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Development of “L2L Teaching Model” Integrating a Hospital to School Laboratory to Strengthen Practical Education for Preliminary Clinical Laboratory Technologist
Korean J Clin Lab Sci 2018;50:164-169  
Published on June 30, 2018
Copyright © 2018 Korean Society for Clinical Laboratory Science.

Seung Bok Hong1, Su-Ha Jeoung2, In Soo Shin3,4, Young-Bae Yoon4, Young O You4

1Department of Clinical Laboratory Science, Chungbuk Health & Science University, Cheongju, Korea
2Department of Dental Laboratory Technology, Chungbuk Health & Science University, Cheongju, Korea
3Department of Police Administration, Chungbuk Health & Science University, Cheongju, Korea
4Center for Teaching & Learning, Chungbuk Health & Science University, Cheongju, Korea
Correspondence to: Seung Bok Hong
Department of Clinical Laboratory Science, 10 Deogam-gil, Naesu-eup, Cheongwon-gun, Cheongju 28150, Korea Tel: 82-43-210-8308 Fax: 82-43-210-8289 E-mail: sbhong8646@hanmail.net
This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The development of teaching models to strengthen practical education and actively participate in the classes of students is now required in recent education situations. This study examined the participation and satisfaction level of students’ classes after applying a teaching model-integrated hospital and school laboratory (named L2L). A total of 33 students who took the subject of a clinical microbiology experiments were involved in this study. Each group representative participating in a pre-class field exercise in the hospital microbiology laboratory was asked to conduct the experiment. After applying the L2L teaching models, the academic self-efficacy (2.87±0.58→3.38±0.55), class participation (2.60±0.92→3.62±0.78), and class satisfaction (2.48±1.01→3.85±0.87) increased significantly (P<0.05). This means that pre-class field exercises created interest in the student’s class and boosted self-confidence, leading to increased participation and satisfaction for the class. In conclusion, the L2L teaching model is an effective teaching method to enhance the practical training for preliminary clinical laboratory technologists.
Keywords : Class participation, Class satisfaction, L2L teaching model, Practical education, Pre-class

June 2018, 50 (2)
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