Nutthinee ArchavarungsonTanyaporn SaengthongSuda RiengrojpitakBhinyo PanijpanPintip RuenwongsaPiyachat JittamMahidol UniversityHuachiew Chalermprakiet University2018-05-032018-05-032011-12-01International Journal of Learning. Vol.18, No.2 (2011), 203-21714479540144794942-s2.0-84855868726https://repository.li.mahidol.ac.th/handle/20.500.14594/12867An 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.Mahidol UniversitySocial SciencesArticleSCOPUS