Statements of competence for practitioners in the clinical laboratory sciences.
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Clinical Competence↗
Biomedical subjects
B J Fiorella
Publications and source records attributed to B J Fiorella.
Core isoelectrofocusing.
An improved method of isoelectrofocusing is described. A plastic rod is centered in a tube and the lumen is filled with gel. After separation the rod is withdrawn and replaced by staining solution. Staining and destaining are quick and simple. The gel remains stabilized in the tube allowing no distortion or breakage and permitting accurate localization of separated bands.
Blood Proteins↗
Single hollow fiber microconcentrator.
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Autoanalysis↗
Metabolism of plasma proteins in burn patients.
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Adolescent↗
Immunocore electrophoresis as a purity test for albumin.
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Acrylamides↗
Immunocore electrophoresis of urinary albumins.
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Albuminuria↗
Turnover rate of orosomucoid in the dog with sterile abscess.
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Abscess↗
Thin-layer microtubular continuous-flow countercurrent dialysis.
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Cellulose↗
Microconcentration by suction ultrafiltration.
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Body Fluids↗
Essential requirements for clinical laboratory science.
OBJECTIVE: To present a sample list of essential requirements for clinical laboratory science (CLS) education that support the requirements of the Americans with Disabilities Act (ADA). The essential requirements provide a basis for student admission and academic progress measurement. DATA SOURCES: Over 700 articles have appeared in various professional and trade journals on the impact of the ADA since it was signed in 1990. DATA EXTRACTION: Literature review. DATA SYNTHESIS: The ADA prohibits discrimination against academically qualified program applicants with disabilities, and requires a list of essential requirements, distinct from academic requirements and distinct from essential functions of jobs, for each academic program. Essential requirements, also called technical standards or functional expectations, are task and attribute-based criteria that define their educational program. Applicants and students must possess or be able to achieve the essential requirements directly or through reasonable accommodations. CONCLUSION: By July 1994, all educators must have been prepared with defensible essential and academic requirements that reflect the needs of their programs, and with appropriate processes for managing applications, academic progress, and program completion that promote equal educational opportunity for qualified individuals with disabilities.
Curriculum↗