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BLAST (Basic Laboratory Skills Testing): Evolution of a Practical Laboratory Skills Foundation to Support Undergraduate
ResearchDepartment of Medical Laboratory Sciences
Tarleton State University
Dale Telgenhoff Sally Lewis
Rational for Development of BLAST
• Mission of MLS• History of research in MLS• Past UG research experiences• Goals– Prepare UG for research prior to experience– Preparation for graduate school
Creation Phase
• Identify medium for project• Define outcomes• Identify Faculty/Project Coordinator• Communicate desired project goals and
outcomes to Project Coordinator and MLS faculty
• Departmental support
You want me to do what??????
Defining Outcomes
• Students• Faculty
Defining Outcomes
Calming the Beast
Initiation Phase: Boot Camp I
Identification of Basic Skills
Separation of “Basic” and “Advanced”
Review of Skills Previously Learned
Assessment of Mastery
What is a “Basic Skill”?
Skill SelectionBasic Skills• Hand washing• Disinfecting countertops• Cleaning up biohazard spill• Removal of contaminated gloves,
clothing• Selection of proper waste receptacle• Microscopy• Koehler Illumination• Pipetting• Monitoring temperatures• Dilutions• Lab Math• Gravimetric analysis• Centrifugation
Advanced Skills
• Phlebotomy• Specimen collection• Cell counting• Instrument operation• pH adjustment• Spectrophotometry• Osmometry• Molecular techniques
Skill CategoriesBiosafety• Handwashing• PPE• Biohazard clean-up• Waste management
Pipetting
• Procedure• Selection• Micropipettes• Troubleshooting
Microscopy• Components• Optimal imaging• Koehler• Modifications
Dilutions and Solutions• Glassware selection• Concentration mathematics• Gravimetric analysis• Centrifugation
Instructional Phase: Boot Camp I
Format
• Four 2-hour sessions• Hands-on laboratory
instruction• Time dedicated for
practice• Facilities available for
additional practice
Instructional Session Example
• Handwashing – GloGerm Handwash
• Spill clean-up• Segregation of waste
Assessment: Boot Camp I
Assessment Stations
• One-on-one performance of skill in front of faculty
• Four stations, rotation of students
• Pass/fail system – three attempts
Remediation
• Six fails – all in pipetting skills
• One-on-one instruction/ troubleshooting
• Improved technique, passed skills test
Here we Go Again: Boot Camp II
Increased emphasis on pipetting skills
Incorporated BLAST into grade for Introductory Course
Reviewed feedback from faculty, students
Undergraduate Research• Basic lab skills required for advanced molecular
techniques• Overall improvement of skills – little need for
remedial teaching• More time spent on
research development and implementation
Clinical Outreach
• Discuss basic lab skills with clinical instructors
• Review of techniques currently used
• Skills improved – still need emphasis on pipetting skills
Information provided by Virginia Reyes, M.Ed., MT(ASCP)SBB
Boot Camps III +: What we have Learned….
Some skills replaced, substitutedContinued strong emphasis on pipetting skills,
assessmentGraded component of Introductory courseFear – spread by word of mouth – increased
practice!
Questions?