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Journal articles on the topic 'Medical laboratory science'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Griffin, Christine. "University of Vermont Medical Laboratory Science: Public Health Laboratory Science Concentration." American Society for Clinical Laboratory Science 32, no. 2 (April 15, 2019): ascls.2019001511. http://dx.doi.org/10.29074/ascls.2019001511.

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2

Price, Travis M. "Emotional Intelligence in Medical Laboratory Science." American Society for Clinical Laboratory Science 28, no. 3 (July 2015): 178–85. http://dx.doi.org/10.29074/ascls.28.3.178.

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3

Broadbent, Jillian, Ross Hewett, and Rob Siebers. "Medical laboratory science registration and competence." Clinical Biochemistry 48, no. 7-8 (May 2015): 552. http://dx.doi.org/10.1016/j.clinbiochem.2014.12.025.

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4

Heuertz, Rita M. "Research in the Medical Laboratory Science Curriculum." American Society for Clinical Laboratory Science 24, no. 4 Supplement (October 2011): 54–60. http://dx.doi.org/10.29074/ascls.24.4_supplement.54.

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5

Cook, H. "Principle and Practice of Medical Laboratory Science." Journal of Clinical Pathology 50, no. 7 (July 1, 1997): 621. http://dx.doi.org/10.1136/jcp.50.7.621-b.

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Castleberry, Barbara M., Joel M. Shilling, and Thomas R. O’Neill. "1995 Survey of Medical Laboratory Science Programs." Laboratory Medicine 27, no. 8 (August 1, 1996): 518–22. http://dx.doi.org/10.1093/labmed/27.8.518.

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7

Oja, Janet, Janice Thomas, and Matthew Nicholaou. "Simulated STAT Laboratory in a University Based Medical Laboratory Science Program." American Society for Clinical Laboratory Science 29, no. 2 (April 2016): 59–65. http://dx.doi.org/10.29074/ascls.29.2.59.

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8

Barcelo, Jonathan M. "Medical laboratory science and nursing students’ perception of the academic learning environment at a Philippine university using the Dundee Ready Education Environment Measure." Journal of Educational Evaluation for Health Professions 13 (September 22, 2016): 33. http://dx.doi.org/10.3352/jeehp.2016.13.33.

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Purpose: This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods: A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results: The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion: Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement.

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Castleberry, Barbara M., Joel M. Shilling, and Thomas R. O’Neill. "1996 Annual Survey of Medical Laboratory Science Programs." Laboratory Medicine 28, no. 10 (October 1, 1997): 634–38. http://dx.doi.org/10.1093/labmed/28.10.634.

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Castleberry, Barbara M., Peggy Simpson, and Thomas R. O'Neill. "1997 Annual Survey of Medical Laboratory Science Programs." Laboratory Medicine 29, no. 10 (October 1, 1998): 598–602. http://dx.doi.org/10.1093/labmed/29.10.598.

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Ward-Cook, Kory, Peggy Simpson, and Thomas R. O'Neill. "1998 Annual Survey of Medical Laboratory Science Programs." Laboratory Medicine 30, no. 10 (October 1, 1999): 652–55. http://dx.doi.org/10.1093/labmed/30.10.652.

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Johnson, Deborah, and Beverly Barham. "Infusing CURE Into the Medical Laboratory Science Curriculum." American Journal of Clinical Pathology 152, Supplement_1 (September 11, 2019): S99. http://dx.doi.org/10.1093/ajcp/aqz119.000.

