Workflow Analysis NSH Teleconference July 10th 2014

Disclaimer: The following document was distributed as a handout for the 2014 Histology Leaders Webinar Series and is designed to enhance the sessions you have attended. The National Society for Histotechnology (NSH) makes no representations to the factual correctness of any information contained herein. All of the content comprising this handout is the exclusive property of the presenter and the NSH. It may not be copied, reproduced, distributed, displayed or transmitted without the consent of the presenter or NSH.

Joyce Sohrabian., BS., HT (ASCP)Program Chair of Histotechnician Program

Argosy University, Eagan Mnjsohrabian@argosy.edu

This webinar will discuss the concept, construction, use and benefits of rubrics to clarify expectations and provide consistent grading or evaluation for a variety of tasks, skills and behaviors

The incorporation of rubrics in the curriculum is of equal value to instructor and program as it is to the student

About the presenter: Joyce Sohrabian B.A. HT (ascp)

I am by no means an expert on this topic but I have learned through trial and error over the past 12 years, since first handed a “composition rubric” and asked to incorporate rubrics in our program.

From that example, as there was no information on rubrics for Health Sciences or lab skills, we gradually constructed rubrics for an area of study that did not exist. We gained a genuine appreciation for their value to us as instructors and our students. It was necessary for us to not have them in name only, but to really make them a useful evaluation tool.

Creating rubrics for the program was a collaborative effort between myself as Program Chair, Jodi Jensen, the then Clinical Coordinator and Georgeta Poliac who is full time faculty for the program.

In 2012 Radhika Krishnadas, reviewed and approved all rubrics for the University so at that time I was able to ask an expert on the subject for advice or guidance as well as a verdict on our design and use practices. Her only suggestion was to place the scores as 1-4 instead of 4-1. This rather minor suggestion is a practice we struggle with as we prefer the student to see the requirements for an 4 first, instead of last.

Radhika Krishnadas's Overview Current AVP, Curriculum and Assessment at Argosy University Graduate Faculty at Argosy University Past Director, Curriculum & Instruction at Argosy University Curriculum Coordinator, College of Psychology at Argosy University Trained Graduate Teacher at International Indian School, Dammam, Saudi Arabia Education Argosy University Chicago Lady Irwin College, New Delhi, India Connections 102 connections

Upon completion of this presentation the learner will be able to:

Understand the concept of rubics and their applications

Identify the components of a well written rubric

Describe how rubrics are used as an evaluation and scoring tool which will also aid students in the self assessment process

Identify a variety of skills or assignments where introducing a rubric is advantageous to the student and faculty

Explain the benefit /advantages of providing students with a rubric for a variety of assignments and behaviors

Rubrics Define standards of performance for faculty and students alike Clarify expectations that includes depth of subject Offer a built in scoring system Provide consistent objective grading between students and of

students over time Provide consistent grading between faculty Enable students to assess their work or behavior by the same

standards as the instructor Can be written to accommodate any assignment, behavior or

project- Capstone, professionalism, lab assignments, special stains, Clinical

training

Rubrics are an expedient means to achieve the desired results

Rubrics are only as good as the results derived from them

In other words………….

Refine them when the expected results are not achieved

There are 4-5 components and steps to create a rubric

1. Define the expectations 2. Summarize the expectations in 4-5 broad

descriptive short statements 3. Identify the appropriate evaluation scale 4. Describe the expectations for each evaluation

of the scale5. Include additional information that may result

in a zero for a grade 6. Convert the rubric into a useful scoring tool

Components and steps to build a “Professionalism Rubric”

for students in the laboratory

Define the expectations or attributes of professional behavior

This step helps to unify expectations among faculty

Is polite & respectful of others arrives on time or beforefollows directions doesn’t depend on others for directions

Is ethical has a positive attitudeArrives prepared multitasks dresses appropriately

Follows lab protocols & procedures takes initiative is organized wants to improve

follows QC does expected benches volunteers to help

Communicates well with peers and others is timely with breaks and lunch

applies trouble shooting skills completes bench/s in a timely manner

Good personal hygiene follows safety protocols Takes responsibility -for mistakes or errors

Step 2

Summarize the expectations in 4-5 broad descriptive but short statements

Referred to here as “Indicators of Effectiveness”

Indicators of effectiveness

4 3 2 1

A. Sets priorities and manages time

B.Demonstrates initiative

C.Follows instructions, organizational policies and procedures

D.Demonstrates positive attitudeand ethical behavior

Step 3 Ratings of 1-4 may

be self explanatory or if preferred

Choose the best descriptors for each evaluation ratings

EXAMPLES: Exceeds , meets, meets

few, does not meet, expectations

Easily fulfills, room to improve, lacking in some areas, lacking in most areas

Entry level, novice, beginner

Exceptional, proficient, developing, inadequate

Indicators of effectiveness 4

Easily fulfils

3Room to improve

2Lacking in some

1Lacking inmost

A.

