Rapid Viral Detection and Diagnosis Discussion Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Rapid Viral Detection and Diagnosis Discussion Essay
As the Clinical Laboratory Director of a very prestigious hospital, you are responsible for the overall operation and administration of the laboratory, including the employment of competent qualified personnel. Even though you have the option to delegate some of your responsibilities, you remain ultimately responsible and must ensure that all the duties are properly performed and that applicable Clinical Laboratory Improvement Amendment (CLIA) regulations are met. It is your responsibility to ensure that your laboratory develops and uses a quality system approach to laboratory testing that provides rapid, accurate, and reliable patient test results.
Traditionally, viral diagnostic techniques, especially cell culture, are slow, expensive, and often peripheral to clinical decision-making, particularly when no therapeutic agents are available. The availability of antiviral therapeutic agents such as acyclovir, ganciclovir, foscarnet, cidofovir, antiretroviral drugs, neuraminidase inhibitors, and IFN-? that are effective for specific viral infections but expensive (and in some cases potentially toxic), has created an obvious need for specific viral diagnosis. However, your laboratory has a daily backlog (in hours and sometimes days) of patient samples that prevents the attending physician from making a diagnosis and ultimately treating the patient. Your administration’s patience is being tested because the “turn around” for sample analysis is too long and the “turn over” of hospital beds is slow – patients are not being treated and released in a timely fashion – and the cost to the hospital is increasing due to lack of coverage by insurance companies.
The trend for viral diagnostic testing is to accelerate the diagnostic process while keeping the associated costs low without compromising the accuracy of the diagnosis and/or the patient’s health. As the Clinical Laboratory Director, your task is to decrease the time and cost needed for 1) sample analysis, 2) viral detection, and 3) diagnosis.
In general, diagnostic tests can be grouped into 3 categories. Each of the 3 categories contains various diagnostic tests (not all inclusive) that you will use to evaluate and compare with your classmates.
- Direct Examination of Specimen
- Electron and Light Microscopy
- Antigen detection immunofluorescence, ELISA, etc.
- Molecular techniques for the direct detection of viral genomes
- Indirect Examination
- Cell Culture – cytopathic effect (CPE), haemadsorption, confirmation by neutralization, interference, immunofluorescence, etc.
- Eggs pocks on CAM – haemagglutination, inclusion bodies
- Animals disease or death confirmation by neutralization
- Serology – Classical and Newer Techniques
- Radioimmunoassay
- Western blot
- Complement fixation test
The title of your thread must begin with your choice to use one or more of the diagnostic techniques described and select 1 of the three categories listed above. Then, describe or argue your answer to support your reasoning for the technique(s) you selected against the following criteria: 1) sample analysis, 2) viral detection, and 3) diagnosis.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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