Fiester Steven, Redfearn James, Helfinstine Shannon, Meilander Tracey, Woolverton Christopher J
Kent State University, Kent, OH 44240.
J Microbiol Biol Educ. 2010 May 20;11(1):14-20. doi: 10.1128/jmbe.v11.i1.131. Print 2010.
Frequent reports of laboratory- (and hospital-) acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE) addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs) in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings) that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.
关于实验室（及医院）获得性感染的频繁报告表明安全培训存在不足或缺乏合规性。为了评估针对这一问题的继续教育（CE）需求，设计并向俄亥俄州东北部的医学技术人员（医学技师）发放了一份原始的教育需求评估调查问卷。调查结果被用于设计以学习者为中心的培训课程（例如实验室安全和生物恐怖主义防范培训），该课程让医学技师参与主动学习、整合式 peer-to-peer 教学以及实践操作，以提高微生物学安全知识和相关实验室技术。实验室安全培训进行了6次，生物恐怖主义防范培训进行了5次。前后测试显示，在完成CE培训的大多数医学技师中，与实验室安全、安保、风险评估和生物恐怖主义防范相关的知识和技术有显著提高。通过态度调查衡量，大多数参与者认为实践操作满足了他们的需求，并且他们的个人实验室操作会因培训课程而改变。我们得出结论，主动学习技术和同伴教育显著提高了参与培训的医学技师的微生物学学习效果。
