Teaching method validation in the clinical laboratory science curriculum

With the Clinical Laboratory Improvement Amendment's (CLIA) final rule, the ability of the Clinical Laboratory Scientist (CLS) to perform method validation has become increasingly important. Knowledge of the statistical methods and procedures used in method validation is imperative for clinical...

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Bibliographic Details
Published inClinical laboratory science Vol. 21; no. 1; pp. 19 - 24
Main Authors Moon, Tara C, Legrys, Vicky A
Format Journal Article
LanguageEnglish
Published United States American Society for Clinical Laboratory Science 2008
Subjects
Accreditation
Analysis
Chemistry, Clinical - education
Clinical chemistry
Clinical Laboratory Techniques - statistics & numerical data
Cognition & reasoning
Cognitive ability
Curricula
Curriculum
Data Interpretation, Statistical
Didacticism
Education
Education, Professional - methods
Health technology assessment
Humans
Medical laboratories
Medical Laboratory Science - education
Methods
Quality control
Science
Skills
Students
Teaching
Teaching methods
United States
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Summary:With the Clinical Laboratory Improvement Amendment's (CLIA) final rule, the ability of the Clinical Laboratory Scientist (CLS) to perform method validation has become increasingly important. Knowledge of the statistical methods and procedures used in method validation is imperative for clinical laboratory scientists. However, incorporating these concepts in a CLS curriculum can be challenging, especially at a time of limited resources. This paper provides an outline of one approach to addressing these topics in lecture courses and integrating them in the student laboratory and the clinical practicum for direct application.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0894-959X
1945-3574