BMC Medical Education (May 2023)

Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching

  • Guoying Xu,
  • Chuanxiang Zhao,
  • Mengdan Yan,
  • Xiaoxian Zhang,
  • Ling Zhu,
  • Jiaxiu Liu,
  • Yaping Zhao,
  • Yuling Zhang,
  • Weili Cai,
  • Hongxiang Xie,
  • Yuzhang Jiang,
  • Qixiang Shao

DOI
https://doi.org/10.1186/s12909-023-04272-7
Journal volume & issue
Vol. 23, no. 1
pp. 1 – 8

Abstract

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Abstract Background The error-proneness in the preanalytical and postanalytical stages is higher than that in the analytical stage of the total testing process. However, preanalytical and postanalytical quality management has not received enough attention in medical laboratory education and tests in clinical biochemistry courses. Methods/approach Clinical biochemistry teaching program aim to improve students’ awareness and ability of quality management according to international organization for standardization 15,189 requirements. We designed a student-centred laboratory training program, according to case-based learning that included 4 stages: “establish an overall testing process based on the patient’s clinical indicator, clarify principles, improve operational skills, and review process and continuous improvement”. The program was implemented in our college during the winter semesters of 2019 and 2020. A total of 185 undergraduate students majoring in medical laboratory science participated in the program as a test group, and the other 172 students were set up as the control group and adopted the conventional method. The participants were asked to finish an online survey to evaluate the class at the end. Results/outcomes The test group had significantly better examination scores not only in experimental operational skills (89.27 ± 7.16 vs. 77.51 ± 4.72, p < 0.05 in 2019 grade, 90.31 ± 5.35 vs. 72.87 ± 8.41 in 2020 grade) but also in total examination (83.47 ± 6.16 vs. 68.90 ± 5.86 in 2019 grade, 82.42 ± 5.72 vs. 69.55 ± 7.54 in 2020 grade) than the control group. The results of the questionnaire survey revealed that the students in the test group better achieved classroom goals than those in the control group (all p < 0.05). Conclusions The new student-centred laboratory training program based on case-based learning in clinical biochemistry is an effective and acceptable strategy compared with the conventional training program.

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