MLSC - 3210U - Effective Leadership and Quality Management in the Clinical Laboratory

2024-2025 - UG - Course Change

completed

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(A) Proposal summary
Next
  • STEP 1 - Complete the proposal summary information
  • Home faculty*
    Choose your faculty from the list of available options.
  • Course changes*
    Select all course changes that apply.

  • If you selected 'other' from the checklist, please describe the change below and include any additional supporting information in Step 2.

  • Other changes
    Describe any changes not covered in the checklist above.
  • Is this course change associated with a program proposal?*
    If this course change goes with a Minor Program Adjustment, Major Program Modification or other program-related proposal, select 'yes'.
  • Reason for change and ways in which it maintains/enhances course/program objectives*

    Addition of asynchronous discussion exercises as a learning task for students and annotated bibliographic exercise to help them with their literature review process

    Describe the reason for change and ways in which it maintains and/or enhances course and/or program objectives.
  • Financial implications*

    none

    Include an analysis of any financial implications. If none, please type N/A.
  • Calendar start date*
    Choose when the change should first appear in the Academic Calendar (e.g., Fall 2021).
  • Registration start date*
    Choose when the change should first be active for registration in the Academic Calendar (e.g., Fall 2021).
  • STEP 2 - Include additional supporting information, if applicable

  • Visit the files section of the toolbox on the right-hand side of the form to attach any supporting documentation.

  • Are you attaching any supporting documents?*
  • Additional supporting information, if applicable
    Describe any additional information needed to support the proposal.
(B) Course information
Next
  • STEP 3 - Complete course changes

  • Note: If you are changing the course subject code or course number for this course, please verify that the course code has not been previously used.

  • Course subject code*
    Any new subject codes must be verified by the Office of the Registrar. If you do not see a verified subject code listed, please contact ciqe@ontariotechu.ca.
    Course number*
    3210U
    3210U
    Course numbers must consist of a four digit numeric code and an alphabetic identifier. Normally, the alphabetic identifier distinguishes the course level, or the source delivery, where U represents undergraduate courses and G represents graduate courses. New course numbers must be verified by the Office of the Registrar.
  • Course title (long form)*
    Effective Leadership and Quality Management in the Clinical Laboratory
    Effective Leadership and Quality Management in the Clinical Laboratory
    Titles should reflect the educational content of the course. The long form course title is displayed in the Academic Calendar and should conform to the university's Editorial Style Guide. Contact ciqe@ontariotechu.ca for assistance.
  • Course title (short form)
    The short form course title is used for MyCampus and student transcripts. Titles should reflect the educational content of the course. Short form course titles are limited to 30 characters.
  • Subject area
    The subject area is used to filter courses in the Academic Calendar. If you do not see an appropriate subject area listed, please contact ciqe@ontariotechu.ca.
  • Course description

    This course focuses on specific knowledge and skills that facilitate taking on an informal or formal leadership role in the practice of medical laboratory science. The laws and policies that govern the Canadian health care system will be introduced in the context of the determinants of health and the impact on laboratory systems. This will be followed by investigation of how the practice of professionalism, leadership, effective communication, ethics and ethical decision-making apply to medical laboratory science. Students will be exposed to quality management tools including laboratory accreditation.

    This course has multiple sections and delivery modes. Please check MyOntarioTech for further details.

    The course description should be a brief summary of the course content and should conform to the university's Editorial Style Guide as it is visible in the Academic Calendar. Contact ciqe@ontariotechu.ca for assistance.
  • Credit hours
    3
    3
    A measure used to reflect the relative weight of a given course toward the fulfillment of degree requirements. Unless otherwise indicated, a course normally has a credit hour value of three.
  • Contact hours and instructional method
  • Contact hours

  • Contact hours describe the amount of time students spend engaging directly with the course and are listed in the Academic Calendar.

    If applicable, indicate changes to total contact hours only; changes to frequency (e.g. 1x3 hours to 2x1.5 hours) not required

  • Lecture hours
    3
    3
    The number of contact hours offered in lecture format. Note that each contact hour may consist of a variety of instructional methods and schedule types.
    Lab hours
    The number of contact hours offered in lab format. Note that each contact hour may consist of a variety of instructional methods and schedule types.
  • Tutorial hours
    The number of contact hours offered in tutorial format. Note that each contact hour may consist of a variety of instructional methods and schedule types.
    Other hours
    The number of contact hours offered in another format not already covered here (e.g., seven practicum hours). Note that each contact hour may consist of a variety of instructional methods and schedule types.
  • Instructional method

  • Instructional method describes the ways in which the contact hours of a course may be taught; all instructional methods that may apply to the contact hour should be selected. Note that instructional methods (and scheduling information) are not listed in the Academic Calendar.

