Michelle Butina’s research while affiliated with University of Kentucky and other places

A review of professional literature was conducted to examine the history of the education of medical laboratory practitioners. This comprehensive review included historical educational milestones from the birth of medical technology to the advent of World War II. During this time period standards were developed by clinical pathologists for laboratory personnel and training programs. In addition, a formal educational model began to form and by the 1940's two years of college was required for matriculation into a medical technology program. Intertwined within the educational milestones are imprints of the evolution of critical thinking requirements and skills within the profession. For the first laboratory practitioners, critical thinking was not developed, discussed, or encouraged as duties were primarily repetitive promoting psychomotor skills.

A review of professional literature was conducted to examine the history of the education of medical laboratory practitioners. This comprehensive review included historical educational milestones from World War II to present day. During this time period the standard of two years of college required for matriculation into a medical technology program increased to four years. Critical thinking skills promoted in the educational model and applied in practice expanded from an analytic and psychomotor orientation to include those requiring extensive situational interpretation and negotiation. By the end of the twentieth century, the clinical laboratory had experienced significant scientific and technologic transformations necessitating greatly expanded roles for the medical laboratory practitioner. Though the educational requirements and education model have changed minimally since the 1970's, the knowledge and skills required for the next generation of medical laboratory practitioners continue to escalate. The second decade of the 21st century portends a transformation in medical laboratory practitioner education commensurate with the rapid advancement of science, technology, communications, and the precepts of evidence-based practice.

The Abstract Review Committee (ARC) has an ongoing objective of encouraging abstract submissions for the American Society of Clinical Laboratory Science's (ASCLS) Annual Meeting. The purpose of this research study was to survey ASCLS members to determine the cause of historically low abstract submissions and how submissions could be increased. An electronic survey was developed and sent to ASCLS members via electronic mail blast. The survey focused on five areas: 1) participant demographics, 2) positives and negatives of the current submission and review process, 3) suggestions for improvement, 4) barriers to participation, and 5) level of attendance at poster and oral presentation sessions at annual meetings. Results of the survey indicated that the foremost reason cited for not submitting an abstract was lack of active research. The ARC believes limited research activity is due to the lack of educational preparedness of educators and practitioners to conduct research.

Multiple technology based tools have been used to enhance skill development in allied health education, which now includes virtual learning environments. The purpose of this study was to explore whether, and how, this latest instructional technology is being adapted in allied health education. An online survey was circulated to all Association of Schools of Allied Health Professions (ASAHP) member institutions and focused on three broad areas of virtual learning environments: the uses of, the perceived pros and cons of, and the outcomes of utilizing them. Results show 40% (17 of 42) of the respondent use some form of the technology. The use of virtual learning technology in other healthcare professions (e.g., medicine) demonstrates the potential benefits to allied health education.