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Abstract Introduction One of the challenges for Medical Laboratory Science (MLS) educators in a university-based program can be providing meaningful research experiences for all students. The availability of research positions for undergraduate MLS students in individual research labs is limited or not available, often due to time constraints within the MLS course schedule or other variables in the students’ lives outside of academe. Methods This study introduced a CURE (course-based undergraduate research experience) into a junior-level MLS microbiology course, where all students in the junior cohort participated in the same research agenda during the same semester. The objective was to provide equal access and an equitable experience for each MLS student in the cohort. The research question was determined with input from students and instructors and had application within the microbiology course where it was being infused. The study protocol was designed during class time and most tasks were completed in class as well. From a pedagogical perspective, the CURE model is designed around five basic parameters, including (1) use of multiple scientific practices, (2) the outcome is unknown, (3) there is a broader relevance or importance beyond this classroom experience, (4) collaboration is essential among students and instructors, and (5) iteration is built into the process. Conclusion We found this CURE resulted in useful data for both students and other outside stakeholders. This differs from basic inquiry models where students participate in the protocol, including interpretation of the data, but the answer or outcomes are already known by the instructors. While the learning curve for students and instructors can be steep when infusing a CURE into an already heavy content course, the rewards of providing equal access and an equitable experience for the entire cohort are well worth the additional time spent preparing for this challenge.

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Lodha, Naval Kishor, B. C. Mewara, Gopal Sharma, Mahendra Kumar Varma, and Krishna Murari. "Navigation in Communication Skills of Medical Laboratory Science." International Journal of Current Microbiology and Applied Sciences 12, no. 3 (March 10, 2023): 94–97. http://dx.doi.org/10.20546/ijcmas.2023.1203.013.

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The art of medicine is intricately tied to the art of communication. Medicine is an art whose magic and creative ability have long been recognized as residing in the interpersonal aspects of patient-physician relationship. In traditional medical curriculum, communication is not taught formally. To study the perception of medical students about usefulness of communication skills lab. The perception of medical students about usefulness of communication skills lab. This observational study was carried out at Communication Skills Medical Lab of Medical College. Feedback was obtained with the help of a prevalidated questionnaire from 100 final DMLT students about their perception about utility of the module taught in the Communication Skills Medical Lab. A total of 78.46% students were of the idea that Communication Skills Medical Lab posting is must for all medical undergraduates. A 93.83% perceive that the module taught was very relevant and useful and were satisfied with the duration of posting (81.47%). A 78.46% students experienced improvement in their communication skills. More emphasis should be given on communication between doctor and patient (61.53). The students found communication skills lab very useful. They desired more emphasis on communication between doctor and patient and sought more interactivity, video demonstrations to be part of the module.

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ABDULLAHI, MUHAMMAD IBN. "Career Management in Medical Laboratory Science: Guidance for Upcoming Medical Scientists." International Journal of Scientific and Research Publications (IJSRP) 11, no. 4 (April 6, 2021): 35–42. http://dx.doi.org/10.29322/ijsrp.11.04.2021.p11206.

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Leibach, Elizabeth Kenimer. "Grounded Theory in Medical Laboratory Science Expert Practice Development." American Society for Clinical Laboratory Science 24, no. 4 Supplement (October 2011): 37–44. http://dx.doi.org/10.29074/ascls.24.4_supplement.37.

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Aziz, Hassan A. "A Comprehensive Assessment Plan for Medical Laboratory Science Programs." American Society for Clinical Laboratory Science 31, no. 1 (April 21, 2018): ascls.2018000190. http://dx.doi.org/10.29074/ascls.2018000190.

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Fan, Nairui. "Research on Practice Teaching of Medical Laboratory Science BasedonComputerTechnology." Journal of Physics: Conference Series 1992, no. 2 (August 1, 2021): 022164. http://dx.doi.org/10.1088/1742-6596/1992/2/022164.

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Grimaldi, A., and G. Viboud. "Perceived Value of Graduate Education in Medical Laboratory Science." American Journal of Clinical Pathology 160, Supplement_1 (November 1, 2023): S66—S67. http://dx.doi.org/10.1093/ajcp/aqad150.148.

