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- Title
Active Learning through Development of Vignettes and Pre-Laboratory Assessments for Hematology Laboratory Instruction.
- Authors
Grayson, Candice; Fydryszewski, Nadine
- Abstract
With a growing trend of less instructional time and more skills required to be taught, alternative educational tools and models need to be evaluated for effectiveness and utilization within the curriculum. The current educational trend in the medical field focuses on the use of simulation in patient care scenarios; however, in the clinical laboratory sciences simulation or alternative educational methodologies incorporating pre-laboratory psychomotor skills requirements has not been thoroughly researched or designed. The goal of this project was to develop pre-laboratory simulation modules for one core medical laboratory science clinical course, hematology. This pilot model would serve as a template to develop additional simulation exercises for the other clinical courses. In an effort to encourage active learning in medical laboratory technician students, vignettes and pre-laboratory modules were created. These simulation modules are not replacing in-class or traditional laboratory instruction, but are supplementing education as pre-laboratory preparation and review prior to clinical rotations. Students are required to preview the laboratory skills simulation videos and complete the self-assessments prior to in-class lab sessions and, as a refresher before beginning clinical rotations. Student feedback via an informal survey from one class in the medical laboratory technician program (n=14) was positive and interestingly enough they found mistakes or ways that the modules can be improved, indicating their interest in seeing this project continue. The students' comments were that the mobility and access to the instructor's step-by-step procedure of the vignettes helped to prepare them prior to entering the laboratory. The self-assessments within the modules were non-graded and were quick checkpoints for the students, with feedback and direction of where to review if incorrect.
- Publication
Clinical Laboratory Science, 2016, Vol 29, Issue 2, p105
- ISSN
0894-959X
- Publication type
Academic Journal