Abstract
BackgroundTraditionally, the training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context. In recent years, budgetary pressures, increasing student enrolments and limited access to laboratory equipment have resulted in reduced staff-student contact hours in medical laboratory science education. While this restructure in resources has been challenging, it has encouraged innovation in online blended learning.MethodsBlended learning histology lessons were implemented in a face-to-face and e-Learning format in a medical laboratory science program to teach tissue morphology and technical procedures outside of the traditional laboratory classroom. Participating students were randomly allocated to either the ‘video’ group (n = 14) or the ‘control’ group (n = 14). After all students attempted the e-Learning lessons and viewed expert-led video recordings online, students demonstrated their hands-on practical skills in the laboratory. Technical skills, demonstration of safety awareness, and use of histology equipment was captured by video through first person ‘point of view’ recordings for the ‘video’ group only. The ‘control’ group performed the same activities but were not recorded. Prior to summative assessment, the ‘video’ group students had a digital resource portfolio that enabled them to review their skills, receive captured feedback and retain a visual copy of their recorded procedure.ResultsResults showed that students who participated in the online video format had statistically better practical examination scores and final grades compared to the control group.ConclusionFindings from this study suggest that students are engaged and motivated when being taught in a blended learning format and respond positively to the use of video recordings with expert feedback for the initial learning of hands-on techniques. For the academic, developing a blended learning medical laboratory science program, which includes annotated virtual microscopy, video demonstrations, and online interactive e-Learning activities, provides an effective and economic approach to learning and teaching.
Highlights
The training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context
Descriptive results There were 31 students enrolled in MLS121 Histology in 2017 of which 28 agreed to participate in the study
There were 75% females and 25% males, 65% were more than 20 years old and all students were enrolled in a Medical laboratory science (MLS) program
Summary
The training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context. Budgetary pressures, increasing student enrolments and limited access to laboratory equipment have resulted in reduced staff-student contact hours in medical laboratory science education. While this restructure in resources has been challenging, it has encouraged innovation in online blended learning. Introduction Medical laboratory science (MLS) programs that develop curricula with evidence-based practice, critical thinking, research and scholarship, report that student enthusiasm and motivation are key elements to positive learning outcomes [1, 2] This enthusiasm has been engendered through laboratorybased study, rather than in the lecture theatre using books and passive learning. Successful course design and the associated materials must have a student-centred approach to increase student engagement and to improve learning outcomes [7]
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