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Abstract Introduction/Objective A current challenge in the field of laboratory medicine is the limited availability of career advancement opportunities. While it is recognized that graduate education in general enhances professional skills and increases the likelihood of promotion, most medical laboratory scientists (MLS) do not pursue a master’s degree (MS). The reasons behind this trend are not clear, and there is a lack of literature on the perceived value of a MS degree in the field. To address this issue, a 25-questions anonymous online questionnaire was conducted among laboratory professionals. Methods/Case Report The survey was distributed through ASCLS forum, social media and MLS alumni email lists, which constitutes a non probability convenience sample. Results (if a Case Study enter NA) A total of 219 laboratory professionals participated in the study, including 115 in leadership positions and 104 working as medical technologists. Among those in leadership positions, 69% had a master’s degree or higher, compared to only 31% of laboratorians. Regarding the perceived value of graduate education in MLS, 62% of laboratory professionals with an MS degree were of the opinion that it enhances the competitiveness of MLS, whereas only 34% of respondents holding a bachelor's degree shared this viewpoint. Moreover, a majority of participants without a MS expressed skepticism regarding the superior analytical and soft skills of individuals with master's degrees. Surprisingly, although 87% respondents in leadership positions perceive a master's degree as helpful for career advancement, this sentiment was only shared by 55% of laboratorians. Interestingly, only half of the respondents with a bachelor's degree expressed their intention to pursue graduate education. Conclusion Despite recognition among leaders and professionals with advanced degrees that graduate education improves skills and promotes career growth, many medical technologists fail to perceive its value. Raising awareness about the benefits of pursuing graduate education can be advantageous for laboratory technologists.

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Ledesma, C. J. "Integrating Transgender Medicine Curriculum in Medical Laboratory Sciences." American Journal of Clinical Pathology 158, Supplement_1 (November 1, 2022): S53. http://dx.doi.org/10.1093/ajcp/aqac126.104.

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Abstract Introduction/Objective Transgender, non-binary, and other gender-diverse individuals experience poor health outcomes as a result of discrimination in health care settings. In order to develop a competent and knowledgeable workforce, a curriculum that will promote the understanding of the health needs of patients with gender incongruence is imperative. Developing a curriculum and its integration into medical laboratory science will increase competency and develop a knowledgeable and culturally-competent workforce of medical laboratory professionals. Methods/Case Report To increase the competency of medical laboratory professionals, a 2-part training program will be developed to help address medical laboratory professionals' healthcare encounters with persons who identify as lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI). The curriculum developed will help learners understand the effects of gender-affirming care as it relates to laboratory medicine. Curriculum Outline Sex and Gender Orientation Historical Perspectives in Transgender Health Epidemiology and Health Outcomes of Transgender Patients Transgender Medicine Transgender Medicine in Medical Laboratory Sciences. Results (if a Case Study enter NA) NA Conclusion Future considerations related to the development of a curriculum to understand the effects of transgender medicine in medical laboratory sciences will include Increased awareness of transgender medicine for all levels of laboratory staff. Ability to understand the needs of the patient population and be patient advocates to improve health outcomes. Understand the physiologic effects of gender-affirming care and its impact on medical lab tests. Determine inadequacies in an institution and help develop processes to help improve data collection important to understand the health care needs of demographic. Update the knowledge base of practitioners to further enhance laboratory services and promote healthcare equity.

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20

Mainasara, A., K. Ibrahim, M. Dallatu, H. Ahmed, M. Yeldu, R. Isah, M. Garba, et al. "Students’ Interests on a Particular Area (Specialty) in the Profession of Medical Laboratory Science, Faculty of Medical Laboratory Sciences, UDU, Sokoto, North-Western Nigeria." Asian Journal of Medicine and Health 1, no. 4 (January 10, 2016): 1–8. http://dx.doi.org/10.9734/ajmah/2016/29230.

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Ibrahim, K., A. Garba, O. Erhabor, A. Mainasara, A. Buhari, O. Augustine, M. Sanusi, et al. "Attitudes of Students towards the Profession of Medical Laboratory Science in Faculty of Medical Laboratory Sciences of Usmanu Danfodiyo University, Sokoto, North-Western Nigeria." Journal of Advances in Medicine and Medical Research 25, no. 5 (February 19, 2018): 1–7. http://dx.doi.org/10.9734/jammr/2018/29096.

