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

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. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Xu, Guoying [verfasserIn] Zhao, Chuanxiang Yan, Mengdan Zhang, Xiaoxian Zhu, Ling Liu, Jiaxiu Zhao, Yaping Zhang, Yuling Cai, Weili Xie, Hongxiang Jiang, Yuzhang Shao, Qixiang

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Student-centred Case-based learning Clinical biochemistry Laboratory training

Anmerkung:	© The Author(s) 2023

Übergeordnetes Werk:	Enthalten in: BMC medical education - London : BioMed Central, 2001, 23(2023), 1 vom: 27. Mai
Übergeordnetes Werk:	volume:23 ; year:2023 ; number:1 ; day:27 ; month:05

Links:	Volltext

DOI / URN:	10.1186/s12909-023-04272-7

Katalog-ID:	SPR051676087

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allfields	10.1186/s12909-023-04272-7 doi (DE-627)SPR051676087 (SPR)s12909-023-04272-7-e DE-627 ger DE-627 rakwb eng Xu, Guoying verfasserin aut Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 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. Student-centred (dpeaa)DE-He213 Case-based learning (dpeaa)DE-He213 Clinical biochemistry (dpeaa)DE-He213 Laboratory training (dpeaa)DE-He213 Zhao, Chuanxiang aut Yan, Mengdan aut Zhang, Xiaoxian aut Zhu, Ling aut Liu, Jiaxiu aut Zhao, Yaping aut Zhang, Yuling aut Cai, Weili aut Xie, Hongxiang aut Jiang, Yuzhang aut Shao, Qixiang aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 27. Mai (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:27 month:05 https://dx.doi.org/10.1186/s12909-023-04272-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 27 05
spelling	10.1186/s12909-023-04272-7 doi (DE-627)SPR051676087 (SPR)s12909-023-04272-7-e DE-627 ger DE-627 rakwb eng Xu, Guoying verfasserin aut Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 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. Student-centred (dpeaa)DE-He213 Case-based learning (dpeaa)DE-He213 Clinical biochemistry (dpeaa)DE-He213 Laboratory training (dpeaa)DE-He213 Zhao, Chuanxiang aut Yan, Mengdan aut Zhang, Xiaoxian aut Zhu, Ling aut Liu, Jiaxiu aut Zhao, Yaping aut Zhang, Yuling aut Cai, Weili aut Xie, Hongxiang aut Jiang, Yuzhang aut Shao, Qixiang aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 27. Mai (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:27 month:05 https://dx.doi.org/10.1186/s12909-023-04272-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 27 05
allfields_unstemmed	10.1186/s12909-023-04272-7 doi (DE-627)SPR051676087 (SPR)s12909-023-04272-7-e DE-627 ger DE-627 rakwb eng Xu, Guoying verfasserin aut Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 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. Student-centred (dpeaa)DE-He213 Case-based learning (dpeaa)DE-He213 Clinical biochemistry (dpeaa)DE-He213 Laboratory training (dpeaa)DE-He213 Zhao, Chuanxiang aut Yan, Mengdan aut Zhang, Xiaoxian aut Zhu, Ling aut Liu, Jiaxiu aut Zhao, Yaping aut Zhang, Yuling aut Cai, Weili aut Xie, Hongxiang aut Jiang, Yuzhang aut Shao, Qixiang aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 27. Mai (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:27 month:05 https://dx.doi.org/10.1186/s12909-023-04272-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 27 05
allfieldsGer	10.1186/s12909-023-04272-7 doi (DE-627)SPR051676087 (SPR)s12909-023-04272-7-e DE-627 ger DE-627 rakwb eng Xu, Guoying verfasserin aut Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 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. Student-centred (dpeaa)DE-He213 Case-based learning (dpeaa)DE-He213 Clinical biochemistry (dpeaa)DE-He213 Laboratory training (dpeaa)DE-He213 Zhao, Chuanxiang aut Yan, Mengdan aut Zhang, Xiaoxian aut Zhu, Ling aut Liu, Jiaxiu aut Zhao, Yaping aut Zhang, Yuling aut Cai, Weili aut Xie, Hongxiang aut Jiang, Yuzhang aut Shao, Qixiang aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 27. Mai (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:27 month:05 https://dx.doi.org/10.1186/s12909-023-04272-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 27 05
allfieldsSound	10.1186/s12909-023-04272-7 doi (DE-627)SPR051676087 (SPR)s12909-023-04272-7-e DE-627 ger DE-627 rakwb eng Xu, Guoying verfasserin aut Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 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. Student-centred (dpeaa)DE-He213 Case-based learning (dpeaa)DE-He213 Clinical biochemistry (dpeaa)DE-He213 Laboratory training (dpeaa)DE-He213 Zhao, Chuanxiang aut Yan, Mengdan aut Zhang, Xiaoxian aut Zhu, Ling aut Liu, Jiaxiu aut Zhao, Yaping aut Zhang, Yuling aut Cai, Weili aut Xie, Hongxiang aut Jiang, Yuzhang aut Shao, Qixiang aut Enthalten in BMC medical education London : BioMed Central, 2001 23(2023), 1 vom: 27. Mai (DE-627)327961260 (DE-600)2044473-4 1472-6920 nnns volume:23 year:2023 number:1 day:27 month:05 https://dx.doi.org/10.1186/s12909-023-04272-7 kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 23 2023 1 27 05
language	English
source	Enthalten in BMC medical education 23(2023), 1 vom: 27. Mai volume:23 year:2023 number:1 day:27 month:05
sourceStr	Enthalten in BMC medical education 23(2023), 1 vom: 27. Mai volume:23 year:2023 number:1 day:27 month:05
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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. 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title	Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching
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title_full	Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching
author_sort	Xu, Guoying
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author_browse	Xu, Guoying Zhao, Chuanxiang Yan, Mengdan Zhang, Xiaoxian Zhu, Ling Liu, Jiaxiu Zhao, Yaping Zhang, Yuling Cai, Weili Xie, Hongxiang Jiang, Yuzhang Shao, Qixiang
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author-letter	Xu, Guoying
doi_str_mv	10.1186/s12909-023-04272-7
title_sort	evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching
title_auth	Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching
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. © The Author(s) 2023
abstractGer	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. © The Author(s) 2023
abstract_unstemmed	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. © The Author(s) 2023
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title_short	Evaluating the effectiveness of a new student-centred laboratory training strategy in clinical biochemistry teaching
url	https://dx.doi.org/10.1186/s12909-023-04272-7
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author2	Zhao, Chuanxiang Yan, Mengdan Zhang, Xiaoxian Zhu, Ling Liu, Jiaxiu Zhao, Yaping Zhang, Yuling Cai, Weili Xie, Hongxiang Jiang, Yuzhang Shao, Qixiang
author2Str	Zhao, Chuanxiang Yan, Mengdan Zhang, Xiaoxian Zhu, Ling Liu, Jiaxiu Zhao, Yaping Zhang, Yuling Cai, Weili Xie, Hongxiang Jiang, Yuzhang Shao, Qixiang
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up_date	2024-07-03T23:12:07.803Z
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