PT  - JOURNAL ARTICLE
AU  - Elizabeth Kenimer Leibach
TI  - Grounded Theory in Medical Laboratory Science Expert Practice Development
AID  - 10.29074/ascls.24.4_Supplement.37
DP  - 2011 Oct 01
TA  - American Society for Clinical Laboratory Science
PG  - 37--44
VI  - 24
IP  - 4 Supplement
4099  - http://hwmaint.clsjournal.ascls.org/content/24/4_Supplement/37.short
4100  - http://hwmaint.clsjournal.ascls.org/content/24/4_Supplement/37.full
SO  - Clin Lab Sci2011 Oct 01; 24
AB  - Grounded theory and methods related to expert practice development in medical laboratory science were described using data from a large national survey of medical laboratory scientists (MLS) overlaid on findings from analysis of expert practice domains reported in nursing literature. An extensive focus group/expert review iterative process followed by a survey of MLS practitioners produced 25 critical thinking (CT) behaviors important in expert practice. Factor analysis was applied to discern common threads or themes linking the CT behaviors. The 25 important CT behaviors were reduced to a 7-factor structure representing constructs underlying the individual, observable CT behaviors. This 7-factor structure in MLS was compared to the 7 practice domains identified in expert nursing practice. The comparison yielded commonality between MLS and nursing in CT behaviors observed in the 7 expert practice domains of both professions: professional techniques, caring communication, growing professionally, setting priorities, practicing with judgment, anticipating/revising, and creating unique meaning. Emergent grounded theory is that (1) critical thinking is a metaprocess that facilitates learning by interlinking the more basic processes associated with different learning orientations: cognitivist, behaviorist, humanist (affective), and situated/contextual learning, (2) CT behaviors are observable events following from the CT metaprocess, and (3) observations of CT behaviors increase as practice advances from novice to expert. Identification and definition of CT behaviors, i.e., practice competencies, along the continuum of novice to expert can serve as the foundation for MLS curriculum and instructional design as well as measurement and evaluation in both formal and continuing education settings.ABBREVIATIONS: CLS or MLS - clinical (medical) laboratory science/clinical (medical) laboratory scientist; DCLS or DMLS - doctorate in clinical (medical) laboratory science; EBM - evidence-based medicine; EBLM - Evidence-based laboratory medicine; EBP -evidence-based practice