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Diagnostic Genetic Sciences Program, Essential Requirements
The National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) requires the Diagnostic Genetic Sciences Program to publish the essential requirements of the program. These requirements reflect performance abilities and characteristics that are necessary to successfully complete the requirements of the Diagnostic Genetic Sciences Program at the University of Connecticut. These standards are not conditions of admission to the program.
Attached are the essential observational, movement, communication, cognitive and behavioral requirements for Diagnostic Genetic Sciences students.
The University of Connecticut complies with the requirements and spirit of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act of 1990. The School of Allied Health will consider requests that an individual with a disability, who is otherwise qualified, be afforded reasonable accommodation in fulfilling the essential requirements of the Diagnostic Genetic Sciences Program. To accommodate individuals with disabilities, the School will endeavor to make reasonable accommodation to their students that will not impose an undue burden on the program or fundamentally alter its educational requirements and standards.
I. Essential Observational Requirements
The DGS student must be able to:
1. observe laboratory demonstrations in which biological samples (blood, bone marrow, amniotic fluid, solid tissue) are tested.
2. characterize the color, clarity and viscosity of biologicals, reagents and chemicals.
3. employ a binocular microscope to discriminate among fine structural differences of microscopic specimens.
4. comprehend text, numbers and graphs displayed in print and on a video monitor or screen.
II. Essential Movement Requirements
The DGS student must be able to:
1. move freely and safely about a laboratory.
2. reach laboratory bench tops and shelves.
3. travel to one or more clinical laboratories for practical experience.
4. perform moderately taxing work, often requiring prolonged sitting, over several hours.
5. control laboratory equipment (i.e., pipettes, syringes, scalpels, test tubes, culture flasks, etc.) to perform laboratory procedures.
6. adjust laboratory instruments and equipment (i.e., centrifuges, safety cabinets, incubators, etc.) to perform laboratory procedures.
7. use an electronic keyboard to operate laboratory equipment and to record and transmit laboratory information.
III. Essential Communication Requirements
The DGS student must be able to:
1. read and comprehend technical and professional materials (i.e., textbooks, journal articles, handbooks and instruction manuals).
2. follow written and verbal instructions in order to correctly and independently perform laboratory test procedures.
3. communicate with faculty members, fellow students, staff and other health care professionals verbally and in recorded format (writing, typing, graphics or telecommunications).
4. independently prepare papers and laboratory reports.
5. independently take paper, computer and laboratory practical quizzes and examinations.
IV. Essential Cognitive Requirements
The DGS student must be able to:
1. independently possess and demonstrate the following cognitive and problem-solving skills: comprehension, measurement, mathematical calculation, reasoning, integration, analysis, self-expression and compassion.
V. Essential Behavioral Requirements
The DGS Student must be able to:
1. manage the use of time and organize work in order to complete multiple tasks and responsibilities within realistic constraints.
2. independently exercise appropriate judgment and apply cognitive skills in the classroom, laboratory and health care settings.
3. provide professional and technical services while experiencing the stresses of task-related uncertainty (e.g., ambiguous test ordering, ambiguous test interpretation), emergent demands (“stat” test orders) and distracting environment (e.g., high noise levels, crowding, complex visual stimuli).
4. be flexible and creative and adapt to professional and technical change.
5. recognize potentially hazardous materials, equipment and situations and work safely in order to minimize risk of injury to oneself and nearby individuals.
6. adapt to working with unpleasant biological substances (e.g., blood, products of conception)
7. foster a team approach by supporting and promoting the activities of fellow students and health care professionals in learning, task completion, problem solving and patient care.
8. admit when an error has been made, when uncertain about analytical results, or when unsure about the appropriate response in professional situations.
9. critically evaluate one’s own performance, accept constructive criticism, and seek ways for improvement (e.g., participate in enriching educational activities).
10. evaluate the performance of fellow students, faculty, clinical instructors and the program and tactfully offer constructive criticism.
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