Health & Wellness Medical System Specimen Types and …€¦ · EDCI 564 TECHNOLOGY INTEGRATION PROJECT . 6 . SAMR worksheet Redefinition (new tasks, previously inconceivable) Description

Running head: EDCI 564 TECHNOLOGY INTEGRATION PROJECT

Health & Wellness Medical System

Specimen Types and Identification by Temperature

Charles M. Saunderson

Purdue University EDCI 564

Technology Integration Project

July 29, 2018

EDCI 564 TECHNOLOGY INTEGRATION PROJECT

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Contents Original Instruction Unit ................................................................................................................. 4

Overview of the instructional unit. ............................................................................................. 4

Why you selected this topic? ...................................................................................................... 4

Are there any missing components from the original unit that will be required? ....................... 5

Do you plan on modifying any of the elements provided in the original lesson plan?............... 5

Initial ideas on improving the unit by integrating transformative technology............................ 5

Your overall vision for this instructional unit ............................................................................. 5

SAMR worksheet ............................................................................................................................ 6

Redefinition................................................................................................................................. 6

Modification ................................................................................................................................ 7

Augmentation .............................................................................................................................. 7

Substitution ................................................................................................................................. 8

Unit/Lesson ................................................................................................................................. 8

Updated Instructional Unit .............................................................................................................. 9

Project Title ................................................................................................................................. 9

Discipline/Topic .......................................................................................................................... 9

Target Population ........................................................................................................................ 9

Concepts Covered ....................................................................................................................... 9

Curriculum Links ...................................................................................................................... 10

Objectives ................................................................................................................................. 10

Material/Time ........................................................................................................................... 11

Scope & Sequence .................................................................................................................... 12

Mini Blast 1: Specimen types – Ambient, refrigerated, and frozen .......................................... 12

Mini Blast 2: Specimen temperatures ....................................................................................... 14

Mini Blast 3: Assessment.......................................................................................................... 16

Supplementary Material ............................................................................................................ 18

Evaluation of Learners .............................................................................................................. 18

Level 2 Evaluation ................................................................................................................ 18

Level 2 Data collection: ........................................................................................................ 19

Level 2 Analysis Process: ..................................................................................................... 19

Level 3 Evaluation ................................................................................................................ 19

Level 3 Data collection: ........................................................................................................ 20



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Evaluation of the Instruction ......................................................................................................... 21

Level 4 Evaluation: ............................................................................................................... 21

Level 4 Data Collection: ....................................................................................................... 22


Reflection ...................................................................................................................................... 22

References ..................................................................................................................................... 24

Appendix A - Pre-Route Observation Checklist ........................................................................... 25

Appendix B - Pre-Route Observation Checklist Rubric ............................................................... 26

Appendix C - On-Route Observation Checklist ........................................................................... 28

Appendix D - On-Route Observation Checklist Rubric ............................................................... 29

Appendix E - Post-Route Observation Checklist.......................................................................... 30

Appendix F - Post-Route Observation Checklist Rubric .............................................................. 31


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Original Instruction Unit Overview of the instructional unit. Health & Wellness Medical System couriers need to follow a new standard operating procedure for sorting medical specimens they have picked up on their routes into the appropriate consolidation bags and transport containers. The present system provides the supervisor with a paper Frontline Weekly who shares the information with the couriers about new policies and standard operating procedures. The supervisors are mandated to meet with his couriers daily to review the up-to-date information on new policies and standard operating procedures. Unfortunately, the supervisors rarely meet with their couriers due to their time constraints of the courier job requirements. Each courier has an Android-based hand-held device that is used to scan the specimens that are picked up at doctor’s offices, clinics, and hospitals. The device is Internet-connected and transmits specimen information to the central database. The hand-held device can also communicate with the Health & Wellness Medical Systems Learning Management System and is capable of playing video and audio. The device can access employees’ email. The solution is to convert the Frontline Weekly document to Mini Blast that will be downloaded to the courier’s hand-held devices. Before beginning their route, couriers will check their email and see if a new Mini Blast has been downloaded on to their Android-based hand-held devices. The Mini Blasts will be built using Storyline Rise and be micro eLearning courses (three to five minutes in length) that include audio and visual information. The eLearning course will include an assessment in the form of quiz questions and acknowledgment of agreement to comply. The results are transmitted to the Learning Management System upon completion of the min Blast eLearning course The company has further committed to providing the couriers with ten minutes during their day to complete the Mini Blasts.

Why you selected this topic? I was asked to develop a learning tool to replace the leader-led Frontline Weekly discussion to ensure that the couriers receive the material, review the material, agree to comply with the material, take the assessment, and be able to track the results of the assessment and acknowledgment. Health & Wellness Medical Systems has 4,500 Logistics couriers who spend their work shift on-the-road picking up specimens. Providing the couriers with policies and standard operating procedures and reviewing the material is problematic since the couriers have 15 minutes pre-route and 15 minutes post route. Additional couriers have staggered start and stop times to ensure consistent delivery of specimens to the laboratory of testing. The scheduling practice makes it nearly impossible for supervisors to hold the daily mandated meetings to review new material. To meet Federal and State regulations, the Compliance Department has asked me to investigate a new process of getting new policies, health & safety information, and standard operating procedures to the couriers.


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Are there any missing components from the original unit that will be required? The initial instruction did not provide the courier with learning objectives, a formative assessment, and acknowledgment. The initial instruction did not provide the courier with access to the policies and standard operating procedure.

