BMLS- web based article presentation
- 1. Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students Rebecca Donkin, Elizabeth Askew, & Hollie Stevenson
- 2. • Introduction • Methods • Results • Conclusion • Reference contents
- 3. Introduction Traditionally, the training of medical laboratory science students has taken place in the laboratory and has been led by academic and pathology experts in a face-to-face context.
- 4. Introduction In recent years, budgetary pressures, increasing student enrolments and limited access to laboratory equipment have resulted in reduced staff-student contact hours in medical laboratory science education.
- 5. Introduction While this restructure in resources has been challenging, it has encouraged innovation in online blended learning.
- 6. Methods • Blended learning histology lessons were implemented in a face-to-face and e-Learning format in a medical laboratory science program to teach tissue morphology and technical procedures outside of the traditional laboratory classroom. • Participating students were randomly allocated to either the ‘video’ group (n = 14) or the ‘control’ group (n = 14). • After all students attempted the e-Learning lessons and viewed expert-led video recordings online, students demonstrated their hands-on practical skills in the laboratory.
- 7. Methods • Technical skills, demonstration of safety awareness, and use of histology equipment was captured by video through first person ‘point of view’ recordings for the ‘video’ group only. • The ‘control’ group performed the same activities but were not recorded. • Prior to summative assessment, the ‘video’ group students had a digital resource portfolio that enabled them to review their skills, receive captured feedback and retain a visual copy of their recorded procedure.
- 8. Results Results showed that students who participated in the online video format had statistically better practical examination scores and final grades compared to the control group.
- 9. Conclusion Findings from this study suggest that students are engaged and motivated when being taught in a blended learning format and respond positively to the use of video recordings with expert feedback for the initial learning of hands-on techniques.
- 10. Conclusion For the academic, developing a blended learning medical laboratory science program, which includes annotated virtual microscopy, video demonstrations, and online interactive e-Learning activities, provides an effective and economic approach to learning and teaching.
- 11. Reference Donkin, R., Askew, E., & Stevenson, H. (2019). Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC medical education, 19(1), 1-12.
- 12. Thank You!