Sets priorities

and manages

time

B.

Demonstrates

initiative

C.

Follows

instructions,

organizational

policies and

procedures

D.

Demonstrates

positive

attitude

and ethical

behavior

Indicators of effectiveness

4Easily fulfils

3Room to improve

2Lacking in some

1Lacking in most

A. Sets priorities and manages time

Successful at multitasking , completed all tasks on time including benches and assignments

Mostly successful at multitasking Completed the majority of tasks on time including benches and assignments

Seldom successful at multitasking Completed the some tasks on time including benches and assignments

Did not complete tasks on time including benches and or assignment

B.Demonstrates initiative

Consistently recognized tasks to be performed helped others and/ or demonstrated individual effort to problem solve.

Mostly recognized some tasks to be performed & somewhat helped others and/ or attempted individual effort to problem solve.

Recognized some tasks to be performed & or did little to help others and/ or attempted individual effort to problem solve.

Did not recognize tasks to be performed did not help others or demonstrate effort to problem solve

C.Follows instructions, organizational policies and procedures

Adhered to lab protocols and policies including assignment instruction, benches, safety

Adhered to the majority of lab protocols and policies including assignment instruction,

Adhered to the some lab protocols and policies including assignment instruction,

Did not adhere to protocols and policies including assignment instruction, benches, safety

Indicators of effectiveness

4Easily fulfils

3Room to improve

2Lacking in some

1Lacking inmost

D.Demonstrates promptness and arrives prepared

Arrived to class on time and brought all necessary materials

Arrived within the first 5 minutes of class, and or before instruction were given, and/ or brought the majority of necessary materials

Arrived within the first 10 minutes of class/ after instruction was given, / lacked necessary materials

Arrived after 15 minutes of class, after instruction and lacked necessary materials

E.Demonstrates positive attitudeand ethical behavior

Demonstrated respect and awareness toward the lab environment throughout the entire lab period.When applicable, assumed full responsibility for actions and took appropriate corrective measures

Demonstrated, the majority of the time, respect and/or awareness toward the lab environment. When applicable, somewhat assumed responsibility for actions / took appropriate corrective measures

Demonstrated, the some of the time, respect and/or awareness toward the lab environment. When applicable, did not assumed responsibility for actions / did not take appropriate corrective measures

Demonstrated disrespect and /or unawareness toward the lab environment. When applicable, denied responsibility for actions.

The ratings scale is 1-4 but there are instances where it isappropriate for students to earn zero for a grade

Define criteria that will result in a zero for a grade That is, criteria that must be met in order to receive either an

overall grade or a grade in one indicator of effectiveness Clearly state that “Essential Criteria” on the same sheet as the

rubric

Examples of “Essential Criteria”

Student must evaluate themselves on professionalism

Student must assess their lab work and calculate their grade

On the grading sheet student must circle the bench they were assigned

Student must notify instructor of microtomy or embedding times

There are numerous options to transform a rubric into a useful scoring tool

Embed the scoring option in the rubric

Best to use for presentations or written assignments

Separate the rubric and a scoring sheet into two documents

Best when multiple items are to be graded such as H and E slides, special stains or embedded blocks

Embedded Scoring Name: Date: Subject: Course: HTT150Areas of Effectiveness

4 Exceed expectations

3 Meets expectations 2 Meets few expectations

1 Does not meet expectations

Score

A. Preparation of Presentation

An abundance of material clearly related to the case study. Information is clearly stated and developed. Flows well, is logical & good transitions. Well organized.

Sufficient information related to the case studies. Most information presented in logical sequence: generally well organized, Transitions from idea to idea

The information is not clearly connected to the case study. Lacks clear transitions and flow or organization is choppy, Concepts and ideas are loosely connected

Case information is not clear, Information does not support case. Presentation does not flow; no apparent logical order of presentation

B. Content In-depth presentation of all aspects of the special stain/s procedure & demonstrates a comprehensive understanding of disease /condition symptoms, diagnosis, prognosis & relationship to sp. St.

