Standard 22A Curricular Structure HT Accredited Curriculum

Standard 22A Curricular Structure The standard states: – Instruction must follow a plan which documents a structured curriculum composed of basic sciences, mathematics, and professional courses including applied (clinical) education. The curriculum must include clearly written program goals and competencies with syllabi which must include individual course goals and objectives. – The curriculum must include all the major subject areas currently offered in the contemporary clinical histopathology laboratory. Curriculum content shall provide the student with a comprehensive body of knowledge and the necessary skills to accurately and reliably perform the tasks, functions and duties defined in the Preamble. Behavioral objectives which address cognitive, psychomotor, and affective domains must be provided for didactic and applied aspects of the program and must include clinical significance and correlation. Course objectives must show progression to the level consistent with entry into the profession. – The applied courses must be taught in a clinically equipped teaching laboratory on the college campus, in an affiliated clinical facility, or in both facilities sufficient for developing basic skills, understanding principles, and mastering the procedures involved.

Standard 22A - Objectives Upon completion of this unit of instruction and review of additional resources, the learner shall be able to: Describe a structured curriculum plan Define applied education. Differentiate goal, competency and objective. Determine the necessary component(s) for a course syllabus. Complete the instructional unit on behavioral objectives. Explain how objectives can be employed to demonstrate progression to a level consistent with entry into the profession.

Standard 22A Structured curriculum plan – Composed of: Basic sciences Mathematics Professional courses = HT professional courses Applied education = clinical rotations for HT student across all major subject areas offered in a modern histopathology laboratory. – The HT program must: ensure the student meets the program admission and/or degree requirements for entry into the program provide structured professional courses in all major subject areas offered in a Histopathology laboratory. – An organized, systematic schedule of professional course offerings and applied education – Provided to the student to show the progression of the course/applied education schedule

Standard 22A Didactic Elements – Curriculum taught in a classroom setting with emphasis on background knowledge as preparation for clinical training. Applied (Clinical) Education – Often referred to as “clinical rotations” – Does not have to be completed in a traditional clinical setting such as a hospital. Can be done in a student or simulation laboratory setting, physician office laboratory, urgent care clinic, reference laboratory etc. – The program must insure the student receives all of the knowledge and skills necessary to perform testing across the major subject areas of a contemporary histopathology laboratory regardless of the educational setting(s) used.

Standard 22A The curriculum must include clearly written program goals and competencies and course syllabi which must include course goals and objectives. Goal – A general statement that describes the major purpose of instruction A program goal often describes why the program exists – A program can have multiple goals – Example: » The goal of the XYZ HT program is to advance the science and practice of Histotechnicians by providing an educational experience of the highest quality to our students.

Standard 22A Goal (continued) – A course goal describes what the student will achieve upon completion of the course Often written in as few as 1 to 2 sentences Example: – Course – Tissue Microtomy » Goal – The goal of this course is to fully inform the student of the functions of a working microtome as used in the preparation of tissue slides through orderly and sequential review.

Standard 22A Competency – General statement that reflects what is expected of the graduate upon entry in the career Statement that describes the graduate’s knowledge and skills upon completion of the program curriculum It often requires multiple competencies to describe all of the knowledge and skills of a program graduate Examples: – Review and assess a tissue specimen in order to accurately predict tissue decalcification. – After review of the instrument manual and department policies and procedures and successful completion of new co- worker orientation and training, operate a laboratory instrument.

Standard 22A Behavioral Objective – Describes the specific behaviors, knowledge and/or skills a student must achieve in the course Examples: – Upon completion of didactic instruction and clinical rotation, the student shall be able to: » Assess the volume and structure of a tissue biopsy and select the appropriate mold for embedding. » Troubleshoot deficiencies in H&E staining on an automated slide stainer.

Standard 22A Course syllabus -Essentially a table of contents – States the obvious for the student in one place for each course Required by the Standards – Course goal and objectives Other suggested listings – Course number and name – Instructor contact information – Required textbook and reading assignments – Grading policy – Calendar/schedule/exam and assignment due dates – Policies such as attendance, tardiness, missed assignments/exams, dishonesty, participation, etc.

Standard 22A Each course must include: – Behavioral objectives in the following domains or areas of learning: Cognitive = knowledge Psychomotor = skills Affective = attitude – Behavioral objectives for: Didactic material = lectures, on-line and/or textbook instruction Applied education = performance of clinical testing in a clinical rotation, student laboratory or other setting

Standard 22A Objectives must show progression to the level consistent with entry into the HT profession. – Begin with recognition or recall of knowledge and skills (level I) – Build to ensure the ability to apply and analyze the information or skills and interpret data (Level II) – Culminate with the ability to make decisions and recognize and resolve problems (Level III)

Standard 22A There should be a progression from level I to level II to level III objectives in each course. – There is no magic number for how many objectives at each level should be present in a course – Some courses may lend themselves to primarily level I and Level II objectives such as a communications or professional conduct course – Others, such as Tissue embedding, definitely require all 3 levels of objectives present to ensure the student is competent and can demonstrate trouble-shooting skills

Standard 22A There is an interconnection between: – Program goal(s) – Course goal(s) – Didactic and applied education objectives – Entry level competencies If you adjust one, you may need to adjust others due to a domino effect. Program Goals Course GoalsObjectives Competencies

Note Upon completion of this unit, please complete the instructional unit on behavioral objectives.

Assessment After completion of didactic instruction in cover slipping, an HT program director arranges for the students to perform manual cover slipping at a local hospital. This is an example of: a. A structured curriculum plan b. A professional course c. Applied education d. Entry level competencies

Assessment A Histotechnology course provides the students with the following statement: “Upon completion of reading assignments, review sessions, practical exercises and demonstrations, the student shall be able to prepare tissue specimens for microscopic review.” This is an example of a/an: a. Course goal b. Program goal c. Program competency d. Course objective

Assessment Which of the following are components of a completed syllabus. a. Course goal b. Course objectives c. Instructor contact information d. All of the above

Assessment Place the following objectives in order of progression in a decalcification course. A. Explain the necessity for decalcification. B. List the common solutions used to decalcify bone. C. Evaluate a tissue specimen for decalcification and choose the appropriate length of chemical exposure required to provide adequate decalcification.

Glossary Applied education Student performance of specimen examination or autopsy clinical rotation Goal A general statement that describes the major purpose of instruction Competency A general statement that reflects what is expected of the graduate upon entry in the career Objective A statement that describes the specific behaviors, knowledge and/or skills a student must achieve in the course or learning module