Do you plan on modifying any of the elements provided in the original lesson plan? The original lesson plan will be modified and expanded. Since the courses are three to five minutes in length, the number of Frontline Weeklies now called Mini Blasts will increase to three per week. Each Mini Blast will focus on one specific aspect of the new policies and standard operating procedure. For example, a new standard operating procedure on sorting specimens into the appropriate container may have six to ten micro eLearning courses. Since a Mini Blast is on one specific learning objective, the training material can be expanded to provide the couriers with sufficient details to understand the process or procedure. The Mini Blast will include a three-question knowledge check and an acknowledgment that the material has been reviewed and that the courier agrees to comply with the new policy or standard operating procedure. The Mini Blasts will include links to the company intranet so that the courier can review the policy and standard operating procedure.

Initial ideas on improving the unit by integrating transformative technology To take the Frontline Weeklies and create micro eLearning courses called Min Blasts to be published via the Learning Management System. The number of Mini Blasts will increase to at least three times per week with each Mini Blast being no more than five minutes in length. The eLearning courses will include narration, animations, and video to reinforce the topic being taught. Each Mini Blasts will be delivered to the couriers on their hand-held devices and will include a knowledge check to check for understanding. Upon completion of all the Mini Blasts in a topic, the courier will be asked to confirm if they agree to follow the process or standard operating procedure.

Your overall vision for this instructional unit My vision of the instructional unit is to incorporate the concept of microlearning (three to five minutes in length) and focus on one specific topic or aspect of a new policy or standard operating procedure. The instructional unit provides:

• Anytime – The courier can take the instructional unit whenever they have a free ten minutes.

• The transformation from leader-led training to eLearning relieves the supervisors of record keeping.

• Incorporates the Compliance Department’s need for the couriers to agree to follow the process or standard operating procedure.

• The eLearning course ensures a consistent message to all couriers via eLearning.


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SAMR worksheet Redefinition (new tasks, previously inconceivable)

Description of an additional task added to the lesson that would not have been possible without the use of technology. Each courier has an Android-based hand-held device that is used to scan the specimens that are picked up at doctor’s offices, clinics, and hospitals. The device is Internet-connected and transmits specimen information to the central database. The hand-held device can also communicate with the Health & Wellness Medical Systems Learning Management System and is capable of playing video and audio. The device can access employees’ email. The solution is to convert the Frontline Weekly document to Mini Blasts that will be downloaded to the courier’s hand-held devices. Before beginning their route, couriers will check their email and see if a new Mini Blast has been downloaded on to their Android-based hand-held devices, The Mini Blasts will be built using Storyline Rise and be micro eLearning courses (three to five minutes in length) that include audio and visual information. The eLearning course will include an assessment in the form of quiz questions and acknowledgment of agreement to comply. The results are transmitted to the Learning Management System upon completion of the mini Blast eLearning course. The Learning Management System tracks the completion of the Mini Blasts and sends reminder emails to the couriers when Mini Blasts are not completed. The Learning Management System sends weekly reports to the supervisor on which couriers have completed the Mini Blast and which have not. The company has further committed to providing the couriers with ten minutes during their day to complete the Mini Blasts. Include a description of the issue and how adding a technology component would add value that would not be possible without the use of technology. In this scenario, the courier receives notification via their email on their hand-held devices that they have been assigned a training module on with the information on specimen types, and temperatures. The first Mini Blast is on specimen types. The second Mini Blast is on specimen temperatures. The third Mini Blast is the final formative assessment and courier agreement to comply. The courier will click on a link in the email that will open up the training. The training is three to five minutes in length and includes a formative assessment. The courier is required to complete the first Mini Blast within 48 hours. The company has arranged two five minutes breaks that provide the


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courier to complete the Mini Blast. Once the courier completes the Mini Blast, the results of the formative assessment are transmitted to the Learning Management System via WIFI. The Learning Management System transmits the completion of the training to the employees learning plan and sends the information to the supervisor and compliance.

Modification (significant task redesign)

Description of a significant redesign of a task that takes advantage of the power of technology. The Supervisor prints the Frontline Weekly and hands the Frontline Weekly to the couriers and asks the courier to read the document before leaving on their route or the end of their route. The Supervisor tells the couriers that they will discuss the material at the team meeting the next day. The supervisor instructs the courier that the quiz is located on their My-Learning Plan and have 30 days to complete the quiz. The supervisor asks the courier if they completed the quiz since the Learning Management System is not set up to track completion. Include a description of the issue and how adding a technological modification would resolve this issue. In this scenario, the supervisor provides the couriers with the information on specimen types, and temperatures to the couriers, and is asked to complete a quiz that is located on the Learning Management System. The couriers have 30 days to complete the quiz. However, the technology does not provide the supervisor with whether the couriers have completed the quiz. The supervisor has to ask the couriers if they have completed the course.

Augmentation (functional improvement)

Description of a digital substitute that provides functional improvements. The supervisor prints Frontline Weekly and quiz and hands the documents to the courier. The supervisor asks the courier to read the document and take the paper quiz before leaving on their route or at the end of their route. The supervisor tells the courier that they will discuss the material at the team meeting the next day. The supervisor asks the courier to complete the quiz by the end of the week. The supervisor collects the quizzes from the couriers and keeps track on an Excel spreadsheet. Include a description of the issue and how adding a technology substitute to current problem would resolve this issue and provide functional improvements. In this scenario, the supervisor provides the courier with the information on specimen types, and temperatures to the couriers and a paper quiz to complete before the end of their workday. The


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supervisors ask the couriers to turn in the paper quiz to him before leaving for the day. The supervisor creates an Excel spreadsheet for his/her unit to track completing the quiz. The information is kept by the supervisor and not rolled-up into a hub/regional completion report.

Substitution (no functional change)

Description of a digital substitute to perform the same tasks with no function change. The supervisor prints the Frontline Weekly and hands the document to the courier. The Supervisors asks the courier to read the document before leaving on their route or the end of their route. The Supervisor tells the couriers that they will discuss the material at the team meeting the next day. Include a description of the issue and how the substitution of technology would resolve this issue. In this scenario, the supervisor provides the information on specimen types, and temperatures to the couriers to review before leaving on their route or at the end of the day. By providing the new policy directly to the couriers it allows the couriers to have the information, so they can read the material even though it may never be discussed.

