Using Gagne&amp;rsquo;s instructional model in phlebotomy education

Woo, Wee Hong

doi:10.2147/amep.s110357

Cited by 17 publications

(11 citation statements)

References 15 publications

(26 reference statements)

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“…The students are required to understand the principles of phlebotomy during their education about the laboratory techniques, but there is not a specialized course about phlebotomy in their routine curriculum (4). It is thereby essential that lab- oratory medicine recognizes that more focus should be placed on education, training and performance monitoring of phlebotomists (7,10,11). However, convincing the staff to change behaviour to adapt more closely to venipuncture guidelines and other recommended practices has proved to be a challenging task (11,12).…”

Section: Discussionmentioning

confidence: 99%

The results of a close follow-up of trainees to gain a good blood collection practice

Aykal

Esen

Yeğin

et al. 2019

Journal of Medical Biochemistry

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Summary Background Phlebotomy is one of the most important steps in the preanalytical phase of a clinical laboratory process. In order to decrease phlebotomy errors, this specific procedure should be taught in detail by laboratory organizations. Our study aims to practice the training program on venous blood sampling and observe the close follow-up results. Methods In this observational study, 127 students who started their summer internship in Antalya Education and Research Hospital were given a one-day theoretical phlebotomy training in accordance with the Venous Blood Sampling Guidelines. After the theoretical training, phlebotomy applications of 10 students who were working in the field of out-patient blood sampling were observed both with and without their knowledge. A comprehensive checklist related to phlebotomy was created by the trainers in Antalya Education and Research Hospital and the observers answered each question as yes or no. For the statistical analysis, IBM SPSS Statistics 21.0 was used. Results After the theoretical education, the trainees were observed but no significant difference was found between the first and the second informed observations (p = 0.125). The students were observed three times more in the following week without their knowledge. There was a statistically significant difference between the first and the third unannounced observations (p=0.001). Conclusions In order to perform phlebotomy correctly, apart from theoretical education, a close follow-up is necessary too.

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Section: Discussionmentioning

confidence: 99%

The results of a close follow-up of trainees to gain a good blood collection practice

Aykal

Esen

Yeğin

et al. 2019

Journal of Medical Biochemistry

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“…Students are encouraged to critique the results they have obtained and to discuss the congruence or discrepancy of any clinical symptoms that they are aware of from the interview findings with DNA volunteers [24]. Pedagogically, such activity intends to engage students' linguistics as well as intrapersonal and interpersonal intelligences [25]. While operational cost is a discerning factor in running practical sessions, the curriculum has endeavoured to include real time polymerase chain reaction, single nucleotide polymorphism profiling, and next generation sequencing technology [22] for authentic learning experiences within the research facilities in polytechnic premises.…”

Section: Learning Outcome Learning Activities Assessment Methodsmentioning

confidence: 99%

Applying ADDIE Model to Ideate Precision Medicine in a Polytechnic Biomedical Science Programme

Woo

2018

Journal of Biomedical Education

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As a biomedical science programme at polytechnic aims to provide a sound foundation in the biological sciences, the onus is on the curriculum developer to see that the relevance and currency of the programme content are justifiably challenging and work-ready. In other words, the programme needs to prepare its students adequately well for the intended industry. Since the inception of Human Genome Project, the molecular paradigm has been evolving. A biomedical science student who is oblivious to the emerging trend in molecular techniques is very likely to be hearkened back to the yesteryears of technology and bewildered as precision medicine is becoming increasingly important. Using the ADDIE model as the instructional design model, this paper describes the roadmap for creating a molecular techniques module within a diploma programme that percolates with the concept of precision medicine.

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“…Gagne’s approach is widely used for procedural skills teaching [ [23] , [24] , [25] , [26] ], and specifically for complex psychomotor skills education [ 20 , [22] , [23] , [24] , 26 , 27 ], although it is significantly less used for the teaching of knowledge as described herein.…”

Section: Introductionmentioning

confidence: 99%

Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups

Berger-Estilita

Greif

2020

Trends in Anaesthesia and Critical Care

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Background Anesthesia trainees are expected to perform tasks under non-direct supervision as soon as possible in their clinical training. Often they rely on only superficial rote learning, which might lead to medical errors. We have developed a lesson plan that is based on this educational need using Gagné’s Instructional Design for the example of teaching the complex preoperative management of diabetic patients. Our aim was to use Gagne’s approach successfully for the teaching of non-procedural skills. Methods We implemented a comprehensive lesson plan that was developed on the example of a clinical pattern – the preoperative assessment of diabetic patients - using Gagné’s systematic nine-step model of instruction design. After the lesson, we analysed the trainees’ opinions with the use of a standardized questionnaire. Results Nine trainees with 2.1 ± 0.8 years of anesthesia experience attended the lesson. The assessment of knowledge revealed in 82% the correct answers to the treatment options, and the residents’ overall view on the lecture concept were 4.8 ± 0.3 for lecture concept and realization and 4.7 ± 0.5 regarding motivation, participation and climate. Conclusions Applying Gagné’s Instructional Design model guides seems to effectively guide the development of a comprehensive lesson plan to teach non-procedural skills in a small group setting.

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Using Gagne’s instructional model in phlebotomy education

Cited by 17 publications

References 15 publications

The results of a close follow-up of trainees to gain a good blood collection practice

The results of a close follow-up of trainees to gain a good blood collection practice

Applying ADDIE Model to Ideate Precision Medicine in a Polytechnic Biomedical Science Programme

Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups

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