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Problem-based learning curriculum in...

Daniel, Anne Marie C.

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Problem-based learning curriculum in clinical laboratory science.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Problem-based learning curriculum in clinical laboratory science./
作者:	Daniel, Anne Marie C.
面頁冊數:	121 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 0639.
Contained By:	Dissertation Abstracts International65-02B.
標題:	Health Sciences, Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122347
ISBN:	0496696971

Problem-based learning curriculum in clinical laboratory science.
Daniel, Anne Marie C.

Problem-based learning curriculum in clinical laboratory science. - 121 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 0639.

Thesis (Ed.D.)--University of Houston, 2004.

Clinical laboratory scientists (CLS), who are also referred to as Medical Technologists (MT), are frequently called upon to be decision-makers and problem-solvers. Professionals believe that teaching these skills should be a goal of CLS/MT education programs, and this may be accomplished through the use of problem-based learning (PBL) curriculum. The purpose of this study was to determine the extent of PBL curriculum implementation in CLS/MT education, its relation to performance on national certifying examinations, and to identify barriers to implementing PBL in CLS/MT education.

ISBN: 0496696971Subjects--Topical Terms:

1017921
Health Sciences, Education.

Problem-based learning curriculum in clinical laboratory science.
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500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 0639.
500 $a Adviser: Dennis Smith.
502 $a Thesis (Ed.D.)--University of Houston, 2004.
520 $a Clinical laboratory scientists (CLS), who are also referred to as Medical Technologists (MT), are frequently called upon to be decision-makers and problem-solvers. Professionals believe that teaching these skills should be a goal of CLS/MT education programs, and this may be accomplished through the use of problem-based learning (PBL) curriculum. The purpose of this study was to determine the extent of PBL curriculum implementation in CLS/MT education, its relation to performance on national certifying examinations, and to identify barriers to implementing PBL in CLS/MT education.
520 $a Data were collected using a questionnaire designed by the researcher and mailed to all program directors of CLS/MT programs accredited by the National Accrediting Agency for Clinical Laboratory Sciences (N = 108). A response rate of 48% was obtained. Results indicated that 39 CLS/MT programs (38.2% of respondents) use PBL routinely. Multiple regression analyses found PBL implementation variables to be significantly (p < .05) predictive of program adoption and program continuation. Point-biserial correlations revealed that program directors' past experiences in facilitating PBL were positively (p < .05) predictive of PBL implementation. Multiple regression analyses also revealed that PBL implementation variables were significantly (p < .05) predictive of board examination scores for years 1998 through 2002, and PBL implementation was found to be a negative contributing variable for three of the five years.
520 $a The study identified at least seven areas of concern and possible barriers to PBL implementation as perceived by program directors: Ineffectiveness for teaching basic science, inadequate content coverage, limited faculty, time intensiveness, need for faculty/tutor training, case development needs, and faculty attitudes toward PBL. Cost, method appropriateness, effectiveness for teaching problem-solving and critical-thinking skills, and preparation of students for certifying examinations were not perceived as barriers to implementing PBL curriculum.
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