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Distance education outcomes in clinical laboratory science.
Clin Lab Sci. 1996 Nov-Dec; 9(6):332-5.CL

Abstract

OBJECTIVE

To compare 2 types of delivery methods for clinical laboratory science students-the technology-driven method at distance sites versus the on-site method on campus-in terms of learning outcomes.

DESIGN

The independent variable in this quasi-experimental study was the delivery method consisting of interactive videoteleconferencing and on-site classroom methods. The dependent variables were learning outcomes that were determined by 2 methods: the average score on 8 posttests scheduled at periodic intervals and a national certification examination score.

SETTING

Clinical laboratory science (CLS) education program at the University of Nebraska Medical Center in Omaha and at 6 clinical sites in other cities across Nebraska.

PARTICIPANTS

40 senior CLS students enrolled in a baccalaureate degree program. Control group participants were assigned to 2 clinical sites in the Omaha area, and the experimental group were assigned to 6 distant clinical sites.

MAIN OUTCOME MEASURES

Data analysis consisted of descriptive statistics, 2-way analysis of variance (ANOVA), 2-way analysis of covariance (ANCOVA), repeated measures analysis of variance, and Hotellings T2.

RESULTS

Results showed no significant difference between the students' examination scores based on delivery method (p > 0.05), except in the chemistry topic area. There was no significant difference in the pattern of the examination scores over the semester of learners who were instructed by interactive videoteleconferencing methods and learners who were instructed by on-site classroom methods.

CONCLUSION

Results of the study generally support the use of interactive videoteleconferencing as an effective, alternative delivery method for CLS students who cannot attend class on campus. Analysis by topic areas suggests that additional studies are needed to validate the variance found in the chemistry subject area.

Authors+Show Affiliations

Division of Medical Technology, University of Nebraska Medical Center, Omaha, USA.No affiliation info availableNo affiliation info available

Pub Type(s)

Clinical Trial
Comparative Study
Controlled Clinical Trial
Journal Article

Language

eng

PubMed ID

10165115

Citation

Freeman, V S., et al. "Distance Education Outcomes in Clinical Laboratory Science." Clinical Laboratory Science : Journal of the American Society for Medical Technology, vol. 9, no. 6, 1996, pp. 332-5.
Freeman VS, Fell LL, Muellenberg P. Distance education outcomes in clinical laboratory science. Clin Lab Sci. 1996;9(6):332-5.
Freeman, V. S., Fell, L. L., & Muellenberg, P. (1996). Distance education outcomes in clinical laboratory science. Clinical Laboratory Science : Journal of the American Society for Medical Technology, 9(6), 332-5.
Freeman VS, Fell LL, Muellenberg P. Distance Education Outcomes in Clinical Laboratory Science. Clin Lab Sci. 1996 Nov-Dec;9(6):332-5. PubMed PMID: 10165115.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Distance education outcomes in clinical laboratory science. AU - Freeman,V S, AU - Fell,L L, AU - Muellenberg,P, PY - 1996/10/4/pubmed PY - 1996/10/4/medline PY - 1996/10/4/entrez SP - 332 EP - 5 JF - Clinical laboratory science : journal of the American Society for Medical Technology JO - Clin Lab Sci VL - 9 IS - 6 N2 - OBJECTIVE: To compare 2 types of delivery methods for clinical laboratory science students-the technology-driven method at distance sites versus the on-site method on campus-in terms of learning outcomes. DESIGN: The independent variable in this quasi-experimental study was the delivery method consisting of interactive videoteleconferencing and on-site classroom methods. The dependent variables were learning outcomes that were determined by 2 methods: the average score on 8 posttests scheduled at periodic intervals and a national certification examination score. SETTING: Clinical laboratory science (CLS) education program at the University of Nebraska Medical Center in Omaha and at 6 clinical sites in other cities across Nebraska. PARTICIPANTS: 40 senior CLS students enrolled in a baccalaureate degree program. Control group participants were assigned to 2 clinical sites in the Omaha area, and the experimental group were assigned to 6 distant clinical sites. MAIN OUTCOME MEASURES: Data analysis consisted of descriptive statistics, 2-way analysis of variance (ANOVA), 2-way analysis of covariance (ANCOVA), repeated measures analysis of variance, and Hotellings T2. RESULTS: Results showed no significant difference between the students' examination scores based on delivery method (p > 0.05), except in the chemistry topic area. There was no significant difference in the pattern of the examination scores over the semester of learners who were instructed by interactive videoteleconferencing methods and learners who were instructed by on-site classroom methods. CONCLUSION: Results of the study generally support the use of interactive videoteleconferencing as an effective, alternative delivery method for CLS students who cannot attend class on campus. Analysis by topic areas suggests that additional studies are needed to validate the variance found in the chemistry subject area. SN - 0894-959X UR - https://www.unboundmedicine.com/medline/citation/10165115/Distance_education_outcomes_in_clinical_laboratory_science_ DB - PRIME DP - Unbound Medicine ER -