Journal:Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching
| Full article title | Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching |
|---|---|
| Journal | BMC Medical Education |
| Author(s) | Xu, Guoying; Zhao, Chuanxiang; Yan, Mengdan; Zhang, Xiaoxian; Zhu, Ling; Liu, Jiaxiu; Zhao, Yaping; Zhang, Yuling; Cai, Weili; Xie, Hongxiang; Jiang, Yuzhang; Shao, Qixiang |
| Author affiliation(s) | Jiangsu College of Nursing, Youyang Medical Laboratory Co., Hangzhou Medical College, Nanjing Medical University |
| Primary contact | Email: shao underscore qx at jscn dot edu dot cn |
| Year published | 2023 |
| Volume and issue | 23 |
| Article # | 391 |
| DOI | 10.1186/s12909-023-04272-7 |
| ISSN | 1472-6920 |
| Distribution license | Creative Commons Attribution 4.0 International |
| Website | https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-023-04272-7 |
| Download | https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-023-04272-7.pdf (PDF) |
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This article should be considered a work in progress and incomplete. Consider this article incomplete until this notice is removed. |
Abstract
Background: The error-proneness in the pre-analytical and post-analytical stages is higher than that in the analytical stage of the total laboratory testing process. However, pre-analytical and post-analytical quality management has not received enough attention in medical laboratory education and tests in clinical biochemistry courses.
Methods/approach: Clinical biochemistry teaching programs aim to improve students’ awareness of and ability to use quality management practices according to the International Organization for Standardization's ISO 15189 requirements. We designed a student-centered laboratory training program according to case-based learning that included four stages: establish an overall testing process based on the patient’s clinical indicators, clarify principles, improve operational skills, and review processes and continuous improvement opportunities. The program was implemented in our college during the winter semesters of 2019 and 2020. A total of 185 undergraduate students majoring in medical laboratory science participated in the program as a test group, and the other 172 students were set up as the control group and adopted the conventional method. The participants were asked to finish an online survey to evaluate the class at the end.
Results/outcomes: The test group had significantly better examination scores not only in experimental operational skills (89.27 ± 7.16 vs. 77.51 ± 4.72, p < 0.05 in 2019 grade, 90.31 ± 5.35 vs. 72.87 ± 8.41 in 2020 grade) but also in total examination (83.47 ± 6.16 vs. 68.90 ± 5.86 in 2019 grade, 82.42 ± 5.72 vs. 69.55 ± 7.54 in 2020 grade) than the control group. The results of the questionnaire survey revealed that the students in the test group better achieved classroom goals than those in the control group (all p < 0.05).
Conclusions: The new student-centered laboratory training program based on case-based learning in clinical biochemistry is an effective and acceptable strategy compared with the conventional training program.
Keywords: case-based learning, clinical biochemistry, laboratory training, quality management, student-centered
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Notes
This presentation is faithful to the original, with only a few minor changes to presentation, spelling, and grammar. In some cases important information was missing from the references, and that information was added. Several bits of text were inadvertently repeated, and those repetitions were removed. No citation was given for the Wake Forest quote, so one was added. Everything else remains true to the original article, per the "NoDerivatives" portion of the distribution license.
