Fritsma G A
Am J Med Technol. 1977 Jun;43(6):563-7.
A self-instructional approach to the entry-level presentation of urinalysis in a written modular format was used by a class of medical laboratory technician students. The course consisted of 13 modules based upon behavioral objectives. The modules used no audio or visual media but required "hands-on" performance of laboratory procedures. The achievements of a test sample of 12 students were compared with those of a previous class in which the same material was presented in lectures. Evaluation by written tests given to both classes showed no statistical difference. The self-instructed students performed adequately in their practical laboratory work, but the overall learning time was increased by 50 percent when self-pacing was used. A measurement questionnaire revealed that the students preferred instructor-led courses to self-instructional units for a variety of reasons which lead to some further considerations.
一类医学检验技术专业的学生采用了一种以书面模块形式进行尿液分析入门级教学的自学方法。该课程由基于行为目标的13个模块组成。这些模块不使用音频或视觉媒体，而是要求学生实际操作实验室程序。将12名学生的测试样本成绩与前一届以讲座形式讲授相同内容的班级成绩进行了比较。对两个班级进行的书面测试评估显示没有统计学差异。自学的学生在实际实验室工作中表现良好，但采用自主进度安排时，总体学习时间增加了50%。一份测量问卷显示，由于多种原因，学生更喜欢教师主导的课程而不是自学单元，这引发了一些进一步的思考。
