Developing Affective Communication Skills in a Clinical Laboratory Sciences Program at a Small Liberal Arts College.
This study evaluated the ability of simulated laboratory activities to develop affective skills, especially oral communication. Surveys were administered to students at the start and end of a clinical chemistry laboratory course at Nazareth College, a primarily liberal arts college that is not attac...
| Publicado en: | Clinical Laboratory Science Vol. 32; no. 3; pp. 102 - 103 |
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| Autor principal: | |
| Formato: | Journal Article |
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American Society for Clinical Laboratory Science
Summer2019
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| 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=190973757&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190973757 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0894959X IKL jtl: Clinical Laboratory Science issn: 0894959X maglogo: N pubinfo: dt: Summer2019 vid: 32 iid: 3 pid: 13703 pub: American Society for Clinical Laboratory Science place: Dundee, Michigan artinfo: ui: 190973757 190973757 ppf: 102 ppct: 1 formats: fmt: @attributes: type: P tig: atl: Developing Affective Communication Skills in a Clinical Laboratory Sciences Program at a Small Liberal Arts College. aug: au: SCHOELL, MATTHEW affil: Nazareth College sug: subj: Students, Medical Technology Psychosocial Factors Education, Medical Laboratory Technology Communication Skills Program Development Colleges and Universities Simulations Program Evaluation Teaching Methods Student Attitudes Confidence ab: This study evaluated the ability of simulated laboratory activities to develop affective skills, especially oral communication. Surveys were administered to students at the start and end of a clinical chemistry laboratory course at Nazareth College, a primarily liberal arts college that is not attached to a major medical center. These students included both clinical laboratory science majors and non-majors. Survey questions asked students to use a Likert scale to score their preparedness to properly identify patients, verbally communicate critical results, and discuss preanalytical challenges that affect specimen integrity. During the course, students evaluated mock laboratory results and were required to orally discuss preanalytical and postanalytical issues with a volunteer role-playing as an emergency department physician. Data indicate statistically significant (p < 0.5) increases in mean scores, comparing surveys before and after the course. The smallest increase in mean scores was seen in preparedness to discuss preanalytic errors with health care team members (2.56 increased to 3.79), whereas the largest increase was seen in preparedness to orally report critical results (2.81 to 4.57). Based on these findings, it appears that the laboratory activities succeeded in boosting students' confidence and perceptions of preparedness to communicate successfully with health care team members. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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