Incorporation of Online Modules in an Immunohematology Reference Laboratory Rotation for Medical Laboratory Science Students

ABSTRACT

Background/Case Studies An immunohematology reference laboratory (IRL) at a regional blood center provides education for medical laboratory science (MLS) students, covering methods infrequently performed in hospitals (elution, adsorption, etc.). Rotations include wet lab benchwork, background instruction, a handbook of educational material, and conclude with a post-test. Students provide feedback by evaluation form. In response to the COVID-19 pandemic, and to cover required material while minimizing in-person time with students, online modules were created and incorporated into the rotation. In this hybrid model, the interactive modules provided background instruction, while inperson learning focused on performing methods. This study compared length of in-person experience, post-test scores, and student evaluation data before and after incorporating online modules into MLS rotations. Study Design/Methods: Online modules, created with Articulate 360 eLearning software, and incorporating voiceover instruction, interactive quizzes, and how-to videos, were uploaded onto the blood center website. Students completed online modules, ranging from 24- 34 min in length, along with accompanying worksheets, prior to in-person IRL learning. The study period prior to online module implementation (in-person only) was September 2017- October 2020. The post-implementation study period (online modules and abbreviated in-person experience) was November 2020- January 2022. Average length of in-person learning and post-test scores were compared for the two study periods. Average evaluation scores were also compared, calculated from student evaluations containing 5-6 questions utilizing a 5-point Likert scale. The IRL hosted 80 MLS students during the study periods, 61 prior to online module implementation and 19 after. The IRL rotation is a routine part of MLS programs, and only the hybrid model was offered postimplementation. Results/Findings: Average length of in-person experience prior to implementation was 8.48 h compared to 5.28 h for the hybrid model (p < 0.001, two-tailed t test). Average post-test score prior to implementation was 81% compared to 87% after, while student evaluation feedback scores averaged 4.70 out of 5 prior to use of the online modules and 4.76 out of 5 with the hybrid model. Conclusion(s) The incorporation of online modules into an IRL rotation for MLS students resulted in students spending significantly less time in the IRL, while attaining similar post-test scores. There was no significant difference in student evaluations. Based on these results, this hybrid strategy will continue to be used and applied to other educational programs.