Virtual Learning: The Development of Case Study Based Lab Simulation in the Clinical Laboratory Science Undergraduate Curriculum.
The goal for implementing simulation into medical laboratory education is to provide students with a highly realistic learning environment to practice "real-world" situations before starting clinical internships. To encourage higher levels of thinking during simulated scenarios, the incorporation of...
| Publicado en: | Clinical Laboratory Science Vol. 33; no. 1; pp. 5 - 6 |
|---|---|
| Autor principal: | |
| Formato: | abstract Journal Article |
| Publicado: |
American Society for Clinical Laboratory Science
Winter2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190956579&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190956579 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0894959X IKL jtl: Clinical Laboratory Science issn: 0894959X maglogo: N pubinfo: dt: Winter2020 vid: 33 iid: 1 pid: 13703 pub: American Society for Clinical Laboratory Science place: Dundee, Michigan artinfo: ui: 190956579 190956579 190956579 190956579 ppf: 5 ppct: 1 formats: fmt: @attributes: type: P tig: atl: Virtual Learning: The Development of Case Study Based Lab Simulation in the Clinical Laboratory Science Undergraduate Curriculum. aug: au: COCHRANE, STEPHANIE affil: Rutgers University sug: subj: Education, Medical Laboratory Technology Students, Undergraduate Teaching Methods Simulations Curriculum Development Learning Environment Critical Thinking Case Studies Cognition Conceptual Framework ab: The goal for implementing simulation into medical laboratory education is to provide students with a highly realistic learning environment to practice "real-world" situations before starting clinical internships. To encourage higher levels of thinking during simulated scenarios, the incorporation of case studies exposes the learner to problem-based learning, which facilitates the development of critical thinking skills by tapping into the cognitive learning domain of Bloom's taxonomy. This research project focused on developing case-study-based laboratory simulation for undergraduate clinical laboratory science students. By using case studies in laboratory-simulated scenarios, the learner engages in critical thinking/problem-solving skills by focusing on cognitive learning to evaluate, analyze, and interpret laboratory data from all major areas of the clinical laboratory as it correlates to a specific patient diagnosis. Each learning module was based on a disease/condition the student is most likely to encounter in the hospital/laboratory setting. Learning module #1 centered on a person with type 2 diabetes with chronic renal failure and learning module #2 involved a patient with gastrointestinal bleeding caused by colon cancer. The pedagogical framework encompassed the following phases: prebriefing, analysis and test performance, student-centered discussion, and debriefing. The results of the module evaluations concluded that 100% of students strongly agreed that they learned to think critically because of the activities in learning module #2, whereas 75% of students strongly agreed (25 % agreed) in learning module #1. Using case studies, group discussions, and simulated scenarios creates a student-centered learning environment, thus allowing students to become active learners. pubtype: Academic Journal doctype: abstract Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|