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22

Nakaya, Jun, and Hiroshi Tanaka. "Research and Education for Biomedical Informatics at Tokyo Medical and Dental University." Yearbook of Medical Informatics 16, no. 01 (August 2007): 157–62. http://dx.doi.org/10.1055/s-0038-1638540.

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SummaryBased on a basic concept of “Systems Life Science: understanding life and disease as a unified system”, we move forward in research, empirical implementation, and making contributions to healthcare policy.We integrate bioinformatics and medical informatics for identifying critical issues in biological science and solving medical challenges with a concept of “Systems Life Science” which consists of “Systems Evolutionary Biology” for basic science, “Systems Pathology” for clinical sciences, and an empirical medical informatics for future medicine.Our laboratory is an integrated laboratory consisting of a computational biology group in the School of Biomedical Sciences (SBS), a bioinformatics group in the Medical Research Institute (MRI), and a medical informatics group in the Information Center for Medical Sciences (ICMS) with a philosophy of “Empirical Systems Life Science”.Based on the philosophy of “Empirical Systems Life Science”, we continue to forward our research, education, systems implementations, and international standardization efforts. We believe that this approach will become a fundamental and effective way to uncover many of the secrets of life processes, and to help/solve complex issues for future medicine in this post genomic era with exceedingly rapidly growing amounts of -omics data and knowledge.

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23

Thembane, Nokukhanya. "Work-Integrated Learning in Medical Laboratory Science and Medical Technology during COVID-19." Scholarship of Teaching and Learning in the South 6, no. 3 (December 8, 2022): 162–74. http://dx.doi.org/10.36615/sotls.v6i3.261.

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Work Integrated Learning (WIL) remains an integral part of the Medical Laboratory Science and Medical Technology curriculum. However, the onset of the COVID-19 pandemic necessitated a reconfiguration of operations and practices in institutions of higher education globally. The current, theoretically-based paper reflects on the impact of the COVID-19 pandemic on the instructional offering of Work Integrated Learning. A recount of the lessons of the transitional phase of our pedagogical approach from the traditional instructional method to strategic implementation of Problem Based Learning (PBL) in the (WIL) module is shared, including highlighting the overall long-term implications of remote instruction as an alternative to experiential learning within the Medical Laboratory Science and Medical Technology education.

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Khanolkar, Aaruni, Amy Spiczka, Tracey L. Bonfield, Thomas S. Alexander, John L. Schmitz, Diana Boras, Karen Fong, Sarada L. Nandiwada, Gerald C. Miller, and Anne E. Tebo. "Diplomate in Medical Laboratory Immunology Certification Examination: A New Chapter for Medical Laboratory Immunology." ImmunoHorizons 7, no. 8 (August 1, 2023): 600–610. http://dx.doi.org/10.4049/immunohorizons.2300030.

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Abstract It is indeed a privilege to be an immunologist in what is arguably the golden age of immunology. From astounding advances in fundamental knowledge to groundbreaking immunotherapeutic offerings, immunology has carved out an enviable niche for itself in basic science and clinical medicine. The need and the vital importance of appropriate education, training, and certification in clinical immunology was recognized by the World Health Organization as far back as 1972. In the United States, Ph.D. scientists with board certification in medical laboratory immunology have served as directors of high-complexity Clinical Laboratory Improvement Amendments– and College of American Pathologists–certified clinical immunology laboratories since 1977. From 1977 to 2017, board certification for medical laboratory immunology was administered by the American Society for Microbiology through the American Board of Medical Laboratory Immunology examination. The American Board of Medical Laboratory Immunology examination was phased out in 2017, and in the fall of 2019, the American Society for Clinical Pathology (ASCP) Board of Certification (BOC) examination committee took on the responsibility of developing a new doctoral-level certification examination for medical laboratory immunology. This transition to the ASCP BOC represents a well-deserved and much-needed recognition of the rapid advances in and the highly specialized nature of medical laboratory immunology and its ever-increasing relevance to patient care. This new ASCP BOC certification is called the Diplomate in Medical Laboratory Immunology, and, as of April 1, 2023, it is now available to potential examinees. In this report, we describe the examination, eligibility routes, and potential career pathways for successful diplomates.