Sufficient presentation of all aspects of the staining procedure and demonstratesAn understanding of the disease /condition; symptoms, diagnosis, prognosis and the to relationship of the special stain/s

Presentation lacks aspects of the staining procedure and of the disease /condition; symptoms, diagnosis, prognosis and the relationship of the special

Insufficient material is presented to demonstrate or explain the staining procedure and/orlacks significant aspects of the disease /condition; symptoms, diagnosis, prognosis and the relationship

C. Presentation Method

Original presentation of material visually and narrative. Is able to capture the audience’s attention

Some originality apparent; good variety and blending of material and media

Little or no variation; material presented with little originality or imagination

Repetitive with little to no variety; insufficient use of multimedia

Name: Date: Subject: Course: HTT150Embedded Scoring

Areas of Effectiveness –

4 Exceed expectations

3 Meets expectations

2 Meets few expectations

1 Does not meet expectations

Score

D. Audience Attention & Participation

Points made in creative way, holds audience’s attention throughout

Presented facts with some interesting twists, held the audience’s attention most of the time

Some related facts but went off topic and lost the audience; mostly presented facts with little or no originality

Incoherent; audience lost interest and could not determine the point of presentation

E. Response to questions

Student demonstrates full knowledge ( more than required) by answering all class questions with explanation and elaboration,

Student is at ease with expected answers to questions but fails to elaborate

Student is uncomfortable with information and is able to answer only rudimentary questions

Student does not have grasp of information; student cannot answer questions about the topic

F. Time Management

Within 2minutes of allotted time

Within 4 minutes of allotted time

Within six minutes of allotted time

More than 6 minutes of allotted time

Total= /24 x or / by = %

ProfessionalismEmbedded-

4Easily fulfils

3Room to improve

2Lacking in some

1Lacking in most

A. Sets priorities and manages time 4 3 2 1 0

Successful at multitasking , completed all tasks on time including benches and assignments

Mostly successful at multitasking Completed the majority of tasks on time including benches and assignments

Seldom successful at multitasking Completed the some tasks on time including benches and assignments

Did not complete tasks on time including benches and or assignment

B.Demonstrates initiative

4 3 2 1 0

Consistently recognized tasks to be performed helped others and/ or demonstrated individual effort to problem solve.

Mostly recognized some tasks to be performed & somewhat helped others &/ or attempted individual effort to problem solve.

Recognized some tasks to be performed & or did little to help others and/ or attempted individual effort to problem solve.

Did not recognize tasks to be performed did not help others or demonstrate effort to problem solve

C.Follows instructions, organizational policies and procedures 4 3 2 1 0

Adhered to lab protocols and policies including assignment instruction, benches, safety and attire

Adhered to the majority of lab protocols and policies including assignment instruction, benches, safety and attire

Adhered to the some lab protocols and policies including assignment instruction, benches, safety and attire

Did not adhere to protocols and policies including assignment instruction, benches, safety and attire

D.Demonstrates promptness and arrives prepared 4 3 2 1 0

Arrived to class on time and brought all necessary materials

Arrived within the first 5minutes of class, when instruction were given, and/ or brought the majority of necessary materials

Arrived within the first 10 minutes of class, after instruction was given, and/ lacked necessary materials

Arrived after 15 minutes of class, after instruction and lacked necessary materials

E.Demonstrates positive attitudeand ethical behavior

4 3 2 1 0

Demonstrated respect and awareness toward the lab environment throughout the entire lab period

Demonstrated, the majority of the time, respect and/or awareness toward the lab environment. When applicable, assumed responsibility for actions and took appropriate corrective measures

Demonstrated, the some of the time, respect and/or awareness toward the lab environment. When applicable, did not assumed full responsibility for actions & took appropriate corrective measures

Demonstrated disrespect and /or unawareness toward the lab environment. When applicable, did not assume responsibility for actions.