Unit/Lesson Frontline Weekly The present system provides the supervisor with a paper Frontline Weekly that includes new policies and standard operating procedures. The supervisor shares the information with the couriers about new policies and standard operating procedures. The supervisors are mandated to meet with his couriers daily to review the up-to-date information on new policies and standard operating procedures. Unfortunately, the supervisors rarely meet with their couriers due to their time constraints of the courier job requirements. In this scenario, the supervisor received information about specimen types, temperatures, tube types and needed to disseminate the information to 15 couriers


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Updated Instructional Unit Project Title Specimen Types and Identification by Temperature

Discipline/Topic Medical – Understand specimen types, the temperature difference in ambient, refrigerated, and frozen specimens.

Target Population Health & Wellness Medical Systems has 4,500 couriers who pick up hundreds of thousands of medical specimens each day. The courier pickup specimens from doctor’s offices, hospitals, and clinics. The couriers are 75 % male and 25 % female. The courier’s age ranges from 21 to 75-year-old, and on average the courier has been with the company at least five years. The company requires a minimum of a high school diploma. However, 65 % of the couriers have at least two years of college. The couriers have a positive attitude about their organization. Learners self-select into the healthcare field. The couriers believe that their works help doctors make health care decision based on each specimen collected. The couriers are required to identify whether a specimen is frozen, refrigerated, and ambient and sort the specimens by temperature, type, and final destination and place the specimen into storage containers in their vehicle. The couriers have prior knowledge on the topics covered in the new Standard Operating Procedure (SOP) on specimen types, and temperature. The SOP updates the definitions of specimen type and clarifies the specimen temperature ranges. The instructional grouping for the training module is individual. Each courier has an Android-based hand-held device that is used to scan the specimens that are picked up at doctor’s offices, clinics, and hospitals. The device is Internet-connected and transmits specimen information to the central database. The Mini Blast will be downloaded to the courier’s hand-held devices. Before beginning their route, couriers will check their email and see if a new Mini Blast has been downloaded on to their Android-based hand-held devices.

Concepts Covered The training module is divided into three Mini Blast:

1. Specimen types – Ambient, refrigerated, and frozen 2. Specimen temperature ranges 3. Formative Assessment and employee acknowledgment to comply

The first Mini Blast is designed to teach the couriers what are ambient, refrigerated, and frozen specimens. The second Mini Blast is designed to teach the couriers the temperature ranges of an ambient, refrigerated and frozen specimen. Each Mini Blast includes a series of interactions that challenge the courier to recall and demonstrate the specific information taught in each Mini Blast by providing the courier’s opportunities through formative assessments. The third Mini Blast culminates in the model by requiring the courier to pass a formative evaluation covering the material taught in each Mini Blast and an agreement to comply with the SOP. Each Mini Blast


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provides the courier with a link to a PDF document of the portion of the SOP taught in that specific Mini Blast. The courier can also access the complete SOP from their hand-held device.

Curriculum Links The training complies with the Health & Wellness Medical Systems SOP on specimen temperature and tube types. The SOP identifies the definition of an ambient, refrigerated, and frozen specimen. The SOP further identifies the temperature range for ambient, refrigerated, and frozen specimens.

Objectives The instructional goal of the training module is to update the courier’s knowledge of specimen types, and specimen temperature ranges to reduce specimen mishandled specimens and eliminate tests-not-performed. The terminal objectives for the training modules are upon completion of the training module; the couriers will be able to:

1. Define the differences between an ambient, refrigerated, and frozen specimen. 2. Compare the different temperature ranges for an ambient, refrigerated, and frozen

specimen. 3. Select the appropriate transportation container in their vehicle to store the specimen until

it is delivered to the laboratory for processing. 4. Demonstrate how to maintain specimen temperature in specimen transport container.

The performance objective for the training modules:

Terminal objectives Performance objectives

1. Define the differences between an ambient, refrigerated, and frozen specimen.

When asked either orally or in writing (CN), the courier will be able to define (B) the differences between an ambient, refrigerated, and frozen specimens (CR).

2. Compare the different temperature ranges for an ambient, refrigerated, and frozen specimen.

When asked either orally or in writing (CN), the courier will compare (B) the differences between an ambient, refrigerated, and frozen specimen (CR).

3. Select the appropriate transportation container in their vehicle to store the specimen until it is delivered to the laboratory for processing.

After picking up an ambient, refrigerated, and frozen specimen (CN), the courier will be able to accurately place the specimens (B) into the appropriate transportations container (CR).

4. Demonstrate how to maintain specimen temperature in specimen transport container.

After placing the ambient, refrigerated, and frozen specimens in the specimen transport container (CN), the courier will be able to demonstrate how to maintain specimen temperature (B) in the appropriate specimen container (CR).


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Material/Time Each lesson is built to take three to five minutes to complete. The company has agreed to build into each courier’s workday a ten-minute window of opportunity to complete the Mini Blasts. The courier is given 48 hours to complete each Mini Blast from the day of the assignment.


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Scope & Sequence The Mini Blasts will be based on Horton’s absorb, do, and connect activities (Horton, 2012). The Mini Blasts will be built using Storyline Rise and be micro eLearning courses (three to five minutes in length) that include audio narration and visual information. The eLearning course will include a formative assessment in the form of quiz questions. The couriers will receive an email on their hand-held device indicating that there is a Mini Blast they need to complete. The courier opens the email and sees there is a link to the Mini Blast. Ince the courier clicks on the link the Mini Blast eLearning course will open the Mini Blast on their hand-held device and begin the course.

Mini Blast 1: Specimen types – Ambient, refrigerated, and frozen Learning Objective:

Upon completion of the Mini Blast, the courier will be able to define the differences between an ambient, refrigerated, and frozen specimen, and select the appropriate transportation container to store the specimen until it is delivered to the laboratory for processing.