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25

Conway-Klaassen, Janice M. "An Evidence-Supported Medical Laboratory Science Program Admissions Selection Process." American Society for Clinical Laboratory Science 29, no. 4 (October 2016): 227–36. http://dx.doi.org/10.29074/ascls.29.4.227.

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Beck, Susan, and Tara C. Moon. "An Algorithm for Curriculum Decisions in Medical Laboratory Science Education." American Society for Clinical Laboratory Science 30, no. 2 (April 2017): 105–11. http://dx.doi.org/10.29074/ascls.30.2.105.

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HANDA, Sumio, Kazuyoshi MAEJIMA, and Takeshi NAKANO. "Education of Laboratory Animal Science in Medical Schools and Institutes." Experimental Animals 37, no. 2 (1988): 213–24. http://dx.doi.org/10.1538/expanim1978.37.2_213.

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28

Koenn, Mary E., and Jean Holter. "Salaries Increase for Medical Technology and Clinical Laboratory Science Faculty." Laboratory Medicine 31, no. 3 (March 2000): 152–56. http://dx.doi.org/10.1309/v4pm-p5uw-qj8b-wv0c.

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Koenn, Mary Ellen, and Jean Holter. "Education: Medical Technology and Clinical Laboratory Science Faculty Salary Survey." Laboratory Medicine 29, no. 4 (April 1, 1998): 239–42. http://dx.doi.org/10.1093/labmed/29.4.239.

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30

Lawson, Shane, and Carlo Ledesma. "307 The Importance of Traditional Education in Medical Laboratory Science." American Journal of Clinical Pathology 149, suppl_1 (January 2018): S132. http://dx.doi.org/10.1093/ajcp/aqx125.306.

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31

Brown, Karen, JoAnn Parker Fenn, Karen Fong, Vicki Freeman, Jonathan Genzen, Nancy Goodyear, Mary Lunz Houston, Terry Taff, and Patricia Tanabe. "ASCP Board of Certification Survey of Medical Laboratory Science Faculty." Laboratory Medicine 50, no. 4 (May 22, 2019): e75-e81. http://dx.doi.org/10.1093/labmed/lmz024.

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32

Carroll, R. G. "Electricity and the body: a precollege demonstration laboratory." Advances in Physiology Education 257, no. 6 (December 1989): S6. http://dx.doi.org/10.1152/advances.1989.257.6.s6.

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The active recruitment of students to scientific careers is essential to the continued health of the basic medical sciences. One step in this process involves an early exposure to the practice and possibilities of scientific investigation. Physiology faculty of colleges and professional schools are uniquely poised to demonstrate the importance of science to younger students. This report describes a laboratory demonstration that is designed for groups of middle-school and high-school students as a part of a medical school tour. With appropriate modifications, a similar approach can be used to demonstrate the principles of scientific investigation to students at any level. Subsequent discussions can be used to illustrate the potential benefits of medical research. Presentations such as the one contained in this paper may aid in the recruitment of future physiologists and physicians.

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33

Obeta, M. U., N. S. Etukudoh, and R. O. Ejinaka. "A Case of Online Teaching and Learning during COVID-19 in Medical Laboratory Science Education and Training in Federal School of Medical Laboratory Science, Jos." South-East Asian Journal of Medical Education 14, no. 2 (December 31, 2020): 108. http://dx.doi.org/10.4038/seajme.v14i2.277.

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34

Hidalgo, Sonya. "Laboratory Science Training Improvement Using an Immunohematology Simulation Lab." Advances in Social Sciences Research Journal 6, no. 10 (October 26, 2019): 200–207. http://dx.doi.org/10.14738/assrj.610.7241.

