Medical Laboratory Science Program, College of Allied Health, Univ. of Nebraska Medical Center, 984010 Nebraska Medical Center, Omaha, NE 69198-4010, USA. Tel 402-559-9045, fax 402-559-9044.
J Allied Health. 2021 Spring;50(1):67-72.
MLS curricula often focus on factual theory and skills-based competencies. Evolving practitioners also need professional reflection skills to continually improve. The problem giving rise to the need for this intervention was that learners were not reflecting on their practicum experiences beyond thinking of tasks completed. The purpose of this qualitative case was to explore learner insight that arose from writing professional reflections across clinical practica during a university-based MLS program. Two elaborating research questions asked what metacognitive insights MLS learners described in their reflections and how learners perceived their clinical practica experiences.
The instrumental case is bounded by a 1-year MLS professional program in a Midwestern academic health science center that required the 2017-18 cohort of 43 students to complete graded, written reflections over clinical practicum experiences.
Data analyzed for this study included up to 21 reflections over an academic year for each of 25 learners, who were selected for analysis due to the richness of their written reflections.
Based on iterative categorization, themes derived from the data included academic pace, technical dislikes, frustration, nervousness, identifying weaknesses, critical thinking and identifying technical errors, comfort, and embracing challenges.
The study's practical implications for MLS educators are that learners need to be required to write reflections to promote deep learning.
MLS 课程通常侧重于事实理论和基于技能的能力。不断发展的从业者还需要专业的反思技能，以不断提高。引发这一干预需求的问题是，学习者除了思考完成的任务外，没有对实践经验进行反思。本案例研究的目的是探讨学习者在大学 MLS 项目的临床实习中通过撰写专业反思所产生的洞察力。两个详细的研究问题询问 MLS 学习者在反思中描述的元认知洞察力是什么，以及学习者如何看待他们的临床实习经验。
该工具案例以中西部学术健康科学中心为期 1 年的 MLS 专业课程为限，该课程要求 2017-18 学年的 43 名学生完成临床实习经验的分级书面反思。
本研究分析的数据包括每个学习者最多 21 篇在一个学年内的反思，共 25 名学习者被选中进行分析，原因是他们的书面反思内容丰富。
基于迭代分类，从数据中得出的主题包括学术进度、技术不喜欢、沮丧、紧张、发现弱点、批判性思维和发现技术错误、舒适和迎接挑战。
本研究对 MLS 教育者的实际意义是，学习者需要被要求写反思来促进深度学习。
