Publication: An experiential learning unit for promoting conceptual understanding and skills in diagnostic laboratory in undergraduate students
Issued Date
2011-12-01
Resource Type
ISSN
14479540
14479494
14479494
Other identifier(s)
2-s2.0-84855868726
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Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Learning. Vol.18, No.2 (2011), 203-217
Suggested Citation
Nutthinee Archavarungson, Tanyaporn Saengthong, Suda Riengrojpitak, Bhinyo Panijpan, Pintip Ruenwongsa, Piyachat Jittam An experiential learning unit for promoting conceptual understanding and skills in diagnostic laboratory in undergraduate students. International Journal of Learning. Vol.18, No.2 (2011), 203-217. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/12867
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Title
An experiential learning unit for promoting conceptual understanding and skills in diagnostic laboratory in undergraduate students
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Abstract
An experiential learning cycle was integrated into a medical technology undergraduatediagnostic laboratory for improving students' understanding and skills. The instructional learning unit was designed to incorporate the four elements of Kolb's experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In terms of students' conceptual understanding, the posttest scores were significantly higher than those of the pretest (p < 0.05). The knowledge gained was evidenced by student presentation during the learning process and semi-structured interview after the learning experience. Laboratory skills were improved upon repeating their lab experience once, i.e., extending beyond one cycle of Kolb's experiential learning. Results from semi-structured interview showed that the students had positive attitude toward the learning unit and that they realized the importance of diagnostic laboratory work. These findings revealed that the unit and the environment enhanced their understanding. The implemented experiential learning cycle could promote students' conceptual understanding, skill, and attitude. As a bonus from their learning experience, students became more aware of their responsibility as future practicing medical technologists in obtained the comet blood profile and reporting to the attending physician. © Common Ground, Nutthinee Archavarungson, Tanyaporn Saengthong, Suda Riengrojpitak, Bhinyo Panijpan, Pintip Ruenwongsa, Piyachat Jittam.