<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bishop, Susanne</style></author><author><style face="normal" font="default" size="100%">Honeycutt, Karen</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Medical Laboratory Science Undergraduate Management Curriculum Development Using Practitioner-reported Job Tasks</style></title><secondary-title><style face="normal" font="default" size="100%">American Society for Clinical Laboratory Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2019-10-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">138-145</style></pages><doi><style  face="normal" font="default" size="100%">10.29074/ascls.2020002238</style></doi><volume><style face="normal" font="default" size="100%">32</style></volume><issue><style face="normal" font="default" size="100%">4</style></issue><abstract><style  face="normal" font="default" size="100%">A Midwestern medical laboratory science (MLS) program conducted an online survey as part of a larger national study to assess what specific management skills staff-level MLS practitioners were performing as part of their job. The survey provided data that helped guide management-related curriculum development. Participants self-reported how often (ie, often, sometimes, never) they had been asked, as part of their staff-level job, to perform a list of 30 managerial tasks. Frequently performed tasks (ie, percentages represent both the “often” and “sometimes” responses) included training laboratory staff (88%); performing or participating in equipment/method validation (82%); preparing for/participating in laboratory inspection/assessment (82%); ensuring compliance of regulations/standards (76%); monitoring quality via quality indicators (64%); investigating standard operating procedure/policy deviations (65%); analyzing/reviewing inventory data (65%); planning, measuring, and evaluating process improvement projects (61%); developing competency assessment materials (61%); revising or writing policies and procedures (61%); and participating in interdisciplinary teams (61%). Least-performed tasks identified included hiring new employees (2%); preparing a laboratory/department budget (3%); performing a strengths, weaknesses, opportunities, and threats analysis (5%); negotiating vendor contracts (8%); writing job descriptions (8%); determining productivity (11%); and performing a cost analysis (14%). The reported descriptive statistics helped distinguish between frequently and infrequently performed tasks and helped develop managerial curriculum for an undergraduate and graduate MLS program. The staff-level practitioner rarely performed financial and human resources, so these tasks became the focus of the graduate-level management curriculum.</style></abstract></record></records></xml>