Xie Hui, Li Jiale, Zhu Yijia, Chen Lin, Wang Aofan, Gong Linyan, Tan Tingting, Wang Xian, Chen Yuxin
Department of Laboratory Medicine, Nanjing Drum Tower Hospital Clinical College of Nanjing Medical University, Nanjing, China.
Department of Laboratory Medicine, Nanjing Drum Tower Hospital Clinical College of Jiangsu University, Zhenjiang, China.
Front Med (Lausanne). 2025 Aug 18;12:1612934. doi: 10.3389/fmed.2025.1612934. eCollection 2025.
Current teaching models for clinical hematology laboratory interns often prioritize theoretical knowledge dissemination over the practical application of skills directly tied to analyzing and interpreting laboratory results. This approach potentially limits the development of critical clinical reasoning and problem-solving abilities within the framework of quality management systems like ISO 15189. To address these challenges, this study implemented and evaluated a novel laboratory-result-oriented modular teaching model, explicitly integrating ISO 15189 principles. The study assessed the design, implementation, effectiveness, advantages, and challenges of this model compared to traditional methods.
A total of 60 medical laboratory interns were recruited. Thirty interns completed their internship from October 2022 to March 2023 (control group), following the traditional model involving theoretical lectures supplemented by limited laboratory demonstrations. The remaining 30 interns undertook their internship from October 2023 to March 2024 (experimental group), receiving the laboratory-result-oriented modular teaching. Teaching effectiveness was compared through theoretical examinations, operational skill assessments, and satisfaction surveys.
The experimental group scored significantly higher than the control group in both theoretical examinations and operational skill assessments ( < 0.05). Their overall teaching satisfaction was also significantly higher ( < 0.05).
The laboratory-result-oriented modular teaching model improved teaching effectiveness and fostered greater learning initiative among interns. It enhanced interns' ability to analyze and solve problems independently and developed clinical reasoning skills.
目前针对临床血液学实验室实习生的教学模式，往往更侧重于理论知识的传授，而不是与分析和解释实验室结果直接相关的技能的实际应用。这种方法可能会限制在ISO 15189等质量管理体系框架内批判性临床推理和解决问题能力的发展。为应对这些挑战，本研究实施并评估了一种新颖的以实验室结果为导向的模块化教学模式，明确融入了ISO 15189原则。该研究评估了此模式相较于传统方法的设计、实施、有效性、优势及挑战。
共招募了60名医学检验实习生。30名实习生在2022年10月至2023年3月完成实习（对照组），采用传统模式，包括理论讲座并辅以有限的实验室演示。其余30名实习生在2023年10月至2024年3月进行实习（实验组），接受以实验室结果为导向的模块化教学。通过理论考试、操作技能评估和满意度调查比较教学效果。
实验组在理论考试和操作技能评估中的得分均显著高于对照组（<0.05）。他们的总体教学满意度也显著更高（<0.05）。
以实验室结果为导向的模块化教学模式提高了教学效果，培养了实习生更强的学习主动性。它增强了实习生独立分析和解决问题的能力，并培养了临床推理技能。
