Teaching laboratory medicine to medical students: implementation and evaluation

Most medical decisions rely on laboratory results. Yet, training in laboratory medicine often comes from physicians ordering tests, not from laboratory scientists. This gap motivated the need for a student-focused clinical laboratory experience. Prior research has shown that students gain more when taught by professionals directly involved in test implementation. No prior work had resolved how to efficiently teach this within a short timeframe. The role of laboratory scientists in education has been underexplored. This study aimed to address that gap. It sought to evaluate whether a brief, focused experience could improve student knowledge of laboratory medicine.

The goal was to create and assess a short clinical laboratory experience for fourth-year medical students. The experience was designed to teach laboratory medicine principles in 1.5 days. It was directed by laboratory scientists rather than ordering physicians. The format included panel discussions, laboratory tours, and case studies. The goal was to align with recent educational guidelines. The study aimed to measure knowledge improvement through pre- and post-quizzes. It also aimed to evaluate student engagement with the material. The purpose was to test if a short intervention could significantly impact learning outcomes.

The study involved fourth-year medical students in their final month of training. A 1.5-day program was developed by laboratory scientists. It included a panel discussion, laboratory tours, and case studies. Medical students also delivered presentations on key topics. A standardized quiz was given before and after the experience. Eighty-four students completed both quizzes. The same questions were used to assess knowledge gains. The results were analyzed for statistical significance in score improvements.

Sixteen students scored 7 or more on the initial quiz, and 34 did so on the final quiz. The improvement was statistically significant (P = .002; t = 3.215). Three out of ten questions showed the most progress. The quiz measured a limited scope of knowledge but still showed gains. The short duration of the program did not hinder learning outcomes. Students demonstrated better understanding of laboratory medicine principles. The format was effective in delivering targeted education. The results suggest that brief, focused interventions can improve student knowledge.

The study found that a 1.5-day clinical laboratory experience improved student knowledge. The program was developed and led by laboratory scientists, not ordering physicians. The quiz results showed a statistically significant improvement in scores. The findings suggest that brief interventions can be effective in medical education. The program format allowed an entire class to participate in a short timeframe. The authors propose that such experiences should be integrated into medical training. The results support the value of laboratory scientists in teaching students. The approach may help bridge the gap in laboratory medicine education.