RT Journal Article
SR Electronic
T1 The Efficacy and Acceptance of Brief Intentional Teachings to Encourage Success (BITES)
JF American Society for Clinical Laboratory Science
JO Clin Lab Sci
FD American Society of Chemistry and Laboratory Science
SP ascls.119.001560
DO 10.29074/ascls.119.001560
A1 Moore, Scott
YR 2019
UL http://hwmaint.clsjournal.ascls.org/content/early/2019/04/15/ascls.119.001560.abstract
AB Students in Medical Laboratory Sciences occasionally struggle in lecture to acquire the knowledge covered in the objectives. After review of the ASCLS Body of Knowledge, nine clearly-stated objectives in Acid-Base studies were distilled and two BITES were created. These BITES are a form of microlearning, where students take 10-20 minute chunks of time to learn a brief topic. 5 objectives are defined and review questions are asked to stimulate active recall and retrieval. At the end, three questions are asked which require application of the knowledge gained over the previous 10-20 minutes. Three surveys were given to all students at different points in time to assess the efficacy and acceptance of BITES; Post-Lecture (Pre-BITES) Questionnaire (PLQ), Post-BITES Questionnaire (PBQ), and Post-3-month Questionnaire (P3Q). In comparing the PLQ and the PBQ, eight correct answers were recalled more often in the PBQ and three correct answers were recalled more often in the PLQ. All correct answers were recalled more often in the P3Q than the PLQ. The question, “I enjoyed these BITES” was answered 1 “no” and 5 “yes”, and received the following scores; 0-1’s, 0-2’s, 3-3’s, 8-4’s, 11-5’s. The question, “I preferred learning with...” indicated that all students but one preferred BITES over lecture. As we continue to master our craft of teaching, we learn that MLS Students prefer learning with BITES in a traditional lecture-based classroom and that durable learning was accomplished over 3-months with their use. Further studies are required to see if BITES improve student engagement.