Total= /20 x or / by = %

Indicators of effectiveness

Professionalism Rubric – Lab

Embedded Scoring

4Easily fulfils

3Room to improve

2Lacking in some

1Lack-ing inmost

Essential Criteria0 here = 0 on professionalism: 0/20

A. Sets priorities & manages time

o Success at multi-tasking, completes all tasks

o Arrives and leaves on timeo Performs benches in timely manor as to

not adversely affect fellow students (ex. Staining set up)

o No excessive conversation that inhibits others to progress in class

*Not circling benches

* Not doing or completing benchessatisfactorily

B. Demonstrates initiative

o Does not rely on others for information or instruction

o Follows instructions, policies and quality control measures (ex. Slide block check)

o Demonstrates interest in improving o Demonstrates individual effort to problem

solve. (ex. Refers to procedure manual or text for answers)

o Effectively uses written notes, procedure manual or hand outs

o Notices problems or errors, fixes them and informs the instructor &/or supervisor

*Not evaluating professionalism

C. Follows instructions, organizational policies and procedures

o Adheres to lab protocols and policies and quality control such as; Correct and legible labeling, assignment instruction, Safety, Attire, QC, CLEAN lab coat

o Uses the accessioning log appropriately o Uses Procedure Manual

*Calculations not done or completed*Not notifying

instructor of cutting &/or embedding times * errors occurred as QC was not followed

Indicators of effectiveness Professionalism Rubric – Lab

Embedded Scoring

4Easily fulfils

3Room to improve

2Lacking in some

1Lacking in most

Essential Criteria0 here = 0 on professionalism: 0/20

D.Demonstrates promptness and arrives prepared

o Arrives to class on time o Is aware of assignment and/or benches &

performs in timely manor to not adversely affect others

o brings all necessary materials to successfully complete lab

Over 15 minutes late

E.Demonstrates positive attitude and ethical behavior

o Demonstrates respect and awareness toward the lab environment

o Takes responsibility for mistakes or errors o Is able to work/communicate with others

in class; ex. eye contact, voice tones and volumes, non-herbals/ makes effort to build team relationships

o Treats instructor and classmates with consideration and respect

o No vulgar language o Handles /adapts in areas of concern with

maturity and respect for others handling unforeseen circumstances without complaint (ex. Having to move to another microtome when necessary, for example)

Extreme Disrespect to fellow students or instructor- asked to leave the lab

Total= /20 x or / by = %

Grading Rubric and the Scoring Rubric are separate documents

Faculty and students refer to the Rubric but it is not used to tally scores

A Scoring Rubric is a modified rubric It displays the “Indicators of Effectiveness” but not the

descriptors related to a score of 1-4

Students and faculty refer to the rubric to assign a score of 1-4

Rubric used with Scoring Rubric- Special Procedures I & II Rubric: Special Stains Indicators of Effectiveness 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

A.Microscopically, slides demonstrate, according to lab standards, all stained elements for that special stain- see statement below

Slide demonstrates extremely weak or intense staining of one or more of the elements to be demonstrated for that special stain.

Slide demonstrates weak or over-staining of more than one of the elements to be demonstrated for that special stain(stain is still diag

Slide demonstrates slight weak or over-staining of element/s to be demonstrated for that special stain

Slide demonstrates complete and effective staining of each element/s to be demonstrated by that special stain.

B.Microscopically, the counter stain accentuates the stained elements according to lab standards-see statement below

The counter stain is either extremely pale or very dark thus masking or not enhancing the element/s being demonstrated.

The counter stain is either pale or too dark thus slightly masking the element/s being demonstrated.

The counter stain is either slightly pale or dark. It mostly compliments thedemonstrated element/s.

The counter stain complements the stained elements. It is not too pale or too dark.

C. Macro and microscopically, coverslip is correctly positioned and clean of mounting media

Coverslip is not centered over slide/tissue. Slide displays excessive mounting media

Coverslip is not centered over slide/tissue. Slide displays excessive mounting media

Coverslip is mostly centered over slide/tissue. Slide displays some mounting media at edges of coverslip

Coverslip is centered over slide/tissue and is completely free of any mounting media & shows no fingerprints

D. Controls slides are evaluated for determination of valid results

Control slide/s are evaluated correctly for determining valid patient results.

Control slide/s are evaluated correctly for determining valid patient results.

Lab Standard for special stains: Refer to stained slides or pictures of high quality stainsEssential Criteria- A score of zero will be awarded for the following:•0 points will be given if a control is used that does not demonstrate optimal tissue staining. •0 points will be given if control slide is not labeled with: stain name, control, date, and tech initials; patient slide label does not include a patient accessioning number, special stain name, date and tech initials.

