Evaluating distance learning in clinical laboratory science

Area of Science:

• Medical Education
• Clinical Laboratory Science
• Distance Learning

Background:

• The rise of distance learning presents opportunities for flexible education in specialized fields like Clinical Laboratory Science (CLS).
• Assessing the academic parity between distance and traditional on-campus CLS programs is crucial for program quality and graduate preparedness.

Purpose of the Study:

• To investigate potential differences in academic performance between distance and on-campus CLS students.
• To compare final GPAs and certification examination scores of graduates from different educational delivery modes.

Main Methods:

• A quantitative, causal-comparative research design was employed.
• Graduate data from a CLS program at a US academic health sciences university were analyzed.
• Academic performance was measured by comparing final GPAs and certification scores of distance versus on-campus learners.

Main Results:

• No significant differences were observed in mean overall admission GPA, math science admission GPA, final GPA, or overall certification scores.
• Distance learners were significantly older on average than on-campus students.
• Distance CLS students significantly outperformed on-campus students in the urinalysis subcategory of the certification exam.

Conclusions:

• Distance learning CLS graduates demonstrate academic preparedness equivalent to their on-campus counterparts.
• The findings support the efficacy of distance education in preparing students for successful careers in clinical laboratory science.