Distance education outcomes in clinical laboratory science

Area of Science:

• Medical Education
• Clinical Laboratory Science
• Distance Learning Technologies

Background:

• Clinical laboratory science (CLS) programs face challenges in delivering education to students at remote locations.
• Traditional on-site classroom methods may not be accessible to all students.

Purpose of the Study:

• To compare the learning outcomes of clinical laboratory science students using two delivery methods: technology-driven distance learning via interactive videoteleconferencing versus traditional on-site instruction.
• To evaluate the effectiveness of interactive videoteleconferencing as an alternative delivery method for CLS education.

Main Methods:

• A quasi-experimental study design was employed.
• Participants included 40 senior CLS students in a baccalaureate program.
• Learning outcomes were assessed using posttest scores and national certification examination results.

Main Results:

• No significant differences in overall examination scores were found between the interactive videoteleconferencing and on-site groups (p > 0.05).
• A significant difference was observed in the chemistry topic area, warranting further investigation.
• The pattern of examination scores throughout the semester did not differ significantly between the two delivery methods.

Conclusions:

• Interactive videoteleconferencing is a viable and effective alternative delivery method for CLS students unable to attend on-campus classes.
• Additional research is recommended to validate the observed variance in the chemistry subject area.
• The findings support the broader adoption of distance learning technologies in specialized health science education.