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?