Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students

Abstract

Background: 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. 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. While this restructure in resources has been challenging, it has encouraged innovation in online blended learning.

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. 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.

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.

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. 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.

Keywords: Blended learning; Interactive learning environments; Media in education; Medical laboratory science; Simulations.

Fig. 1

Example of a virtual histology lesson created through an interactive software platform that allows the user to view an expert-led demonstration of a histology technique, then choose the level of engagement and interactive feedback through a ‘drop and drag’ simulated activity. The learner can interact with the activity by using the cursor to drag the appropriate star to a region of interest on the microtome and then receive instant feedback regarding their choices. After three incorrect attempts, the module highlights the correct answer with feedback and directed learning, providing the learner with a choice to proceed or review further material. Analytics are available to the academic to monitor each question and answer and adapt the question or activity to suit the learner

Fig. 2

Example of a chest mounted GoPro© recording a first person ‘point of view’ histology technical skill in a embedding and b microtomy

Fig. 3

A comparison of frequency analytics of student participation in online and in-class learning activities for students in the control and video groups

Fig. 4

Assessment results by class cohort, ‘control’ versus ‘video’ groups. a Represents statistically significant results for the practical examination. b Represents statistically significant results for the final grade. Error bars represent standard error of the mean and *denotes a statistically significant result, P < 0.05

Fig. 5

Percentages of positive, negative and indifferent comments from respondents to the open-ended survey data of student’s perspective of video recordings