broad representation among participants across educational levels, employment settings, and job positions, the number of survey respondents was limited. Possible directions for future research include conducting this survey using members of additional professional organizations.

ASCLS members perceptions regarding research.

One of the benchmarks of a profession is performing, publishing, and presenting research. However, in the Clinical Laboratory Science (CLS) profession, few manuscripts are submitted to the American Society for Clinical Laboratory Science (ASCLS) journal, Clinical Laboratory Science, on a regular basis. The problem is that perceptions regarding research, and the role of laboratory professional as researchers, held by ASCLS members may be contributing to the low number of manuscript submissions. To assess these perceptions, an anonymous Likert-scale survey was developed and delivered online using Survey Monkey. Members of ASCLS, with email addresses, were chosen to participate in this survey because they may be most likely to contribute manuscripts for a journal by their own society. About 10% of the 7,000 members who were invited by email chose to participate in this study. Most participants agreed that 1) there is important information to be gathered from research on clinical laboratory specimen results (99.6%), 2) research contributes valuable information to the body of CLS knowledge (99.2%), and 3) conducting research is one of the benchmarks of a profession (92.4%). The majority of participants felt that there are inadequate resources (68.8%) and not enough time (83%) available to conduct research in the clinical laboratory setting. Most participants recognize that many laboratory activities constitute research (86.2%), but only a few are willing to publish research findings on their own (29.2%). Those who are the most likely to publish research findings include men, university faculty, and members who are over 60 years old. University faculty are the most likely to assist others in the writing process. These results show an opportunity exists for ASCLS to foster collaborations between bench technologists and educators willing to assist with the publication process.

Perceptions of scientific misconduct among graduate allied health students relative to ethics education and gender.

A study was conducted to determine the influence of ethics education and gender on students' perceptions of scientific misconduct. Subjects were graduate students from five allied health professions programs at a single university, who were asked to complete an online survey consisting of 48 questions (dichotomous and Likert-scale questions): 36 questions assessed the perceptions of students regarding the concerns of scientific misconduct (dependent variable), 10 were demographic questions, and 2 were free-text questions soliciting clarification of any responses. Out of 202 graduate students, 72 students (54 female, 17 male) completed the survey. Forty (56%) of the participants had taken at least one ethics course, while 31 (44%) had not taken any ethics courses. Analysis of Scientific Integrity Scores calculated from survey responses of health professions students revealed that students who had taken an ethics course scored significantly higher on the scale of the use of humans in research than students who had not taken an ethics course. Students who had taken medical ethics courses scored significantly higher on the scale regarding genetics research than students who had taken other ethics courses. Women scored significantly higher than men on the scale regarding the use of animals in research.

Clinical laboratory sciences curriculum redevelopment: an application of change theories.

The Department of Clinical Laboratory Sciences at Rosalind Franklin University of Medicine and Science (RFUMS) experienced a steady decline in the number of applicants for the Clinical Laboratory Sciences (CLS) Program, even though the department regularly received inquiries from qualified students. The faculty recognized the undergraduate-degreed prospects' desires for both an advanced degree and the procurement of entry-level clinical laboratory knowledge and skills. To address this perceived need, the CLS department developed and implemented a new degree option, the entry-level master's. The new curriculum resulted from a transformational process incorporated into the normal developmental process of curriculum change. This article explores various change theories that were manifested during this transformation process, along with barriers to change and how to overcome them. In addition, the authors demonstrate the need for creation of this entry-level program and provide a curriculum outline.