Special stain:

Grade according to rubric

A. Microscopically, slides demonstrate all stained element according to lab standards

CT 1-4 PT

B. Microscopically, the counter stain complements the stained elements according to Lab standardsCT 1-4 PT

C. Cover-slipping

CT 1-4 PT

ControlIs + / -

PatientIs + / -

D. I would turn in PT slides to the pathologist

Why NOT

Massons Trichrome

YES or NO

Verhoff van Gieson

4 3 4 2 4 4 + + YES or NO

Mucicarmine YES or NO

Gordon & Sweets 3 3 4 4 3 3 + + YES or NO

Toluidine Blue NOT Applicable YES or NO

Methenamine silver for BM

YES or NO

PAS for BM YES or NO

Oil Red O YES or NO

Congo RedCrystal Violet

Crystal Violet NOT Applicable YES or NO

Fontanna Masson/ Bleach Melanin

YES or NO

KinyounsZiehl Neelsen

YES or NO

Brown & Hopps/Warthin Starry

NOT Applicable YES or NO

GMS/PAS Fungus YES or NO

Cresyl Echt Violet/ LFB/Bielshowsky

NOT Applicable YES or NO

Student Totals X 4= X 1 = /4= = = =

Instructor Totals 13 X4= 52 14 X 1 = 14 14 /4= 3.5 =

69.5

2 2 = 73.5 = 84 %

Assignment totals 16 X4= 64 16 X 1 = 16 16 /4= 4 = 84 2 2 = 88

Stain totals: + Professionalism: = Current lab grade=

Indicators of effectiveness

Microtechnique

Rubric used with Scoring

Rubric

1 2 3 4

A. Macro and

microscopically, slides

show complete tissue

sections through the

following methods: facing,

grossing, size or

embedding

Note: Tissue must include

elements that identify it

as that tissue i.e.; layers,

epithelium, cells

Slide demonstrates

80%- 95% of a

representative section

from the correlating

paraffin block. Tissue

includes all elements

that identify it as that

tissue (i.e., layers,

epithelium, etc) &

levels as required Or

tissue is less than 90 %

of required size

Levels not done=0’s

across

Slide demonstrates 95%

or more of a

representative section

from the correlating

paraffin block. Tissue

includes all elements that

identify it as that tissue

(i.e., layers, epithelium, Etc

) & levels as required

Or tissue is 90% of

required size

Slide demonstrates

complete section

from the correlating

paraffin block. Tissue

includes most

elements that identify

it as that tissue (i.e.,

layers, epithelium, etc.

) is of required

tissue size &

& levels as required

Slide demonstrates

complete section of

the tissue from the

correlating paraffin

block. Tissue includes

all elements that

identify it as that tissue

(i.e., layers,

epithelium, and cells)

is of required tissue

size & levels as

required

B. Microscopic section of

well processed tissue

demonstrates high quality

microtomy &

demonstrates all elements

fundamental to a

diagnosis

Tissue is less than 95%

of a representative

section with

numerous microscopic

artifacts &/or H20 bath

artifact &/or

macroscopically is not

correct microns or

macroscopic wrinkles

0 or 1 here = 0 or 1’s

across

95% or more of a

representative tissue

section with 3 microtomy

artifacts & / or H20 bath

artifact &/

microscopically is not

correct microns

95%-100%

representative

section, correct

microns and

required size, with

1-2 minor

microtomy artifact/

& or H20 bath artifact

100%

representative

section, correct

microns and

required size with 0-

1 minor microtomy

artifact Air bubbles,

knife lines/wrinkles,

folds, chatter

(see grading sheet for

more examples )

Indicators of

Effectiveness

Rubric used with

Scoring Rubric

1 2 3 4

C. Macroscopically,

tissue is positioned

according to written

protocol

Sections are very unevenly

placed or aligned down the

slide and /or extremely off

center between the bottom

of the slide and the frosted

edge

Levels are not in the same

direction

Sections are slightly off

center, down the slide

and /or slightly off

center between the

bottom of the slide &

the frosted edge

Levels are slightly

misaligned & or not in

the same direction

Sections are slightly off

center down the slide

and /or slightly off

center between the

bottom of the slide & the

frosted edge

Levels are aligned,

spaced, and in the same

direction.

Sections are placed

down the center of the

slide and spaced equally

between the bottom of

the slide and the frosted

edge

Levels are aligned &

spaced & in the same

direction

D. Macro and

microscopically

coverslip is correctly

positioned and clean

of mounting media

Slide displaying excessive

mounting media

and grossly visible air

bubbles

Slide displays slight

mounting media at

edges of coverslip

and/or microscopic air

bubbles

Slide is free of any

mounting media but

shows finger prints

and/or microscopic air

bubbles

Coverslip is correctly

positioned, completely

free of any mounting

media,

and shows no finger

prints and/or air bubbles

E. H and E staining

demonstrates

nuclear and

cytoplasmic details

(overall slide

assignment)

Slides are grossly over or

under stained

Stain demonstrates

either slightly pale

nuclear OR cytoplasmic

staining.