Activity Description Graphics/Images Absorb Why the changes to the SOP?

• Too many mishandled specimens and test-not-performed The goal is to reduce mishandled specimens and eliminate test-not-performed.

Image of the SOP

Absorb The courier will learn about an ambient specimen • Description • Location • Tube type

Image of ambient specimens located in a bin container located on the counter.

Do Knowledge check: Multiple choice question Select the location of an ambient specimen (Select all that apply)

Absorb The courier will learn about a refrigerated specimen • Description • Location • Tube type

Image of a refrigerated specimen located in a refrigerator

Do Knowledge check – Multiple choice question Select the location of a refrigerated specimen (Select all that apply)

Absorb The courier will learn about a frozen specimen • Description

Image of a frozen specimen located in a freezer.


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• Location • Tube type

Do Knowledge check Multiple choice question Select the location of a frozen specimen (Select all that apply)

Absorb The courier will learn about the appropriate container for an ambient specimen • Color or container • What goes inside of the container

Image of the green transport container

Absorb The courier will learn about the container for a refrigerated specimen • Color of container • What goes inside of the container

Image of the blue transport container

Absorb The courier will learn the container for a frozen specimen • Color of container • What goes inside of the container

Image of the white transport container

Do Knowledge check – Drag and drop activity Place the specimen into the appropriate container

Image of ambient, refrigerated, and frozen specimens Image of the green, blue, and white containers

Connect Who is impacted when a test-not-performed happens? Images with Hotspot explain how test-not-performed impact patient, the physician, the laboratory, supervisor, and the courier.

Images of the following: • Patient • Physician • Laboratory • Supervisor • Courier

Connect Links to supporting documents • The specific portion of the SOP • Entire SOP

Links to documents


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Mini Blast 2: Specimen temperatures Learning Objectives

Upon completion of the Mini Blast, the courier will be able to compare the different temperature ranges for an ambient, refrigerated, and frozen specimen and maintain the temperature of the specimen transport containers.

Activity Description Graphics/Images Absorb Why is temperature important when transporting specimens to the laboratory

for processing? • Maintaining the specimen at the correct temperature while transporting

specimens to the laboratory eliminates test-not-performed results. • Test-not-performed impacts patients, doctors, the laboratory, the

supervisor, and the courier.

Images transport containers and unhappy patients, and doctors.

Absorb The courier will learn the temperature range for ambient specimens • Temperature range • Description of specimen

Image of thermometer and ambient specimen

Do Knowledge check – Multiple choice question What is the correct temperature for an ambient specimen?

Absorb The courier will learn the temperature range for a refrigerated specimen • Temperature range • Description of specimen

Image of the thermometer and refrigerated specimen

Do Knowledge check – Multiple choice question What is the correct temperature of a refrigerated specimen

Absorb The courier will learn the temperature range for frozen specimens • Temperature range • Description of specimen

Image of the thermometer and frozen specimen

Do Knowledge check – Multiple choice question What is the correct temperature for a frozen specimen?

Absorb The courier will learn how to maintain specimen temperature while transporting the specimen and what they should do if the temperature becomes to warm or too cold.

Image of ambient, refrigerated and frozen specimen containers. Image of gel packs and frozen freezer packs Image of digital thermometer


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Do Knowledge check – Multiple choice question What do you need to do to determine the temperature of you specimen transport containers?

Do Knowledge check – Drag and drop activity When the temperature in the refrigerated transport container becomes too cold what should you do? Drag the appropriate item into the container to raise the temperature.

Image of refrigerated specimen transport container and images of gel pack and a frozen freezer pack.

Do Knowledge check – Drag and drop activity When the temperature in a frozen transport container becomes too warm, what should you do? Drag the appropriate item into the container to lower the temperature.

Image of frozen specimen transport container and images of gel pack and a frozen freezer pack.

Connect Who is impacted when a test-not-performed happens when specimen temperature is not maintained? Images with Hotspot explain how a test-not-performed impacts patients, the physician, the laboratory, supervisor, and the courier.

Images of the following: • Patient • Physician • Laboratory • Supervisor Courier

Connect Links to supporting documents • The specific portion of the SOP • Entire SOP

Link to the documents


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Mini Blast 3: Assessment Learning Objectives:

Upon completion of the Mini Blast, the courier will be able to: • Define the differences between an ambient, refrigerated, and frozen specimen, and select the appropriate

transportation container to store the specimen until it is delivered to the laboratory for processing. • Compare the different temperature ranges for an ambient, refrigerated, and frozen specimen and maintain the

temperature of the specimen transport containers. Activity Description Graphics/Images Absorb • Why the changes to the SOP?

• Why is temperature important when transporting specimens to the laboratory for processing?

Too many mishandled specimens and test-not-performed The goal is to reduce mishandled specimens and eliminate test-not-performed

Do Formative Assessment – Multiple choice question Why are the changes being made to the SOP (Select all that apply)

Do Formative Assessment: Multiple choice question Select the location of an ambient specimen

Do Formative Assessment – Multiple choice question Select the location of a refrigerated specimen)

Do Formative Assessment – Multiple choice question Select the location of a frozen specimen

Do Formative Assessment – Drag and drop activity Place the specimen into the appropriate container

Image of ambient, refrigerated, and frozen specimens Image of the green, blue, and white containers

Do Formative Assessment – Multiple choice question What is the correct temperature for an ambient specimen?

Do Formative Assessment – Multiple choice question What is the correct temperature of a refrigerated specimen

Do Formative Assessment – Multiple choice question What is the correct temperature for a frozen specimen?

Do Formative Assessment – Multiple choice question What do you need to do to determine the temperature of you specimen transport containers?