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Medical Laboratory Scientists are certified professionals who conduct assays on body fluids and other biological samples. To work in this profession one must earn a Bachelor of Science degree and complete a 12-month hospital internship. In the current state, most Medical Laboratory Science students gain their hands-on portion of their experiences in hospital laboratories. This time is severely limited, however, and can lead to inexperience upon the recent graduate beginning work. This article explores a grant-financed project to enhance the Medical Laboratory Science students’ Immunohematology experiences on campus prior to hospital experiences. The goals of this exposure are to reduce hospital errors and produce more marketable experienced graduates. This was accomplished through external grant funding, purchase of equipment and supplies, planning and management of a simulated immunohematology laboratory, and student participation in pre- and post-tests. This work was made possible through a Louisiana Board of Regents grant and the support of the College of Nursing and Health Professions at McNeese State University.

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35

Raichle, Linda T. "Laboratory Science Programs and Certification Examination Performance." Laboratory Medicine 25, no. 6 (June 1, 1994): 392–96. http://dx.doi.org/10.1093/labmed/25.6.392.

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36

Bradna, Joanne. "Laboratory science education: Back to the future." Clinical Microbiology Newsletter 11, no. 6 (March 1989): 45–47. http://dx.doi.org/10.1016/0196-4399(89)90075-5.

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37

Muia, Prominah Kavinya, Joyce Lugulu, and Priscah Mosol. "Determining the Application of Innovative Simulation-Based Medical Teaching and Learning Among Staff in Selected Kenya Medical Training College Campuses offering Medical Laboratory Sciences in Kenya." International Journal of Current Aspects 7, no. 2 (May 6, 2023): 1–19. http://dx.doi.org/10.35942/ijcab.v7i2.303.

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Simulation is a teaching learning and assessment strategy used in medical education to prepare medical laboratory students for clinical practice. Simulation-based learning is aimed at bridging the gap between theory and practice through the use of innovative teaching strategies and thus it is considered the best alternative teaching, learning and assessment tool in preparing medical laboratory students for practical and professional life. Traditional methods of educating medical laboratory students are no longer sufficient in the present times largely influenced by the emergence of new infections, technology, and multimedia. In general, scarce literature supports the use of simulation to benefit medical laboratory student in areas of knowledge, value and realism. However, little emphasis has been placed to make application of the method. The aim of the study was to determine the extent of the application of innovative simulation-based medical teaching and learning among staff in selected Kenya medical training campuses offering medical laboratory sciences in Kenya, with a view of improving the application of the simulation strategy. The study employed the census sampling technique. Data collection tools were structured questionnaire, interview, checklist and observation which were used for data collection to obtain information from the respondents. Quantitative data analysis was conducted using the Statistical Package for Social Science (SPSS) software version 22 for windows. Qualitative data was analyzed using content analysis. Both descriptive and inferential statistics particularly the Chi-square test statistics were used in data analysis. P-value was used to test the normality of the spread of the ages. From the findings, majority of the lecturers, 39 (83.0%) indicated that they understood and defined simulated medical laboratory experiences both actual and anticipated. The respondents reported that simulation-based teaching and learning enables them to earn continuous professional development (CPD) points. All the lecturers 47(100%) agreed that educational validity of simulation-based teaching and learning was one among the factors that shaped their decision to implement simulations. The principals cited issues such as untrained simulator instructor staff in MLS, lack of adequate infrastructure, as part of challenges they encountered while implementing innovative simulation-based teaching and learning. From the study, it was concluded that simulation-based teaching and learning was not applied uniformly across the MLS department, indicating a lack of standardization in training hence the knowledge, attitudes as well as skills acquired by the students before they graduate were not in line with the public expectation. There is a need for Kenya Medical Training College (KMTC) management to ensure uniform application of innovative simulation-based teaching and learning across all MLS departments and hence standardization in training of medical laboratory sciences professionals.

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Korita, Irena, and Victor Blaton. "Challenges of Laboratory Medicine: European Answers." Journal of Medical Biochemistry 30, no. 4 (October 1, 2011): 273–78. http://dx.doi.org/10.2478/v10011-011-0011-9.

