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Related Experiment Videos

Urinalysis by modular learning

G A Fritsma

    The American Journal of Medical Technology
    |June 1, 1977
    PubMed
    Summary
    This summary is machine-generated.

    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.

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    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.

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  • 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.