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Do Formative Assessment – Drag and drop activity When the temperature in the refrigerated transport container becomes too cold what should you do? Drag the appropriate item to raise the temperature.

Image of refrigerated specimen transport container and images of gel pack and frozen freezer pack

Connect Formative Assessment – Drag and drop activity When the temperature in a frozen transport container becomes too warm, what should you do? Drag the appropriate item to lower the temperature.

Image of frozen specimen transport container and images of gel pack and a frozen freezer pack.

Connect Formative Assessment – Multiple choice question Who is impacted when there is a test-not-performed (Select all that apply)

Images of the following: • Patient • Physician • Laboratory • Supervisor • Courier


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Supplementary Material The supplemental material for the training is a part of the Level 3 Assessment. The couriers will be observed setting up their vehicles and scored using a pre-route observation checklist. The courier will be observed on-route using the on-route observation checklist. The courier will be evaluated post-route using the post-route observation checklist. See Appendix A for the Level 3 Pre-Route Observation Checklist. See Appendix B for the Level 3 Pre-Route Rubric. See Appendix C for the Level 3 On-Route Observation Checklist. See Appendix D for the Level 3 On-Route Rubric. See Appendix E for the Level 3 Post-Route Observation Checklist See Appendix F for the Level 3 Post-Route Rubric. Embedded in the course are links to the SOP. The document is embedded in the course, so the courier can access the information any time they help with the process. The couriers are encouraged to use the resources online. The couriers are discouraged not to publish the documents.

Evaluation of Learners The evaluation targets the four levels of evaluation identified by Kirkpatrick & Kirkpatrick (2006):

• Level 1 – Reaction • Level 2 – Learning • Level 3 – Transfer/Behavior • Level 4 – Result.

For the training, the evaluation of the employees with focus Kirkpatrick’s Level 2 and Level 3 assessments. Level 2 Evaluation Level 2 evaluation seeks to determine whether the instruction successfully communicated and disseminated the learning objectives in a way that allowed the learners to gain knowledge (Kirkpatrick & Kirkpatrick (2006). The use of the online format will guarantee 100% participation which is Kirkpatrick & Kirkpatrick’s (2006) recommended response rate. The assessment (verbal information domain) is a quiz within the eLearning module is designed to update the courier’s knowledge of specimen types, and specimen temperature ranges to reduce specimen mishandled specimens and eliminate tests-not-performed. Upon completion of the training module, the couriers will be able to:

1. Define the differences between an ambient, refrigerated, and frozen specimen. 2. Compare the different temperature ranges for an ambient, refrigerated, and frozen

specimen. 3. Select the appropriate transportation container in their vehicle to store the specimen until

it is delivered to the laboratory for processing. 4. Demonstrate how to maintain specimen temperature in specimen transport container.


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There are 12 formative assessment questions including three drag-and-drop questions, two multiple response question, and seven multiple choice questions. The test requires the couriers to score at least 80% to pass the course. The couriers are given two opportunities to pass the test. The results are sent via WIFI to company’s Learning Management Systems that will be able to store the courier’s assessment results and tracks individual questions results to help determine the reliability and validity of each question. Level 2 Data collection: The couriers take the online Level 2 assessment immediately upon completing the Mini Blast. The Level 2 assessment will be published using SCORM 2004 and hosted on the LMS. SCORM 2004 allows the instructional designer to track and gather information about each specific question. Reports can be exported to Microsoft Excel. Level 2 data will be summarized by the total number of couriers completing the Level 2 assessment and sorted by state and region. Level 2 question data will be summarized by the 12 questions, with each response rated/scored, tallied, and translated into percentages. Level 2 Analysis Process: The Level 2 assessment consists of three drag-and-drop questions, two multiple response question, and seven multiple choice questions. The test requires the couriers to score at least 80% to pass the course, and the courier is given two opportunities to pass the test. Each question is analyzed to determine whether the content presented in the course results in the learner’s gaining knowledge about the new vehicle sort system. Low measures on questions are a prompt to the training designer to adapt the training to meet the couriers’ knowledge needs. The data and results will be presented to the Logistics best practice team and pilot test team through an online meeting to accommodate team members from various locations. Before the meeting, an executive summary, Excel data sheets, and PowerPoint presentations will be sent to all team members for their review. The teams will review the results of the Level 1 and Level 2 assessments, discuss the next indicated steps, and decide on needed changes to the course. The management team will review the Level 2 assessment score data weekly with an instructional designer to identify any issues with the training. Level 2 assessment results will include charts that reflect the data collected using Excel. The charts will include:

• The number of couriers who completed and passed the quiz, with statistics broken down by the six regions and the states within each region. A table will show the number of couriers completing the assessment, divided by the total number of couriers.

• The results of the five assessment questions will show the number of correct and incorrect responses for each question. The analysis of this data will help the instructional designers see if the course is meeting the learning objectives and reveal any gaps in the training.

Level 3 Evaluation Level 3 evaluation is designed to evaluate if the couriers are applying the vehicle organization system on-the-job. The evaluation will identify areas that are helping or hindering the transfer of knowledge to their on-the-job performance. Kirkpatrick & Kirkpatrick (2006) suggest that


