Medical Laboratory Science Student Outcomes Related to Curriculum Changes Made During COVID-19 Pandemic

Area of Science:

• Medical Laboratory Science Education
• Healthcare Education
• Pandemic Impact on Education

Background:

• The COVID-19 pandemic necessitated a rapid shift from traditional face-to-face healthcare education to distance learning models.
• This transition significantly impacted medical laboratory science (MLS) programs, requiring adjustments to curriculum and delivery methods.

Purpose of the Study:

• To evaluate the influence of COVID-19-related curricular changes on student performance in an MLS program.
• To compare academic and certification outcomes for students educated before and during the pandemic.

Main Methods:

• Analysis of MLS student exam scores, final course grades, and Board of Certification performance data.
• Comparison of outcomes between pre-pandemic and pandemic cohorts at the University of Nebraska Medical Center.
• Faculty surveys to gather perceptions on curriculum changes and student success during the pandemic.

Main Results:

• 24 statistically significant score differences were observed between cohorts, with the pre-pandemic cohort performing better in most instances (22 out of 24).
• Faculty reported a perceived disconnect between theory and laboratory application during the COVID-19 academic year.
• Student performance was generally better in the pre-pandemic academic year.

Conclusions:

• Findings suggest that while asynchronous learning has benefits, in-person instruction is superior for introductory MLS courses.
• Combining theoretical knowledge with practical laboratory components is vital for effective foundational education.
• The study highlights potential long-term impacts of pandemic-induced educational shifts on healthcare professionals.