Standard 22C Learning Experience HT Accredited Curriculum

Standard 22C The standard states: – The learning experiences needed to develop and support entry level competencies must be properly sequenced and include: Instructional materials, classrooms presentations, discussions, demonstrations, laboratory sessions, supervised clinical practice and experience. 2

Standard 22C Continued 1.Student experiences must be educational and balanced so that all competencies can be achieved. 2.Student experiences at different clinical sites must be comparable to enable all students to achieve entry level competencies. At all clinical sites, the students must be supervised by a nationally certified histotechnician or histotechnologist. 3

Standard 22C Concluded 3. Policies and processes by which students may perform service work must be published and made known to all concerned in order to avoid practices in which students are substituted for regular staff. After demonstrating proficiency, students with qualified supervision, may be permitted to perform procedures. Service work by students in clinical settings outside of academic work must be non compulsory. 4

Standard 22C Objectives Upon completion of this unit of instruction and review of additional resources, the learner shall be able to: Identify different methods of providing learning experiences Compare clinical rotation sites and determine if they are comparable and prepare students for entry level competencies. Define criteria regarding service work. 5

Standard 22C There are multiple avenues a program can and should employ in order to provide a complete, balanced learning experience. Instructional materials Classroom presentations Laboratory presentations Discussion and demonstration Supervised practice Experience 6

Standard 22C In order to be truly effective, learning experiences must be properly sequenced and result in a level of competency required for an entry level professional resulting in graduation. – Example: Students should be shown tissue processors and their solutions and time schedules after their lectures on fixation and tissue processing. Students are taught the various special stains used for microorganisms. Next during a student laboratory, students are given a step by step procedure and the solutions require to perform an acid fast stain. During a clinical rotation and under supervision, they cut a patient slide with controls and complete an acid fast stain. 7

Standard 22C Student experiences at different clinical sites must be comparable to enable all students to achieve entry level competencies – Programs that use a single rotation site for all students need to ascertain that the site includes a full scope of HT practice in order to fully prepare a student for entry level performance. i.e. A reference laboratory may not provide a variety of tissue specimens. The student may have familiarity with cutting levels for biopsies but is unfamiliar with volume or the techniques required for resection specimens. – Programs that use multiple rotations sites where students rotate through different locations must prove that students receive equivalent educations. i.e. Student A rotates through Sites 1 & 2 but Student B rotates through Sites 3 & 4. If Sites 3 & 4 don’t include skin specimens, Student B does not have an equivalent education as Student A and will not be as prepared for entry level work. 8

Standard 22C Policies and processes by which students may perform service work must be published and made known to all concerned in order to avoid practices in which students are substituted for regular staff. After demonstrating proficiency, students, with qualified supervision, may be permitted to perform procedures. Service work by students in clinical settings outside of academic hours must be non-compulsory. Service Work is employment. There must be a strict delineation between when an individual is a student and when the individual is an employee. 9

Standard 22C – Service Work 10 How the Program Director will demonstrate compliance Describe how policies and procedures regarding service work are distributed to students and clinical facilities. Submit policies and procedures explaining when students may perform service work. How reviewers will evaluate compliance Verify that policies and procedures explaining when students may perform service work are published, distributed to students and distributed to clinical affiliates. Verify that service work by students in the clinical settings outside of regular academic hours is non- compulsory.

Assessment Methods of providing learning experiences include all but which of the following: a.Classroom instruction b.Homework c.Clinical rotations d.Prerequisite credits 11

Assessment Place the following tasks in order of a properly sequenced learning experience. a.Under supervision at a clinical facility, prepare frozen section slides using a cryostat during an intraoperative consultation. b.During a classroom lecture, learn the components of a cryostat and proper specimen preparation c.In a classroom laboratory, prepare a frozen section slide on test tissue.

Assessment In order to establish that learning experiences at different clinical rotation sites are equal and balanced, the program must: a.List the specimens processed and block volume for each site b.State that they are the same c.Give the bed size of the hospital d.List the number of pathologists at each site 13

Assessment In order to establish that service work is non-compulsory, a program can: a.Ask clinical rotations sites not to overuse students b.Consider all clinical rotation work non-compulsory c.Submit signed policy statements from rotation site staff and students confirming that the policy has been reviewed and understood. d.Pay students a flat fee during rotation sites that tend to use students for work. 14