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without the transfer of knowledge to their on-the-job performance, the result in Level 4 cannot be attributed to the training. See Appendix A for the Level 3 Pre-Route Observation Checklist. See Appendix B for the Level 3 Pre-Route Rubric. See Appendix C for the Level 3 On-Route Observation Checklist. See Appendix D for the Level 3 On-Route Rubric. See Appendix E for the Level 3 Post-Route Observation Checklist See Appendix F for the Level 3 Post-Route Rubric. There are three level 3 assessments: pre-route, on-route, and post-route. The pre-route assessment is completed by the courier’s supervisor before leaving the depot. The on-route assessment is completed by the courier’s supervisor during a ride-along. The ride-along consists of the supervisor riding with, and shadowing, the courier during pre-route, on-route, and post-route activities. The supervisor is required to do a ride-along once per month for the first 90 days and then every-other-month for the next nine months. After the first year of the program, the Supervisor will complete a ride-along once per quarter. The Supervisor is asked to complete a pre-route and post-route assessment, as well as an on-route assessment for each stop (15 to 25 stops on average) during the ride-along. The checklists are on LMS, and the supervisor can complete the form online. The post-route assessment is completed by the courier’s supervisor upon their return to the depot. Supervisors are trained on how to evaluate the courier during the pre-route, on-route, and post-route activities. Supervisors are provided a rubric that defines the behavioral expectation not meeting expectations, meet the expectations, or exceeds the expectations. Supervisors are provided with a rubric that explains what is required to meet, exceed, or not meet expectations. To meet expectations, the courier needs to complete the task. To exceed expectations, the courier must prevent a missorted or missing specimen. To not meet expectations, the courier does not complete the task satisfactorily by not following procedure, missorting a specimen, or not maintaining specimen temperature. Level 3 Data collection: Using a mobile device, the supervisor will complete the online Level 3 assessment during the pre-route, on-route ride-along, and post-route activities. During the on-route ride-along, the supervisor will assess courier’s performance at each stop. The Level 3 assessment is published using SCORM 2004 and hosted on the LMS. SCORM 2004 allows the instructional designer and management team to track and gather information about each specific on-the-job behavior. Reports can be exported to Microsoft Excel. Level 3 data will be summarized by courier and by the pre-route, on-route, and post-route task. Each task is analyzed to determine if the courier is meeting, exceeding, or not meeting expectations. Each “meet expectation” score has a numerical value of one. Each “exceed expectation” score has a numerical value of two. Each “not meets expectation” has a numerical value of zero. A total score is accumulated for pre-route, on-route, and post route activities.


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Level 3 Analysis Process: The Level 3 online observation checklists have three components: pre-route, on-route, and post-route. Each behavioral item is scored as either not meeting, meeting or exceeding.

• Each “not meet expectations” sore have a numerical value of zero. • Each “meet expectation” score has a numerical value of one. • Each “exceed expectations” score has a numerical value of two.

The level 3 assessment will be published using SCORM 2004 and hosted on the LMS. Using SCORM 2004 allows the instructional designer to gather information about the courier’s pre-route, on-route, and post-route activities. Reports can be exported to Microsoft Excel to determine the number of couriers meeting, exceeding, or not meeting expectations. Each task is analyzed to determine whether the courier is applying what is taught in training to their on-the-job performance. Low measures on any task is a prompt to the training designer to adapt the training to meet the courier’s knowledge needs. The assessment also gives supervisors an opportunity to provide immediate feedback and training to couriers while on their route. The best practice team will review the Level 3 assessment score data monthly with an instructional designer to identify any issues with the training. Level 3 assessment results will include charts that reflect the data collected using Excel. The charts will include:

• The number of couriers meeting or exceeding expectations. The statistics are broken down by the six regions and the states within each region. A table will show the number of couriers meeting or exceeding expectations.

• The number of couriers not meeting expectations. The statistics are broken down by the six regions and the states within each region. A table will show the number of couriers not meeting expectations. Data will identify expectations that need to change within the training.

• The results of data analysis will help the instructional designer see if the course is meeting the learning objectives and reveal any gaps in the training.

Evaluation of the Instruction Level 4 Evaluation: Level 4 evaluations must be tied to training outcomes of behavioral changes identified in level 3 to the tangible business result (Kirkpatrick & Kirkpatrick (2006). The level 4 results will provide stakeholder the evidence that the training met the learning objective of eliminating missorts sorts and test-not-performed and helps justify the continuation of the training and future funding. Health & Wellness Medical Centers produces a daily report detailing any missorted and test-not-performed and provides a breakdown by couriers, Supervisor, Manager, and Director. The monthly roll-up reports of missorted and missing specimens from the three months before training will provide a baseline for comparing behaviors before and after the training. After the training, the data will be evaluated every 30 days to assess how the training impacted behavior. The Level 4 assessment tool was selected because it was an existing tool used by Health & Wellness Medical Centers


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Level 4 Data Collection: The Level 4 results will be completed monthly after the data has been compiled and analyzed. The data will be represented visually through line graphs, bar charts, and comparison tables reflecting the number of missorted and missing specimens compared to the baseline data. Reports will also reflect information from each of the six regions and the local business units within the regions. A report reflecting dollars saved based on existing accounting practices, since the training will be presented using a bar chart. Level 4 Analysis Process: The baseline data will provide a clear indication of behavior before the training and be used as a way to measure the real change in performance. The monthly reports after the training will track how the training impacted behavior. The difference between the baseline and new behavior will indicate changes in behavior as a result of the training. The changes can be quantified since the Quest Diagnostics finance department has determined the costs associated with a missorted and missing specimen (multiplying the cost of a missorted and missing specimen by the number of missorted and missing specimens reduced since the training). The management team will review the Level 4 assessment score data monthly with an instructional designer to identify any issues with the training. Level 4 assessment results will include charts that reflect the data collected using Excel. The charts will include:

• The number of missorted and missing specimens. The statistics are broken down by the six regions and the states within each region. A table will show the number of couriers meeting or exceeding expectations.

• The total cost savings of preventing missorted and missing specimens. The statistics are broken down by the six regions and the states within each region. A table will show the data in dollars saved.

• The results of the data analysis will help the instructional designers see if the course is meeting the learning objectives and reveal any gaps in the training.

