1887

Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists

    Authors: Steven Fiester1, James Redfearn1, Shannon Helfinstine1, Tracey Meilander1, Christopher J. Woolverton1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Kent State University, Kent, OH 44240
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 May 2010
    • *Corresponding author. Mailing address: College of Public Health, Kent State University, Kent, OH 44242-0001. Phone: (330) 672-4648. Fax: (330) 672-6505. E-mail: [email protected].
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 14-20. doi:10.1128/jmbe.v11.i1.131
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • PDF
    232.51 Kb
  • XML
  • HTML
    51.82 Kb

    Abstract:

    Frequent reports of laboratory- (and hospital-) acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE) addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs) in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings) that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.

Key Concept Ranking

Risk Assessment
0.8154649
Yersinia pestis
0.5769231
Staphylococcus aureus
0.5769231
Yersinia pestis
0.5769231
Staphylococcus aureus
0.5769231
Yersinia pestis
0.5769231
0.8154649

References & Citations

1. Apperson JM, Laws EL, Scepansky JA 2008 An assessment of student preferences for PowerPoint presentation structure in udergraduate courses Comp Ed 50 148 153 10.1016/j.compedu.2006.04.003 http://dx.doi.org/10.1016/j.compedu.2006.04.003
2. Baer DM 2001 Continuing Education-Whose Responsibility? Lab Med 32 423 428 10.1309/XEAH-WNV1-9PLK-8NWL http://dx.doi.org/10.1309/XEAH-WNV1-9PLK-8NWL
3. Basey J, Sackett L, Robinson N 2008 Optimal Science Lab Design: Impacts of Various Components of Lab Design on Students’ Attitudes Toward Lab Int. J. Scholar.Teach. Learn 2 1 15
4. Bloom BS, Englehart MD, Furst EJ, Hill WH, Krathwohl DR 1956 Taxonomy of educational objectives: Part I, cognitive domain David McKay Company, Inc. New York
5. Brachman PS 2002 Bioterrorism: an update with a focus on anthrax Am J. Epidemiol. 155 981 987 10.1093/aje/155.11.981 12034576 http://dx.doi.org/10.1093/aje/155.11.981
6. Centers for Disease Control and Prevention and National Institutes of Health 2007 Biosafety in Microbiological and Biomedical Laboratories 5th ed US Government Printing Office Washington, DC
7. Congress U. S. 2002 Public Law 107-188. Public Health Security and Bioterrorism Response Act of 2002, vol. 12
8. Davis-Manigaulte J, Yorks L, Kasl E 2006 Expressive ways of knowing and transformative learning New Directions for Adult and Continuing Education 109 27 35 10.1002/ace.205 http://dx.doi.org/10.1002/ace.205
9. Domin DS 1999 A review of laboratory instruction styles J. Chem. Ed. 76 543 547 10.1021/ed076p543 http://dx.doi.org/10.1021/ed076p543
10. Dufresne RJ, Gerace WJ, Leonard WJ, Mestre JP, Wenk L 1996 Classtalk: a classroom communication system for active learning J. Computing in Higher Education 7 3 47 10.1007/BF02948592 http://dx.doi.org/10.1007/BF02948592
11. Federal Emergency Management Agency (FEMA) 2004 FEMA: Are You Ready? Facilitator Guide Federal Emergency Management Agency Washington, DC
12. Filoromo C, Macrina D, Pryor E, Terndrup T, McNutt SD 2003 An innovative approach to training hospital-based clinicians for bioterrorist attacks Am J. Infection Control 31 511 10.1016/S0196-6553(03)00699-0 http://dx.doi.org/10.1016/S0196-6553(03)00699-0
13. Harding AL, Byers KB 2006 Epidemiology of Laboratory-Associated Infections 53 75 Fleming DO, Hunt DL Biological Safety: Principles and Practices 4th ed ASM Press Washington, DC
14. Harriman K, Rosenberg J, Robinson S, Bernier B, Bentz R, Waller K, Weltman A, et al 2009 Novel Influenza A (H1N1) Virus Infections Among Health-Care Personnel – United States, April–May 2009 MMWR 58 641 645
15. Kaiser J 2007 Biosafety Breaches: Accidents Spur a Closer Look at Risks at Biodefense Labs Science 317 1852 1854 10.1126/science.317.5846.1852 17901309 http://dx.doi.org/10.1126/science.317.5846.1852
16. Klietmann WF, Ruoff KL 2001 Bioterrorism: Implications for the Clinical Microbiologist Clinical Microbiology Reviews 14 364 381 10.1128/CMR.14.2.364-381.2001 11292643 88979 http://dx.doi.org/10.1128/CMR.14.2.364-381.2001
17. Lawler A 2005 Biodefense Labs: Boston University under Fire for Pathogen Mishap Science 307 501 10.1126/science.307.5709.501a http://dx.doi.org/10.1126/science.307.5709.501a
18. Marbach-Ad G, Briken V, El-Sayed NM, Frauwirth K, Fredericksen B, Hutcheson S, et al 2009 Assessing Student Understanding of Host Pathogen Interactions Using a Concept Inventory J. Microbiology & Biology Education 10 43 50
19. Marbach-Ad G, McGinnis JR, Dai AH, Pease R, Schalk KA, Benson S 2009 Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors J Microbiology & Biology Education 10 58 67
20. Merriam SB, Caffarella RS, Baumgartner LM 2007 Learning in Adulthood John Wiley and Sons 3rd ed Jossey-Bass, San Francisco, CA
21. Paul RW, Elder L 2002 Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life Pearson Education Upper Saddle River, NJ
22. Snyder JW 2003 Role of the hospital-based microbiology laboratory in preparation for and response to a bioterrorism event J. Clin. Microbiol 41 1 4 10.1128/JCM.41.1.1-4.2003 12517818 149646 http://dx.doi.org/10.1128/JCM.41.1.1-4.2003
23. Stohr-Hunt PM 1996 An analysis of frequency of hands-on experience and science achievement J. Research in Science Teaching 33 101 109 10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-Z http://dx.doi.org/10.1002/(SICI)1098-2736(199601)33:1<101::AID-TEA6>3.0.CO;2-Z
24. Tobin KG 1993 The practice of constructivism in science education Lawrence Erlbaum Philadelphia, PA
25. White TK, Whitaker P, Gonya T, Hein R, Kroening D, Lee K, et al 2009 The Use of Interrupted Case Studies to Enhance Critical Thinking Skills in Biology J. Microbiol. Biol. Ed 10 25 31

Supplemental Material

No supplementary material available for this content.

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v11.i1.131
2010-05-20
2019-08-25

Abstract:

Frequent reports of laboratory- (and hospital-) acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE) addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs) in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings) that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/11/1/jmbe-11-1-14.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v11.i1.131&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Results of post-course evaluation question asking if hands-on exercises met needs. The 5-1 Likert scale reflected the response option range of ( 5 ) Strongly Agree to ( 1 ) Strongly Disagree. N = 19 in the Lab Safety course and n = 26 respondents in the Bioterrorism Readiness course.

Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 14-20. doi:10.1128/jmbe.v11.i1.131
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

Results of post-course evaluation question asking if the respondent would change laboratory behavior as a result of completing the course. The 5-1 Likert scale reflected the response option range of ( 5 ) Strongly Agree to ( 1 ) Strongly Disagree. N = 19 in the Lab Safety course and n = 26 respondents in the Bioterrorism Readiness course.

Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 14-20. doi:10.1128/jmbe.v11.i1.131
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error