  • CLS (in-class delivery)
    HYB (in-class and online delivery)
  • IND (individual studies)
    OFF (off-site)
  • WB1 (virtual meet time - synchronous)
    WEB (fully online - asynchronous)
  • N/A (not applicable)
  • Cross-listing(s)
    The practice of offering a single course under two different course codes.
  • Prerequisite(s) and Prerequisite(s) for Banner

    A course that must be successfully completed prior to commencing a second course for which it is required. Note that this field will be visible in the calendar and cannot contain strings of text (e.g., upper-year Science courses) or special characters. Please include strings of text in the 'additional course restrictions' field. Use ‘and’ or ‘or’ to separate courses and use brackets for groups, e.g., (BUSI 2170U and BUSI 2202U) or (BUSI 2205U or BUSI 2210U).
  • Corequisite(s)
    A course that must be taken concurrently with the course for which it is required. If the course can be taken at a previous time, please see Prerequisite with Concurrency.
  • Prerequisite(s) with concurrency (pre or co-requisite)
    A prerequisite with concurrency (i.e., a course that may be taken either in advance of or at the same time as the course for which it is required). Use ‘and’ or ‘or’ to separate courses and use brackets for groups.
  • Credit restriction(s)
    This section is for instances where two or more courses are not equivalent, therefore a student is not eligible to receive credit for both towards their program. Students are restricted from registering in these credit restricted courses.
  • Credit restriction(s) - Equivalent course(s)
    Two courses are similar enough in content that they are considered equivalent so students can register in either course but they will only receive credit for one course in their program.
  • Recommended
    A recommended but not required prerequisite course. Use ‘and’ or ‘or’ to separate courses and use brackets for groups. Recommended prerequisites will not be added to Banner.
  • Course restrictions
    Any restriction that is required for a course (e.g., Must be registered in Year 4).

  • Please note that the following fields may not import from the calendar. If you are making changes to one or more of these fields, please enter the current information now and make changes only after you have validated and launched the proposal.

  • Course type
  • Course type
  • Is the course undergraduate or professional?
    E.g., some Education courses are classified as professional.
  • Grade mode
  • Grade mode
    Identifies the method of grading applied to the course.
  • Teaching and assessment methods
  • Teaching and assessment methods

    Learning Task #1 – Class Participation and Discussion Posting (Ongoing)
    Learning Task #2 – Quantitative Method Evaluation Case Analysis
    Learning Task #3 – Literature Review

    An exhaustive list of every possible way of administering and/or assessing the course in bulleted format.
  • Learning outcomes

  • For assistance with developing your course learning outcomes, please refer to the Teaching and Learning website or contact them at teachingandlearning@ontariotechu.ca

  • Course learning outcomes

    Course learning outcomes

    Demonstrate knowledge of quality systems essentials (QSE) and continuous quality improvement activities.

    CSMLS 5.01 & 5.08

    Demonstrate knowledge of internal and external quality assurance activities such as proficiency testing, audits, and accreditation.

    CSMLS 5.10

    Differentiate between and recognizes the need to follow established protocols for policies, processes, and procedures.

    4

    Demonstrate knowledge of the principles of risk management and how risk management relates to the clinical laboratory setting.

    CSMLS 5.09

    5

    Demonstrate an understanding of the principles of effective inventory management and information management as they apply to the clinical laboratory.

    CSMLS 5.11

    6

    Identify appropriate change management skills such as adapting and responding to change required in a dynamic workplace environment and recognizes that change initiated in one area may impact other areas of health care services.

    CSMLS 6.01 & 6.02

    7

    Practices critical thinking and evidence-based decision-making skills related to preparing a literature review and in the assessment of clinical assays, method validation processes and procedures. CSMLS 6.06

    8

    Practice effective communication with colleagues, patients/clients and other health care professionals:

    • Active listening
    • Verbal communication
    • Nonâ€verbal communication
    • Written communication
    • Conflict management
    • Identifying barriers to effective communication
    • Using technology appropriately to facilitate communication

    CSMLS 7.01

    9

    Demonstrate knowledge of the legislation that governs medical laboratory technology, guidelines in the prevention of sexual abuse and the responsibilities of professional organizations.

    CSMLS 8.02 & CMLTO 7.00

    10

    Demonstrate knowledge of the determinants of health and their implications for the laboratory system.

    CSMLS 8.11

    11

    Recognize the concepts of professional responsibility and accountability for professional actions and the need for continuing education and training. CSMLS 8.07

    12

    Recognize how ethical issues encountered within the health care environment affect the medical laboratory technologist and clients and impact the patient's right to a reasonable standard of care.

    CSMLS 8.09

    13

    Explain the principles of leadership theory and its practical application to human resource management in the clinical laboratory.

    14

    Demonstrates knowledge of interpersonal skills:

    • Recognizes signs of individual and group stress
    • Recognizes signs of patient stress
    • Exhibits empathy when assisting patients and colleagues

    CSMLS 8.11

  • If you updated the learning outcomes, please ensure the 'last updated' field below includes the current term.

