Objective: Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course.
Design: Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided.
Setting: University of Nebraska Medical Center (UNMC) CLS Program in Omaha.
Conclusion: After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.
Download full-text PDF |
Source |
|---|
Publication Analysis
Top Keywords
Similar Publications
Point-of-Care Ultrasound Curricula in Physician Assistant Programs: Recommendations From a Panel of Experts.
J Physician Assist Educ
March 2025
Michael Breunig, MPAS, PA-C, is the Associate Program Director of Mayo Clinic PA Program at Mayo Clinic School of Health Sciences, Rochester, Minnesota.
Introduction: Point-of-care ultrasound (POCUS) integration into physician assistant (PA) program curricula continues to increase; however, guidance on specific curricular components is lacking. This study aims to establish expert consensus on essential POCUS curriculum components for PA programs.
Methods: A validated survey was administered to an expert panel of 100 PAs.
Multi-institutional exploration of pediatric residents' perspectives on anti-racism curricula: a qualitative study.
Med Educ Online
December 2025
Stanford Department of Pediatrics, Stanford University School of Medicine, Palo Alto, CA, USA.
Background: Anti-racism curricula are increasingly being recognized as an integral component of medical education. To our knowledge, there has not yet been a publication exploring resident perspectives from multiple institutions and explicitly representing both underrepresented in medicine (UIM) and non-UIM perspectives.
Objective: To explore and compare UIM and non-UIM pediatric residents' perspectives on the content and qualities of meaningful anti-racism curricula.
Adapting a sexual and reproductive health program for Latina teens and their female caregivers: a qualitative study.
Front Public Health
March 2025
Center for Dissemination and Implementation Science, University of Illinois Chicago, Chicago, IL, United States.
Background: Adaptation is widely recognized as important when interventions are to be delivered in new settings or with new populations. However, there are gaps in the literature on how adaptations are carried out and documented. IMARA is a 12-h evidence-based sexual health intervention for Black teens and their mothers, designed for delivery over two days.
View Article and Find Full Text PDFLearning by Doing, and Doing it Right - Building a Multi-Dimensional Social Determinants of Health Curriculum in a Rural Internal Medicine Residency.
J Med Educ Curric Dev
February 2025
Department of Medicine, Cayuga Medical Center, Ithaca, NY, USA.
Objectives: While there has been increasing awareness of the importance of social determinants of health (SDOH) learning for internal medicine residents and physicians, only a few residency programs have incorporated training into their curricula. For those who did, the curricula were often didactic and lacked action-driven components or community partnership. Therefore, we built an experiential SDOH curriculum with an action-driven element and emphasis on community partnerships in a newly established residency program in rural New York.
View Article and Find Full Text PDFIntegration of Geriatrics and Palliative Medicine Into a Medical Student Clinical Reasoning Curriculum.
MedEdPORTAL
February 2025
Associate Professor and Director, Clinical Skills, Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell.
Introduction: Integration of geriatrics and palliative medicine principles into preexisting medical student curricula is imperative to train future physicians to care for older adults and those facing serious illness.
Methods: We developed a case of an older adult presenting with a change in mental status within a preexisting small-group case-based interactive clinical reasoning curriculum. The 1-hour and 50-minute session embedded the 4Ms framework (mentation, medications, mobility, and what matters most) in a clinical case to allow students an organic opportunity to apply the 4Ms in practice while using their communication, clinical reasoning, and hypothesis-driven physical examination skills.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!