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评估远程教学对临床实验室教育能力基础成果的影响

Sarah Turkel¹, Maria Ramirez-Vasquez¹, Jahangir Abdi¹

¹Clinical Science Department, California State University, Dominguez Hills, Carson, CA, United States.

American journal of clinical pathology

|February 16, 2026

概括

在临床前实验室课程中的虚拟指导与医学实验室科学家 (MLS(ASCP)) 认证考试的表现较低相关. 实践实验室教学对于临床实验室科学教育的基于能力的结果至关重要.

科学领域:

医学实验室科学教育医学实验室
临床实验室科学临床实验室科学
健康专业教育卫生专业教育

背景情况:

转向在线学习的影响临床前实验室科学课程.
评估当地分级与外部能力基准之间的一致性至关重要.

研究的目的:

确定临床前实验室密集课程中的教学模式是否会影响医学实验室科学家 (MLS(ASCP)) 认证考试的成绩.
分析虚拟与面对面学习和学生成果之间的关联.

主要方法:

在临床实验室科学 (CLS) 306和CLS 307课程中对2020-2024年队列的回顾性分析.
主要结果:标准化综合能力指数. 二次结果:总考试成绩,第一次考试通过/失败.
根据字母等级调整的统计模型;进行了敏感性分析.

主要成果:

任何虚拟接触的学生的调整复合绩效和总考试成绩都较低.
虚拟指导与在第一次尝试时通过MLS (ASCP) 的几率降低相关.
虚拟部分的平均课程成绩更高,这表明与外部基准的潜在不一致.

结论:

实践实验室教学对于保持临床实验室科学中的基于能力的结果至关重要.
虚拟指导对应于认证绩效和第一次尝试通过概率的适度降低.
研究结果强调了实验室实验对准备学生参加认证考试的重要性.

关键词:

美国临床病理学会.血液银行血液银行认证证书的认证是指认证的证书.临床实验室科学临床实验室科学血液学血液学血液学免疫学免疫学免疫学在线学习在线学习.基于模拟的基于教育的教育.

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