  • Last updated
    Select the current term from the list of available options.
  • Experiential Learning
  • Does this course contain any experiential learning components?
    Only 'yes' values entered in this field will display in the Academic Calendar.

  • If the course DOES NOT contain any experiential learning components, then no further action is required in this section.  If the course DOES contain experiential learning components, please select 'Yes' above, then enter a 'Yes' or 'No' value for each of the experiential components below as appropriate.

  • Case study
    Simulated workplace project
  • Consulting project/workplace project
    Applied Research
  • Field experiences
    Other types of experiences (please describe below)
  • Other
(C) Impact and consultation
Next
  • STEP 4 - Run an impact report and complete Section C

  • Run an impact report by clicking on the report icon at the top of the form. Print the report to PDF and attach to the proposal in the files section of the toolbox to the right of the form. Review the impact report and consult with other areas, as required.

  • I have completed and attached an impact report for this course*
    By selecting 'yes', you agree that you have reviewed and attached the impact report.
  • Does this course change impact the Graduate Calendar?*
    The impact report will not highlight any impacts to courses or programs in the Graduate Calendar. Please take a moment to manually search the Graduate Academic Calendar for any impact that may need to be addressed.
  • We have consulted with all impacted areas*
    By selecting 'yes', you agree that you have consulted with all affected areas prior to beginning this proposal. Select 'N/A' only if the change(s) do not involve students, staff and faculty from other programs or courses.
  • Consultation*

    Program and faculty level

    Describe the consultation that took place with those impacted.
  • Are there any considerations for the principles of equity, diversity, inclusion or decolonization included with this course change?*
  • Please explain:*

    n/a

    Does the program contain concepts, materials or resources from scholars/professionals who are part of one or more historically marginalized groups? Are multiple perspectives represented in the program, such as those offered by those who are Indigenous, Black, Persons of Colour and/or 2SLGBTQIA+? How has accessibility been considered? More specifically, have the needs of students with disabilities been integrated into the program design (e.g., the ways that students are asked to demonstrate their learning)? Will this program provide space to allow for the discussion of other viewpoints outside the “dominant, Western narrative”? Have the principles of Universal Design been considered?
  • Indigenous Content and Consultation
  • Does this course contain any Indigenous content?*

  • For more information on how Indigenous content is defined at Ontario Tech University and how to consult with the Indigenous Education Advisory Circle, please refer to the Protocol for Consultation with the Indigenous Education Advisory Circle.

  • Has the IEAC been contacted?
  • If Yes, when?
  • What was the advice you received from the IEAC? And, how has it been included in your proposal?
  • Did the IEAC ask you to return the proposal to them for review?
    If Yes, have they completed their review?
(D) Routing
Next
  • STEP 5 - Enter routing information

  • Important note: it is imperative that you choose the correct routing path as it cannot be changed once a proposal has been launched. If you have made a routing error after launching the proposal, the proposal will be cancelled and a new proposal will be required. If you require assistance with routing, please contact ciqe@ontariotechu.ca.

    Please note that changes to courses included in joint or collaborative programs do require approval at Faculty Council of each faculty involved in the program. You do not need to include other faculties in the routing, however, consultation with other faculties should be noted and any required approval by other Faculty Councils (and date of approval) should be noted in the comments section as approval is logged on the home Faculty Council step.

  • Should this proposal be routed to the Program Approval step prior to Curriculum Committee?*
    If your curriculum committee is organized by program, or if program-level approval prior to curriculum committee is not required, select 'no'.
  • Faculty or program-level group*
    Choose your faculty or program-level group from the list of options. If your faculty has program-level committees, choose the corresponding program group from the list. Otherwise, choose the home faculty. You may choose more than one option, but please note that your proposal will go to the committees of all options selected. The proposal will not move on to the next step until all faculties have approved at their respective committees. Note: If you are making a change for a Bachelor of Engineering program in FESNS, you must select both the Faculty of Energy Systems and Nuclear Science, and the Faculty of Engineering and Applied Science from the list of options.
  • Is this change for a Bachelor of Engineering program or program which requires Engineering Curriculum Committee approval?*
  • Are there departments associated with your faculty?*
(E) End of proposal
Next
  • STEP 6 - Save and ensure all required fields are complete
  • STEP 7 - Validate and launch proposal
  • STEP 8 - Review course changes

  • To view the proposal with mark-up, navigate to the discussion section of the toolbox on the right-hand side of the form and change the ‘User-Tracking’ setting to ‘Show current with mark-up’.

  • STEP 9 - Approve proposal

  • As the originator, you must approve the proposal to send it on to the next step. To approve, navigate to the decisions section of the toolbox on the right-hand side of the form.

CIQE use only
Next
  • Formerly
  • Status
  • Course OID
    141587
    141587

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