FACULTY SELECTION AND USE OF ACTIVE LEARNING TECHNIQUES IN DIDACTIC COURSES IN MEDICAL LABORATORY SCIENCE EDUCATION

Abstract

Post-secondary education of Medical Laboratory Science students demands a comprehensive understanding of biology, chemistry, and laboratory medicine essential for entry-level practice (Beck & Doig, 2002; Scanlan, 2013). These programs often support a mix of traditional and non-traditional students (Nasr & Jackson-Harris, 2016), each with unique learning needs. The “one size fits all” approach to education falls short in fostering the creative and critical thinking expected of healthcare graduates (Hainline et al., 2010; Silverthorn, 2006). Active learning has proven beneficial as a pedagogical practice in post-secondary education of healthcare professionals (Rockich-Winston et al., 2018). However, the literature of active learning use in Medical Laboratory Science education is limited in exploration. This study utilized a survey, interviews, and artifact analysis to investigate faculty selection, use, and evaluation of active learning techniques in the didactic classroom of university-based Medical Laboratory Science programs. Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed using thematic analysis. The findings revealed that faculty favor active learning techniques that offer an interactive or collaborative learning model, encourage student engagement, and require application of knowledge. Faculty believe the use of active learning supports student learning, promotes engagement, increases motivation, embeds long-term knowledge, and improves soft skills. Despite recognizing the benefits, faculty also reported challenges related to time constraints, resource availability, and support from colleagues and administrators. Overall, while active learning presents certain complexities and challenges, faculty incorporate it across all content areas of Medical Laboratory Science education. The insights from this study highlight the significance of active learning in the classroom and aims to spark awareness, encourage dialogue, foster collaboration, and stimulate further research and publications on this pedagogical approach.