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Summary
Self-paced urinalysis modules for medical lab students showed comparable test scores to lectures but increased learning time. Students preferred instructor-led courses despite adequate practical performance in the self-instructional format.
Area of Science:
- Medical Laboratory Science
- Educational Methodology
Background:
- Traditional lecture-based instruction is common for entry-level medical laboratory technician courses.
- Self-instructional modules offer an alternative approach to delivering course content.
Purpose of the Study:
- To evaluate the effectiveness of a self-instructional, modular urinalysis course for medical laboratory technician students.
- To compare student achievement and learning experience with a traditional lecture-based format.
Main Methods:
- A cohort of 12 medical laboratory technician students completed 13 self-instructional written modules for urinalysis.
- Modules focused on behavioral objectives and included hands-on laboratory procedures without audio-visual aids.
- Student achievements were compared to a previous class taught via lectures.
- Written tests evaluated knowledge, and practical work was assessed.
- A questionnaire gathered student preferences.
Main Results:
- No statistically significant difference in written test scores between self-instructed and lecture-based groups.
- Self-instructed students demonstrated adequate practical laboratory performance.
- Self-paced learning increased overall learning time by 50 percent.
- Students expressed a preference for instructor-led courses over self-instructional units.
Conclusions:
- Self-instructional modular urinalysis courses can yield comparable knowledge acquisition to lectures.
- While practical skills are adequately developed, self-pacing significantly extends learning duration.
- Student preference leans towards traditional instructor-led formats, suggesting a need for blended learning approaches.