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Challenges of Laboratory Medicine: European Answers Medical laboratories play a vital role in modern healthcare, and qualified specialists in Clinical Chemistry and Laboratory Medicine are essential for the provision of high-quality preanalytical, analytical and consultative services. Laboratory medicine has undergone major transformations during the last decade. Ongoing technological developments have considerably improved the productivity of clinical laboratories. Information on laboratory services is globally available, and clinical laboratories worldwide face international competition and there is a huge pressure to reduce costs. To be prepared for the future, clinical laboratories should enhance efficiency and reduce the cost increases by forming alliances and networks, consolidating, integrating or outsourcing, and more importantly create additional value by providing knowledge services related to in vitro diagnostics. Therefore, business models that increase efficiency such as horizontal and vertical integration are proposed, based on collaborative networks for the delivery of clinical laboratory services. Laboratories should cooperate, consolidate and form strategic alliances to enhance efficiency and reduce costs. There is a growing conflict between the science and the art of clinical practice and on the role of the biomedical sciences in medical practice. We have a dehumanizing effect on medical care. Disease is defined at the level of sick molecules and cells and curative medicine is being replaced by the preventive care of the disease. Undoubtedly all those questions will raise considerable problems and challenges for the medical educators.

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Erbey, John R., Rhobert W. Evans, and Ronald E. LaPorte. "Internet Technology and Clinical Laboratory Science: The Role of the Laboratory Home Page." Laboratory Medicine 28, no. 1 (January 1, 1997): 58–62. http://dx.doi.org/10.1093/labmed/28.1.58.

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40

WINTER, W. "Endocrine laboratory science: topics at the interface of clinical care and laboratory medicine." Clinics in Laboratory Medicine 24, no. 1 (March 2004): xi—xii. http://dx.doi.org/10.1016/s0272-2712(04)00015-0.

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41

Bishop, Susanne. "Medical Laboratory Science Graduate Management Curriculum Development Using Managerial Survey Responses." American Society for Clinical Laboratory Science 31, no. 3 (September 4, 2018): ascls.2018000257. http://dx.doi.org/10.29074/ascls.2018000257.

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42

Uchejeso, Obeta M., Ikeagwulonu R. Chinaza, and Ejinaka R. Obiora. "COVID-19: THE STIMULUS FOR VIRTUAL LEARNING IN MEDICAL LABORATORY SCIENCE." Journal of Bio Innovation 9, no. 5 (October 16, 2020): 812–20. http://dx.doi.org/10.46344/jbino.2020.v09i05.17.

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Sugiyama, Atsushi, Ryuichi Kambayashi, Mihoko Hagiwara-Nagasawa, Yoshio Nunoi, Yoshinori Takei, and Hiroko Izumi-Nakaseko. "Laboratory practice of pharmacology for medical students to learn pathophysiological science." Proceedings for Annual Meeting of The Japanese Pharmacological Society 93 (2020): 1—S16–3. http://dx.doi.org/10.1254/jpssuppl.93.0_1-s16-3.

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44

Emami, Maryam, Nosrat Riahinia, and Faramarz Soheili. "Science-Technology Linkage in the Field of Medical and Laboratory Equipment." Journal of Scientometric Research 9, no. 2 (July 5, 2020): 88–95. http://dx.doi.org/10.5530/jscires.9.2.12.

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45

Brown, Karen, JoAnn Parker Fenn, Karen Fong, Vicki Freeman, Jonathan Genzen, Nancy Goodyear, Mary Lunz Houston, Terry Taff, and Patricia Tanabe. "ASCP Board of Certification Survey of Medical Laboratory Science Education Programs." Laboratory Medicine 50, no. 4 (May 20, 2019): e70-e74. http://dx.doi.org/10.1093/labmed/lmz019.

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Chaturvedi, Saurabh, Rashi Gupta, Harshit Singh, and Sachin Kumar. "Emerging Landscape of Medical Laboratory Science in India: Promises and Opportunities." EAS Journal of Pharmacy and Pharmacology 5, no. 04 (August 17, 2023): 113–21. http://dx.doi.org/10.36349/easjpp.2023.v05i04.005.

