Incorporating Clinical Laboratory Science Students into Interprofessional Simulation

1. Michelle R. Brown, MS, MLS(ASCP)CMSBBCM[⇑][1] 1. University of Alabama at Birmingham, School of Health Professions, Department of Clinical and Diagnostic Sciences, Birmingham, AL 2. Brianna V. Miller, MS, MLS(ASCP)CM 1. University of Alabama at Birmingham, School of Health Professions, Department of Clinical and Diagnostic Sciences, Birmingham, AL 1. Address for Correspondence: Michelle R. Brown, MS, MLS(ASCP)CMSBBCM, University of Alabama at Birmingham, Assistant Professor, School of Health Professions, Department of Clinical and Diagnostic Sciences, 1705 University Blvd, SHPB 474, Birmingham, AL 35294, 205-934-5987, michellebrown{at}uab.edu 1. Identify the barriers associated with incorporating students from multiple professional programs in interprofessional simulation. 2. Describe techniques used to allow CLS students to analyze specimens and communicate results within the timeframe of the simulation. 3. Describe debriefing a large, diverse group of students. INTRODUCTION The laboratory is a vital and dynamic participant on the clinical team in healthcare. However, the laboratory often exists behind the scenes, quietly providing answers to many diagnostic questions while providing a critical role in patient care. It is unfortunate that this hidden nature of the laboratory begins during professional education. In many educational institutions, interprofessional simulations are gaining ground as an excellent way for different professions to work together in a safe environment, preparing them for their future real life experiences.1,2 In order for these simulations to be effective and authentic, it is crucial for the laboratory to be included. This manuscript serves as an example of how the University of Alabama at Birmingham's Clinical Laboratory Science Program was able to partner with the Office of Interprofessional Simulation for Advanced Clinical Practice and create an interprofessional simulation that highlighted patient safety, teamwork, and communication. The Value of the Laboratory in Simulation Including the laboratory in interprofessional simulation is imperative. For starters, it is not realistic for lab values to be pulled out of one's pocket at the exact moment the clinician in the simulation orders a test. This provides unrealistic expectations of turnaround time for lab results. Waiting on results affords the opportunity for providers to determine appropriate measures to take while lab analysis is being performed. Bedside healthcare providers need experience in multi-tasking with patient care during a simulation. They may receive a call that a specimen is being rejected for one patient, all the while dealing… ABBREVIATIONS: ACLS – advanced cardiac life support, CBC – complete blood count, CLS – clinical laboratory science, CMP – comprehensive metabolic panel, COPD – chronic obstructive pulmonary disease, CT – computerized tomography, ICU – intensive care unit, PT – prothrombin time, PTT – partial thromboplastin time 1. Identify the barriers associated with incorporating students from multiple professional programs in interprofessional simulation. 2. Describe techniques used to allow CLS students to analyze specimens and communicate results within the timeframe of the simulation. 3. Describe debriefing a large, diverse group of students. [1]: #corresp-1