Optimizing Laboratory Diagnostics Education: Research on the Doctor-Patient-Technician Integrated Teaching Model...

Area of Science:

• Medical Education
• Interdisciplinary Studies
• Diagnostic Science

Background:

• Laboratory diagnostics education requires reform to meet evolving healthcare demands.
• Traditional teaching methods may not adequately foster interdisciplinary understanding.
• Integrating science, technology, engineering, and mathematics (M-STEM) offers a novel pedagogical approach.

Purpose of the Study:

• To develop and evaluate an innovative M-STEM teaching model for laboratory diagnostics education.
• To compare the effectiveness of the M-STEM model against traditional teaching methods.
• To assess student satisfaction and learning outcomes in laboratory diagnostics.

Main Methods:

• A quasi-experimental design was employed with clinical medicine students at South China University of Technology.
• Students were randomly assigned to either a traditional learning group or an M-STEM learning group.
• Quantitative data (satisfaction rates, P-values) and qualitative feedback were collected.

Main Results:

• The M-STEM group reported significantly higher satisfaction with laboratory lectures (79.3% vs 51.6%, P=.025).
• M-STEM students showed strong approval of the learning design, unlike the traditional group.
• Students identified doctors and lab technicians as key support roles for complex clinical problems.

Conclusions:

• The M-STEM pedagogy effectively stimulates student interest and promotes multidisciplinary integration in laboratory diagnostics.
• This approach facilitates a deeper understanding of diseases and the development of effective solutions.
• M-STEM learning encourages focused integration of essential disciplines for improved educational outcomes.