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Medical Laboratory Science (MLS) is a vital component of the health care system that provides diagnostic services and contributes to medical research. In India, MLS has been evolving rapidly in terms of technology, education, regulation, and quality. This paper aims to provide a comprehensive overview of the current status and future prospects of MLS in India, with a focus on the challenges and opportunities faced by the professionals and stakeholders involved in this field. The historical development and scope of MLS in India is described, highlighting the various roles and responsibilities of MLS professionals in different settings. Further, the current trends and innovations in MLS, such as molecular diagnostics, point-of-care testing, automation, and role of artificial intelligence are discussed. The major challenges and gaps are highlighted that need to be addressed to improve the quality, accessibility, affordability, and sustainability of MLS services and infrastructure in India, such as the lack of standardization, regulation, accreditation, recognition, training, and research. Moreover, the opportunities and initiatives that can enhance the capacity and contribution of MLS services in India are mentioned, such as the adoption of new technologies, innovations, and best practices; the strengthening of human resources, education, and collaboration; the development of ethical and legal frameworks; and the creation of an enabling environment for MLS innovation and adoption. The paper intends to provide a comprehensive overview of the emerging landscape of MLS in India and to inspire further research and discussion on this topic.

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ZENG Qi, 曾琦, 刘瑞 LIU Rui, 王楠 WANG Nan, 曾婷婷 ZENG Tingting, and 陈雪利 CHEN Xueli. "拉曼光谱技术在医学检验领域中的研究进展（特邀）." ACTA PHOTONICA SINICA 50, no. 10 (2021): 1017002. http://dx.doi.org/10.3788/gzxb20215010.1017002.

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Frampton, Sally. "Laboratory Disease: Robert Koch's Medical Bacteriology." Annals of Science 70, no. 1 (January 2013): 133–36. http://dx.doi.org/10.1080/00033790.2010.510934.

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UM, Obeta. "Prevalence of Staphylococcus aureus on Noncritical Surfaces of the Laboratories of a Medical Laboratory Training Institution." Journal of Infectious Diseases & Travel Medicine 8, no. 1 (February 28, 2024): 1–6. http://dx.doi.org/10.23880/jidtm-16000184.

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Staphylococcus aureus is a Gram positive bacterium that is frequently encountered on surfaces such as benches and skin. This organism being a normal flora of the skin is usually nonpathogenic but becomes pathogenic when found outside its normal flora where it can cause varying number of infections such as nosocomial infections and sepsis which may even lead to death if left untreated. This research was therefore carried out to determine the prevalence of Staphylococcus aureus on noncritical surface areas including: Furniture, Doors and Windows of the laboratories of Federal College of Medical Laboratory Science & Technology Jos, Nigeria. Samples were processed, examined and analyzed accordingly. It was observed that out of the 120 samples examined, 8 were gram positive cocci in clusters under Gram staining examination Coagulase and catalase tests were positive indicating specific biochemical tests to identify the organisms in the 8 organisms as Stapylococcus aureus showing a prevalence rate of 6.67%. The 17 working Benches examined, 3(2.50%) were positive. Out of 75 Chairs examined, 5(4.17%) were positive. The 18 Windows examined, 10 Doors examined showed no growth for Staphylococcus aureus. Distribution according to laboratory sections showed that, out of the 95 samples in main laboratory, 6(5.00%) were positive. Out of the 14 samples examined in side laboratory one, 2(1.67%) were positive while none 0(0.0%) was positive out of 11 samples examined in side laboratory two. The isolation of Stapylococcus aureus from these locations stresses the urgent need for public enlightenment campaigns by the appropriate authorities to educate the laboratory workers as well as the masses on the etiological agents, the possible risk factors, routes of transmission and health implication of Stapylococcus aureus infection and ways of preventing these bacteria in the Laboratories especially in Federal College of Medical Laboratory Science and Technology Jos Nigeria.

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Holmes, Earle W. "Saunders Manual of Clinical Laboratory Science." Archives of Pathology & Laboratory Medicine 123, no. 5 (May 1, 1999): 445–46. http://dx.doi.org/10.5858/1999-123-445c-smocls.

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