Reflection The reality was that the couriers had no time to learn about the new policies and SOPs since the time pre-and-post route are limited to 15 minutes, a new delivery message for policies and SOPs was needed. Bush and Jones (2009) suggest that “educational technology can be successfully implemented to meet the diverse needs and circumstances of the learner in a variety of contexts.” (p. 9). The creation of eLearning courses that the couriers could complete on their held-held devices was the logical solution. The hand-held devices were capable of accessing the Learning Management System and the company’s intranet via a WIFI connection. The solution was to create courses using a tool that was compatible with the LMS. The company agreed to the proposal to have the eLearning courses created and downloaded to the courier’s hand-held devices. The company also agreed to build in ten minutes a day to allow the courier to complete the three to five minutes eLearning Mini Blasts. Hamilton, Rosenberg & Akcaoglu (2016) substitution, augmentation, modification, and redefinition (SAMR) model represents “a ladder, a four-level approach to selecting, using, and


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evaluate technology in K-12 education.” (p.434). The authors suggest that you move up from the lower level to the higher levels of teaching with technology. The SAMR model was used to transform a leader-led course into an eLearning course which couriers accessed using their hand-held device. The couriers were already using the hand-held device to scan the specimens that were picked up at doctor’s offices, clinics, and hospitals. The specimen information was transmitted via WIFI to the company’s computer system. It was learned that the hand-held devices were capable of accessing the LMS, and intranet. There was no need to purchase new equipment the company could use the existing hand-held device to its fullest capacity. Once the company agreed to the hardware configuration the transformation of the leader- led training to 100 % eLearning was a simple process. Shute. & Kim (2014) suggest that formative assessment is an effective tool that can use in learning and provide feedback is an important part of the formative assessment process by using constructive comments, not grades. Their suggestion was incorporated into the design of each module. Each module had non-graded knowledge checks that provided immediate positive feedback. The courier is allowed two attempts to answer the knowledge check correctly. The final Mini Blast of a module is the grade formative assessment. Each question provides immediate positive feedback. The courier is given two attempts to pass the quiz. The courier is required to score at least 80 % to pass the course. Once the courier has completed the Mini Blast module, the courier has the opportunity to apply what he has learned on the job. Merrill (2012) suggests that “learning is promoted when the learners are required to use their new knowledge or skill to solve problems.” (p. 49). The courier is immediately required to take what was learned and apply it to the on-the-job performance. The courier’s supervisor using a mobile device, the supervisor will complete the online Level 3 assessment during the pre-route, on-route ride-along, and post-route activities. During the on-route ride-along, the supervisor will assess courier’s performance at each stop. The transformation of the learning module is highlighted in Kirkpatrick’s Level III assessment. The pre-route, on-route and post route checklists are no longer paper-based but loaded onto the Supervisor’s hand-held device. The Supervisor completes the checklist on his hand-held device, and the results are instantly uploaded to the Learning Management System.


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References Bush, M.D. & Mott, J.D. (2009). The transformation of learning with technology: Learning

centricity, content and tool malleability, and network effects. Education Technology Magazine. March-April. 3-20.

Hamilton, E.R., Rosenberg, J.M. & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestion for its use. Association for Education Communications and Technology. 60, 443-441. Doi: 10.1007/s11528-016-0091-y.

Horton, W. (2012). E-learning by design (2nd ed.). San Francisco, CA: Pfeiffer, Wiley. Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels

(3rd ed.). San Francisco, CA: Berrett-Koehler Publishers, Inc. Merrill, M.D. (2002). First principles of instruction. Education Technology Research and

Development. 50 (3). 43-59. Shute, V.J. & Kim, Y.J. (2014). Formative and stealth assessment. In J.M. Spector et al.

Handbook of research on Educational Communications and Technology (pp. 311-321). New York: Springer Science+Business Media.


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Appendix A - Pre-Route Observation Checklist Courier: Date Route: Supervisor Expectation Outcome

Pre-Route Does Not

Meet

Meets Exceeds Comments Drive and Passenger Seat Seat Organizer Master Route Sheet Labels Specimen bags Consolidation bags Glove Box EMS Notification Accident Form Insurance Card Vehicle Registration How to Report an Accident Card Medical Exposure Packet Center Arm Rest Car Charger Hand-held device Phone Rear of Vehicle Ambient container(s) Consolidation bags Refrigerated container(s) Frozen Ice bags Consolidation bags Frozen Containers(s) Freezer Packs Consolidation bags Specimen Tote(s) Ambient tote Refrigerated tote Frozen tote Digital Thermometer Spill Kit Emergency Kit


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Appendix B - Pre-Route Observation Checklist Rubric Pre-Route Expectation Rubric

Does not Meet Expectation Does not complete the task properly Meets Expectation Completes task properly Exceeds Expectations Prevent missort or lost specimen Drive and Passenger Seat Seat Organizer The passenger seat organizer is facing towards the front window

on the passenger seat. Master Route Sheet The Master Route sheet is present and is no older than seven days

old Specimen Tracking Log The Specimen Tracking log is present and is no older than seven

days Labels Extra labels are present Specimen bags Extra specimen bags are present Consolidation bags Extra consolidation bags are present Glove Box EMS Notification EMS notification is present Accident Form Accident form is present Insurance Card Insurance card is present Vehicle Registration Vehicle registration is present How to Report an Accident Card How to report an accident card is present Medical Exposure Packet Medical exposure packet is present Center Arm Rest Car Charger The car charger is present Hand-held device The hand-held device is present Phone Phone is present Rear of Vehicle Ambient container(s) A minimum of one ambient container is present Consolidation bags Consolidation bags are inside container Refrigerated container(s) A minimum of one refrigerated container is present Frozen Ice bag A frozen bag is in the bottom of the container with a barrier

between frozen bags and consolidation bags Consolidation bags Consolidation bags are inside container Frozen Containers(s) A minimum of one frozen container is present Consolidation bags Consolidation bags are inside container Specimen Tote(s) Ambient tote A minimum of one ambient tote is present Refrigerated tote A minimum of one refrigerated tote is present Frozen Ice bag A frozen bag is in the bottom of the container with a barrier

between frozen bags and consolidation bags Frozen tote A minimum of one frozen tote is present


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Frozen Ice Packs A dry ice bag is in the bottom of the container with a barrier between dry ice bags and consolidation bags

Digital thermometer A digital thermometer is the bottom of each transport container

Spill Kit Sill kit present Emergency Kit Emergency kit present


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Appendix C - On-Route Observation Checklist Courier: Date

Route: Supervisor

Expectation Outcome

On-Route Does Not

Meet Meets Exceeds

Comments At each Specimen pickups Did the courier uses a specimen tote to pick up specimens

Did the courier retrieve one temperature at a time

Did the courier place the ambient specimens in the ambient container?