Stain demonstrates

acceptable nuclear

staining &/or only 2

shades of Eosin

Stain demonstrates ideal

nuclear (crisp chromatin)

and cytoplasmic staining

with 3 shades of Eosin

Microtechnique II & III Lab: A. – E. are Indicators of Effectiveness (GRADE WITH THE RUBRIC)

Name: Date: End Time:

Slide # A. Complete sections B. Demonstrates high C. Positioning D. Coverslipping E. H and E stain

by facing, BOC tissuesection quality & elements neatness, no air

size and embedding needed for a diagnosis bubbles & no

Levels not cut= 1 here = 1's across water

1's across 0 here = 0 across1-4 1-4 1-4 1-4 1-4

1.

2.3. ERROR CODES

4. K ……… Knife lines/Tear

5. T/T R…… Thick/ Thin Ribbon

6. T/T S…..Thick/Thin Section

7. T…………Thick section

8. C………...Chatter

9. V…………Venetian blind

10. W/F…….Wrinkle/Fold

11. F/D……….Floaters or Debris

12. AB……… Air bubbles

13. D………… Damaged

14. OT……….Other tissue floater

15. AF……….Aggressive facing

16. NR……...Not Representative

17.18.19.20.Student totals

Faculty Totals

0.0 0.0 0.0

Assignment Totals

LASA #DIV/0! #DIV/0!

Instructor "B" grade percentage #DIV/0!

Student "B" grade percentage

Standardize student experience and grading criteria when on clinical training at various institutions

Assure students receive uniform exposure and training

Assure a consistent grading system between institutions

Informs students of expectations and grading criteria

10. Professionalism3 - Entry Level 2 - Novice 1 - Beginner

Student Score:

10.1 Demonstrates dependability through punctuality, arriving as scheduled, and returning from breaks in a timely manner.

Consistently performs

Performs with some inconsistency.

Unable to perform the with consistency.

10.2 Demonstrates dependability through attendance and notifies site according to protocol and in a timely manner when an absence or tardiness is inevitable Total Number of days missed____Total days made up ____

Consistently performsNo days missed

Performs with some inconsistency. 1-2 days missed

Unable to perform with consistency. More than 2 days missed

10.3 Maintains a professional appearance by following dress code and maintaining a neat, clean uniform as well as practicing appropriate personal hygiene.

Consistently performs

Performs with some inconsistency..

Unable to perform the with consistency.

10.4 Demonstrates ethics and integrity by accepting responsibility for actions, respecting patient confidentiality, and displaying a “patient focused” attitude.

Consistently performs

Performs with some inconsistency..

Unable to perform the with consistency..

As educators, we have all experienced both joy and disappointment in student work and amazement at the variation in level of work when we “thought” we were clear in our directions or explanation.

Pre rubric Expectations are often lists of things to include or avoid Rarely do the directions include the depth that is expected Difficult to grade –formative assessment Often discrepancy in grading between instructors Difficult to grade consistently between students Difficult to grade in the affective domain Difficult for student to self assess without understanding the guidelines or expectations

Rubric

Provides unified standards or expectations developed by faculty Clarifies expectations for the student: lecture, lab or behavior Clarifies depth of material to cover Offers consistent grading between students Offers consistent grading of students between institutions – Clinical training Eliminates discrepancy in grading between instructors Offers an effective means to grade in the affective domain Aids students in self assessment, using consistent guidelines and expectations

Rubrics are only as good as the results derived from them.

Refine them when the expected results are not achieved

LABORATORY

November 26 - What Happened To My IHC & What Caused It? by Jesse DelCampo, HT(ASCP)

December 17 - Human Epidermal Growth Factor Receptor 2 (HER2) Testing -Validation, Application and Correlation, by Joelle Weaver, MS,HTL(ASCP)QIHC

January 28 – Microwave Staining of Microorganisms, by Zoe Ann Durkin, M.Ed., HT(ASCP)

HISTOLOGY LEADER

December 10 - Relationships Between ISO, CLIA, and CLSI for Histotechnology, by Lucia Berte, MA,MT(ASCP)