PT  - JOURNAL ARTICLE
AU  - Cochrane, Stephanie
TI  - Virtual Learning: The Development of Case Study Based Lab Simulation in the Clinical Laboratory Science Undergraduate Curriculum
AID  - 10.29074/ascls.2019001552
DP  - 2020 Jan 01
TA  - American Society for Clinical Laboratory Science
PG  - 5--5
VI  - 33
IP  - 1
4099  - http://hwmaint.clsjournal.ascls.org/content/33/1/5.short
4100  - http://hwmaint.clsjournal.ascls.org/content/33/1/5.full
SO  - Clin Lab Sci2020 Jan 01; 33
AB  - The goal for implementing simulation into medical laboratory education is to provide students with a highly realistic learning environment to practice “real-world” situations before starting clinical internships. To encourage higher levels of thinking during simulated scenarios, the incorporation of case studies exposes the learner to problem-based learning, which facilitates the development of critical thinking skills by tapping into the cognitive learning domain of Bloom’s taxonomy. This research project focused on developing case-study–based laboratory simulation for undergraduate clinical laboratory science students. By using case studies in laboratory-simulated scenarios, the learner engages in critical thinking/problem-solving skills by focusing on cognitive learning to evaluate, analyze, and interpret laboratory data from all major areas of the clinical laboratory as it correlates to a specific patient diagnosis. Each learning module was based on a disease/condition the student is most likely to encounter in the hospital/laboratory setting. Learning module #1 centered on a person with type 2 diabetes with chronic renal failure and learning module #2 involved a patient with gastrointestinal bleeding caused by colon cancer. The pedagogical framework encompassed the following phases: prebriefing, analysis and test performance, student-centered discussion, and debriefing. The results of the module evaluations concluded that 100% of students strongly agreed that they learned to think critically because of the activities in learning module #2, whereas 75% of students strongly agreed (25 % agreed) in learning module #1. Using case studies, group discussions, and simulated scenarios creates a student-centered learning environment, thus allowing students to become active learners.