Ethics code: IR.TUMS.SPH.REC.1403.271
Mohammad Ahmadian1, Zahra Molaei2, Monireh Rahimkhani3, Shaban Alizadeh4, Fariba Nabatchian3, Nasrin Dashti3, Hamid Choobineh3, Bahram Nikmanesh5, Yoosef Erfani5, Mehdi Zavvar6, Reza Afrisham6, Ziba Majidi6, Alireza Latifi7, Mohammad Ebrahimi Siahboomi2, Azade Omidkhoda *8
1- Master of Science in Library and Medical Information Sciences, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
2- Master of Science in Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
3- Professor, Department of Medical Laboratory Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
4- Professor, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
5- Associate Professor, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
6- Assistance Professor, Department of Medical Laboratory Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
7- Ph.D. in Parasitology, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
8- Associate Professor, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran ,a-omidkhoda@tums.ac.ir
2- Master of Science in Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
3- Professor, Department of Medical Laboratory Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
4- Professor, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
5- Associate Professor, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
6- Assistance Professor, Department of Medical Laboratory Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
7- Ph.D. in Parasitology, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
8- Associate Professor, Department of Laboratory Hematology and Blood Transfusion Sciences, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran ,
Abstract: (56 Views)
Background and Aim: Preparing laboratory sciences students for clinical internship requires enhancing practical skills and effective review of theoretical topics taught in the early years. This study aimed to design, implement, and evaluate a summer school for laboratory skills to improve students’ preparedness before entering clinical internships.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.
Type of Study: Original Research |
Subject:
Laboratory Sciences
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