Using cooperative learning in clinical laboratory science education

Area of Science:

• Medical Education
• Immunology Education
• Clinical Laboratory Science

Background:

• Traditional lecture-based instruction is common in higher education.
• Cooperative learning (CL) offers an alternative pedagogical approach.
• Assessing the impact of CL on student performance and teamwork is crucial for clinical laboratory science (CLS) programs.

Purpose of the Study:

• To compare student academic performance in immunology/serology using cooperative learning (CL) versus lecture-based instruction.
• To evaluate students' self-perceived teamwork abilities before and after exposure to CL and lecture methods.

Main Methods:

• A 4-week study in a CLS program randomly assigned 22 students to either CL activities or lecture-based instruction.
• Student performance was measured by mean examination scores, compared using an independent samples t-test.
• Teamwork knowledge, skills, and attitude (KSA) were assessed pre- and post-intervention using repeated measures ANOVA.

Main Results:

• No significant difference was found in mean examination scores between the CL group (85.09%) and the lecture group (82.18%).
• Pre- and post-test scores for teamwork KSA showed no significant differences between the two instructional groups.
• Student academic performance and self-perceptions of teamwork were not negatively affected by CL.

Conclusions:

• Cooperative learning (CL) is a viable instructional method in immunology/serology courses for CLS programs.
• CL does not diminish academic performance or hinder the development of teamwork skills.
• Implementing CL may enhance preparedness for laboratory professional roles.