Analysis and Draft Design

I teach intern medical laboratory technologists that have completed their undergraduate biomedical technology qualification at the university. The internship training programme is aimed at developing laboratory skills competence and to adequately prepare interns to perform routine and complex laboratory tests, interpret test results and report on findings which will assist clinicians with transfusion management of their patients. The training programme includes various theoretical / knowledge based modules; however each of the modules has a interpretative practical component where students are given case studies related to the module and they are required to analyze the laboratory test results, describe further laboratory testing that may be required and why, and the impact of the test results on the patient.  The national board examination that the interns write after their internship training programme has recently changed in format. In the past, the examination was largely theory or knowledge based; however recent board examinations have been noted to be more practical orientated; focusing on knowledge application and case study analysis. This requires that the interns be analytical in their learning and thinking and to be able to apply theoretical knowledge.

Case study analysis is proving to be a challenge for many students. Engagement with students during teaching shows that they struggle with analysis and interpretation of case studies. As part of my analysis, I forwarded a questionnaire to the interns to determine how they felt about case study analysis and how they would feel about using e-learning as medium of teaching and learning during their internship training.

·         Responses indicate that the majority off the students have challenges with case study analysis.

·         Reasons for challenges are as follows:

o   They are straight out of university and lack laboratory experience

o   Too much teaching time is focused on lecture of theoretical areas of the modules

o   There is little classroom time to work on case studies

·         They are open to any form of support learning to improve their analysis skills

·         They would like to use e-learning

·         All students have either a smartphone, ipad, laptop or desktop with internet access.

In light of the need identified, I have considered using the flipped classroom approach. At the Blood Service we have an e-learning platform which is very underutilized. I am considering loading module content and module outcomes on the learner management system (LMS). At the start of each module, the students will be required to access and go through the module content independently.  I would like to record short lectures using screen castomatic and upload them for students to access. These recordings will replace the classroom lectures which will allow more classroom time for case study analysis. Students will be required to complete an online quiz on the LMS once they have gone through the module content and the recorded lectures. This will form part of their formative assessment.

Case studies will also be uploaded onto the LMS. Students will be given a set time-frame within which their analysis and findings must be posted on line. These will also be assessed formatively with feedback. Once this is done I will do a screencastomatic recording explaining the step by step approach with regards to how the case study should correctly be analyzed. A chat forum will be set up in parallel where students can post their concerns, queries and reflections related to the module and the allocated tasks. They can also post interesting case studies that they have come across which can be shared with all. This will allow the students to engage with each other and myself beyond the classroom.

When the students do attend class, teaching and learning will then be more interactive and discussion based; where the students will be expected to lead the discussions based on the tasks that they have already completed.

The aim of this intervention is make the students more self-directed in their approach to learning. I do believe that with the existing approach, the interns are dependent on us, the teachers to provide information and direct their learning. The e-learning will certainly initiate a shift in paradigm towards the constructivist approach to learning.   This is the recommended approach for adult leaning.

I still have to become familiar with screencastomatic and see how best it will work for my intended intervention and how exactly the recordings can be uploaded. I have also engaged with the IT consultant at my institution to look at converting the e-learning platform from being an intranet based format to an internet based format so that the students can access the LMS even when they are offsite from the campus. He has reported that this should not be a problem.