Did the courier place the refrigerated specimens in the refrigerated container?

Did the courier place the frozen specimens in the frozen container?

Did the courier place the ambient specimens in the ambient container transport bag?

Did the courier place the refrigerated specimens in the refrigerated container transport bag?

Did the courier place the frozen specimens in the frozen container transport bag?

Did the courier place the irreplaceable specimens into the appropriate container


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Appendix D - On-Route Observation Checklist Rubric On-Route Expectation Rubric

Does not Meet Expectation Does not complete the task properly Meets Expectation Completes task properly Exceeds Expectations Prevent missort or lost specimen At each Specimen pickups Did the courier uses a specimen tote to pick up specimens

While picking up the specimens, did the courier use a specimen tote to pick up specimens

Did the courier retrieve one temperature at a time

While picking up the specimens, did the courier pickup one temperature at a time

Did the courier place the ambient specimens in the ambient container?

When the courier return to their vehicle, did the courier placed all ambient specimens into the ambient container

Did the courier place the refrigerated specimens in the refrigerated container?

When the courier return to their vehicle, did the courier placed all refrigerated specimens into the refrigerated container

Did the courier place the frozen specimens in the frozen container?

When the courier return to their vehicle, did the courier placed all frozen specimens into the frozen container

Did the courier place the ambient specimens in the ambient container consolidation bag?

When the courier placed the ambient specimens into the ambient container, was each specimen placed in the correct consolidation bag

Did the courier place the refrigerated specimens in the refrigerated container consolidation bag?

When the courier placed the refrigerated specimens into the refrigerated container, was each specimen placed in the correct consolidation bag

Did the courier place the frozen specimens in the frozen container consolidation bag?

When the courier placed the frozen specimens into the frozen container, was each specimen placed in the correct consolidation bag

Did the courier place the irreplaceable specimens into the appropriate container

When the courier returned to the vehicle, did the courier placed the irreplaceable specimens into the appropriate container


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Appendix E - Post-Route Observation Checklist Courier: Date

Route: Supervisor

Appendix F Expectation Outcome

Post-Route Meets

Does Not Meet Exceeds Comments

Did the courier unload the ambient specimen consolidation bags into the appropriate location

Did the courier unload the refrigerated specimen consolidation bags into the appropriate location

Did the courier unload the frozen specimen consolidation bags into the appropriate location

Did the courier unload irreplaceable samples and place the samples in the appropriate container

Did the courier remove the totes and containers from vehicles

Did the courier remove dry ice, ice packs and barriers from totes and containers

Did the courier store the tote and containers in the appropriate location

Did the courier remove the hand-held device and cell phone from the vehicle

Did the courier remove the passenger seat organizer and place items in the appropriate location

Did the courier remove all personal items from the vehicle

Did the courier remove all garbage and place in an appropriate receptacle?

Did the courier inspect the vehicle to ensure no specimens were left in the vehicle


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Appendix F - Post-Route Observation Checklist Rubric Post-Route Expectation Rubric

Does not Meet Expectation Does not complete the task properly Meets Expectation Completes task properly Exceeds Expectations Prevent missort or lost specimen Did the courier unload the ambient specimen consolidation bags into the appropriate location

When the courier arrived at the HUB, the courier unloaded the ambient specimen consolidation bags into the appropriate location

Did the courier unload the refrigerated specimen consolidation bags into the appropriate location

When the courier arrived at the HUB, the courier unloaded the refrigerated specimen consolidation bags into the appropriate location

Did the courier unload the frozen specimen consolidation bags into the appropriate location

When the courier arrived at the HUB, the courier unloaded the frozen specimen consolidation bags into the appropriate location

Did the courier unload irreplaceable samples and place the samples in the appropriate container

When the courier arrived at the HUB, the courier unloaded the irreplaceable samples and placed them in the appropriate location

Did the courier remove the totes and containers from vehicles

Once all the specimens have been removed, the courier removed the totes and containers from the vehicle

Did the courier remove dry ice, ice packs and barriers from totes and containers

Once the specimens have been removed, the courier removed the dry ice, ice packs, and barriers from totes and containers.

Did the courier store the tote and containers in the appropriate location

The courier stored the totes and containers in the appropriate location

Did the courier remove the hand-held device and cell phone from the vehicle

The courier removed the hand-held device and cell phone from the vehicle

Did the courier remove the passenger seat organizer and place items in an appropriate location

The courier removed the passenger seat organizer and placed all items in the appropriate location

Did the courier remove all personal items from the vehicle

The courier removed all personal items from the vehicle.

Did the courier remove all garbage and place in an appropriate receptacle?

The courier removed all garbage and placed the garbage in an appropriate receptacle

Did the courier inspect the vehicle to ensure no specimens were left in the vehicle

The courier inspected his vehicle to ensure no specimens were left behind

Did the courier inspect another courier vehicle

The courier inspected another vehicle

Documents

Health & Wellness Medical System Specimen Types and …€¦ · EDCI 564 TECHNOLOGY INTEGRATION PROJECT . 6 . SAMR worksheet Redefinition (new tasks, previously inconceivable) Description