Biomedical subjects

Libby Spence

Publications and source records attributed to Libby Spence.

3 recordsLinked to original sources

PubMed2006

Down syndrome with myelodysplasia of megakaryoblastic lineage.

The association between Down syndrome and acute myelogenous leukemia (AML) has been well documented. AML in Down syndrome is usually a specific type of megakaryoblastic leukemia (M7, AMKL). A myelodysplastic syndrome generally precedes this malignancy. Down syndrome patients with AMKL have a much better prognosis than other children with AML. A case study of a 22-month-old female with Down syndrome and myelodysplastic syndrome of a megakaryoblastic lineage is presented here. Upon admission to a pediatric hematology/oncology clinic, flow cytometry results reported a distinct population of phenotypically abnormal myeloblasts expressing myeloid antigens and the immature cell markers. The patient was placed on a national research group study and began chemotherapy treatment. To date she has received two courses of cytarabine (ara-c) and daunorubicin therapy, which were tolerated well, and is awaiting her third course. Her blood counts stabilize for a while after treatments and her prognosis is good.

Blood Cell Count↗

PubMed2005

Cooperative learning effects on teamwork attitudes in clinical laboratory science students.

OBJECTIVE: To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself. DESIGN/SETTING/PARTICIPANTS: This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants. INTERVENTION: One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method. MAIN OUTCOME MEASURE: Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples. RESULTS: No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL. CONCLUSION: Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.

Attitude↗

PubMed2005

The clinical laboratory practitioner.

OBJECTIVE: This study was designed to investigate potential areas of practice for the clinical laboratory scientist (CLS) and to propose a graduate curriculum to prepare the practitioner for an advanced level of practice. DESIGN: Meta-analysis of PharmD, physician assistant, physical therapy, and nurse practitioner curricula focusing on academic and clinical advanced practice was used to develop an educational model and curriculum for a professional doctorate in clinical laboratory science (CLS). MAIN OUTCOME MEASURE: (1) New educational model for CLS advanced practice; (2) A proposed curriculum for a Doctorate of Clinical Laboratory Science degree. RESULTS: A new curriculum model was adapted from established healthcare educational models. CONCLUSION: Although there is a need for a baccalaureate degree in CLS there is also a role for expanded education and responsibilities for CLS practitioners. The CLS Advanced Practitioner design focuses on moving students from the baccalaureate level to the doctoral level and prepares the individual to become an integral part of the healthcare team.

Curriculum↗