School of Health and Sport Sciences, University of the Sunshine Coast, 90 Sippy Downs Drive, Sippy Downs, 4556, Queensland, Australia.
BMC Med Educ. 2019 Aug 14;19(1):310. doi: 10.1186/s12909-019-1745-1.
Traditionally, the training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context. In recent years, budgetary pressures, increasing student enrolments and limited access to laboratory equipment have resulted in reduced staff-student contact hours in medical laboratory science education. While this restructure in resources has been challenging, it has encouraged innovation in online blended learning.
Blended learning histology lessons were implemented in a face-to-face and e-Learning format in a medical laboratory science program to teach tissue morphology and technical procedures outside of the traditional laboratory classroom. Participating students were randomly allocated to either the 'video' group (n = 14) or the 'control' group (n = 14). After all students attempted the e-Learning lessons and viewed expert-led video recordings online, students demonstrated their hands-on practical skills in the laboratory. Technical skills, demonstration of safety awareness, and use of histology equipment was captured by video through first person 'point of view' recordings for the 'video' group only. The 'control' group performed the same activities but were not recorded. Prior to summative assessment, the 'video' group students had a digital resource portfolio that enabled them to review their skills, receive captured feedback and retain a visual copy of their recorded procedure.
Results showed that students who participated in the online video format had statistically better practical examination scores and final grades compared to the control group.
Findings from this study suggest that students are engaged and motivated when being taught in a blended learning format and respond positively to the use of video recordings with expert feedback for the initial learning of hands-on techniques. For the academic, developing a blended learning medical laboratory science program, which includes annotated virtual microscopy, video demonstrations, and online interactive e-Learning activities, provides an effective and economic approach to learning and teaching.
传统上，医学实验室科学专业学生的培训是在实验室中进行的，由学术和病理学专家面对面指导。近年来，预算压力、学生人数增加以及实验室设备有限，导致医学实验室科学教育中师生接触时间减少。虽然这种资源重组具有挑战性，但它鼓励了在线混合式学习的创新。
在医学实验室科学课程中，采用面对面和电子学习混合式教学方法教授组织形态学和技术操作，以在传统实验室课堂之外教授组织形态学。参与学生被随机分配到“视频”组（n=14）或“对照”组（n=14）。在所有学生尝试电子学习课程并在线观看专家主导的视频记录后，学生在实验室中展示他们的实际操作技能。仅对“视频”组的学生通过第一人称“视角”记录进行动手实践技能、安全意识演示和组织学设备使用的视频记录。“对照”组执行相同的活动但不记录。在总结性评估之前，“视频”组学生有一个数字资源组合，使他们能够复习技能、接收记录的反馈并保留记录过程的可视化副本。
结果表明，与对照组相比，参加在线视频格式学习的学生在实践考试成绩和最终成绩方面具有统计学上的优势。
本研究的结果表明，学生在混合式学习中被教授时会感到参与和激励，并对使用带有专家反馈的视频记录进行初始实践技术学习做出积极响应。对于学术人员来说，开发包括注释虚拟显微镜、视频演示和在线互动电子学习活动的混合式医学实验室科学课程是一种有效且经济的学习和教学方法。
