Simulated STAT Laboratory in a University Based Medical Laboratory Science Program

Abstract

A crucial component of Medical Laboratory Science (MLS) student training is clinical experience. This can be delivered through clinical rotations or by clinical laboratory simulation. Weber State University (WSU) in Ogden, Utah utilizes a combination of both to provide clinical experience to MLS students. In response to feedback from bi-yearly meetings with an advisory board, a campus simulated laboratory course was redesigned to enhance student customer service, communication skills, workflow and time management, instrument maintenance and troubleshooting, data entry, and result reporting. The course was modeled after a hospital STAT, or small core, laboratory consisting of blood bank, coagulation studies, chemistry, hematology, urinalysis, microbiology, and specimen processing. The course was taught over two semesters and evaluated by a pre/post survey related to the main educational outcomes, a mock certification exam, and a comprehensive practical exam. The survey results showed that the students' perceived competence increased in all the areas of training, with the greatest increases seen in specimen processing and management and communication. The lowest average score was demonstrated in perceived competence with instrument maintenance. All students achieved a department-required minimum 80 percent competence on the comprehensive practical exam and there was a significant increase (p<0.001) in mock certification exam scores.

E‐learning in transfusion medicine: A scoping review

“…Various types of evaluation measures were utilized in 10 studies, mainly focused on knowledge assessment, such as pass score ( n = 4) and knowledge scores ( n = 2) (Table 4). Performance and practice assessment were used in four studies, 8,27,28,31 and pass/fail was used in one 13 . In a study by Huang and colleagues, a 5‐point Likert‐based meta‐recognition tendency questionnaire, pre‐ and post‐test multiple‐choice questions (with a pass score), a problem‐solving tendency questionnaire, and a classroom engagement questionnaire were used in assessing learning outcomes of using spherical video‐based virtual reality in a blood transfusion safety training course for new nurses 33 .…”

“…Knowledge assessment (Kirkpatrick Level 2) was assessed in 16 publications including multiple‐choice questions, written exams, quizzes, and competency‐based/practical exams. One publication assessed knowledge through a mock certification exam 13 . Sixteen programs assessed reaction (Kirkpatrick Level 1) including attitudes, self‐evaluation/assessment, and evaluation of the course.…”

“…One publication assessed knowledge through a mock certification exam. 13 Sixteen programs assessed reaction (Kirkpatrick Level 1) including attitudes, self-evaluation/assessment, and evaluation of the course.…”

“…The 26 publications were from 14 countries including seven from the United States, [7][8][9][10][11][12][13] six from the United Kingdom, [14][15][16][17][18][19] four from other countries in Europe, [20][21][22][23] and five from low-and middle-income countries (Brazil, 24,25 India, 26 Morocco, 27 and Egypt 28 ) (Table 1). 29 The vast majority of the institutions in these studies were academic or university affiliated (70%).…”

“…Performance and practice assessment were used in four studies, 8,27,28,31 and pass/fail was used in one. 13 In a study by Huang and colleagues, a 5-point Likert-based meta-recognition tendency questionnaire, pre-and post-test multiple-choice questions (with a pass score), a problemsolving tendency questionnaire, and a classroom engagement questionnaire were used in assessing learning outcomes of using spherical video-based virtual reality in a blood transfusion safety training course for new nurses. 33 Thirteen studies did not provide details on the criteria to define successful completion of the module.…”