How to Become a Clinical Laboratory Scientist
ACP Lesson Plan
| Title: How to Become a Clinical Laboratory Scientist | Author: Lara J. Nichols, featuring a lesson plan created by the National Institutes of Health |
| Subject(s): Science | |
| Grade Level(s): 10-12 | Total Time: Three 45-minute class periods |
Overview / Description:
Ever wonder what happens to those vials of blood drawn at the hospital for your lab work? What about when you have a swollen, red, raw throat? Who runs those tests that the doctor orders? What is involved in running those tests? Here is where we dive into the world of the Clinical Laboratory Scientist (CLS). Students will complete a lesson created by the National Institutes of Health to investigate the skills necessary to be a Clinical Laboratory Scientist. Students will then use local resources to research educational requirements and regional job openings for Clinical Laboratory Scientists.
Learning goals/objectives:
After completing this activity, students should be able to . . .
- Correctly identify the skills and education needed in order to become a Clinical Laboratory Scientist
- Have basic knowledge of the duties of a Clinical Laboratory Scientist
Workplace Readiness Skill:
| Social Skills | X | Communication |
|
| X | Teamwork | X | Critical Thinking |
| X | Attitude and Initiative | X | Planning and Organization |
| X | Professionalism | Media Etiquette |
Content Standards:
WI Common Career Technical Standards
CD4.c.5.h: Maintain appropriate
dress and behavior for the job to
contribute to a safe and effective
workplace/jobsite.
CD3.b.5.h: Evaluate the
relationship between educational
achievement and career
development.
CD3.a.12.h: Evaluate changes in
local, national and global
employment trends, societal needs
and economic conditions related to
career planning
CD2.a.4.h: Determine those
opportunities that best support
attainment of a specific career
goal.
Wisconsin Health Science Standards:
HSF2.a: Apply the concepts of effective verbal and nonverbal communication in the healthcare industry.
HSF4.b: Examine healthcare opportunities to develop a quality career plan.
HSF7.a: Explain principles and practices of infection control in healthcare.
HSF7.b: Describe personal safety procedures and equipment used in healthcare settings.
Materials:
- YouTube video links: https://www.youtube.com/watch?v=8Zm0HvDRjpU&t=57s (What is a Medical Laboratory Scientist??); https://www.youtube.com/watch?v=QS97tc_7DqQ (A Day in the Life of a Medical Laboratory Technician)
- Medical Lab Tech Investigation - Xello student worksheet:
Links to Education Programs in the area:
- https://www.nmu.edu/bulletin/programs?VersionID=26&processtype=self&action=ProgsByDept&phase=phase5&elementid=1254840912&subaction=1254168721 (Medical Laboratory Science Program - Northern Michigan University)
- https://www.wisc.edu/search/?q=medical+laboratory+scientist (Various links to medical lab scientist education requirements from UW Madison)
- https://uwosh.edu/admissions/landing-pages/medical-technology/ (Medical Technology degree UW Oshkosh)
Links to classroom activities/ lessons/ units:
- https://science.education.nih.gov/supplements/nih_diseases.pdf (This is an entire copyrighted UNIT, that is downloadable as a pdf. For this lesson, I use Lesson 2 "Disease Detectives", where students are separated into 3 groups "Laboratory Scientist", "Field Researcher" & "Physician", and ultimately they will collaborate to pool their information they have gathered to diagnose the patient.
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Day 1 - Introduction: The teacher would introduce the lesson with the following: "Ever wonder what happens to those vials of blood drawn at the hospital for your lab work? What about when you have a swollen, red, raw throat? Who runs those tests that the doctor orders? What is involved in running those tests? Here is where we dive into the world of the Clinical Laboratory Scientist (CLS)." Teacher would follow this introduction with this YouTube video link: https://www.youtube.com/watch?v=QS97tc_7DqQ (A Day in the Life of a Medical Laboratory Technician, 2:48) | Teacher | 5 min. |
| Following the introduction, the teacher will follow the directions for the Disease Detectives (NIH lesson #2, page 61+), found in the Emerging and Re-emergingInfectious Diseases unit plan created and licensed by the National Institutes of Health (all rights reserved). | Teacher led, then student driven | 1-2 45 min class periods |
| Day 2 - Wrap up Disease Detectives following the directions in the Emerging and Re-emerging Infectious Diseases unit plan created and licensed by the National Institutes of Health (all rights reserved). As a formative assessment, ask students to complete individually, in writing, the sentences at the bottom of Master 2.11, Mystery Diseases Summary Table. | Students + Teacher | < 1 class period |
| Day 3 - Medical Lab Tech Investigation Students will be using the Xello platform to investigate the Clinical Laboratory Scientist career (called "Medical Lab Tech" in Xello). If you haven't already done so this year, have students go to https://xello.world/wp-login.php and log into their account. If they were using Career Cruising previously, they'll notice that Xello has a much different look and feel to it! Students should follow the steps on Page 1 of the Medical Lab Tech Investigation worksheet (linked above) to complete the Matchmaker quiz (if they haven't already done so) and start an investigation into the Medical Lab Tech career. | Teacher/ Student Discussion | 15 minutes |
| Students will complete Page 2 of the Medical Lab Tech research in Xello, including education requirements and Wisconsin earnings levels for Medical Lab Techs. | Students | 15 minutes |
Assessment:
- Formative assessment: Prior to Disease Detectives activity, have students discuss their prior knowledge and possible misconceptions regarding the role of the lab scientist.
- Formative assessment: At the conclusion to Disease Detectives, have students complete questions to Master 2.11, Mystery Diseases Summary Table.
- Formative assessment: (informal) Table to table review with students regarding their roles as Lab Scientists/ Field Researcher/ Physicians
- Summative assessment: Collection of student research worksheets for the Medical Lab Tech career.
Wrap-Up:
Review and brainstorm other possibilities for job requirements/ job possibilities as a Clinical Laboratory Scientist.
Extension Activity (for intervention or enrichment):
Job shadow a Clinical Laboratory Scientist at a hospital in your area.
ATTACHMENTS - Alternate materials:
- http://bloags.oregonstate.edu/hydroville/download/ (a whole series of activities to investigate an illness outbreak in a hypothetical situation -- from the NIH website)
- https://www.niehs.nih.gov/health/assets/docs_f_o/growth_and_disease_2001_508.pdf (another great resource from the NIH)
- https://www.boreal.com/store/product/8871689/diagnosis-you-are-the-doctor-activity-guide (an EXCELLENT one time purchase activity that the students absolutely LOVE!! Each student is given their own "patient", and they must diagnose the illness, given the protocol laid out before them. It is a great student activity that takes 2-4 class periods, depending on how much of the activity that you incorporate).