<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jensen, Andrea L.</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Learning Analysis of an Introductory Immunology Laboratory Course</style></title><secondary-title><style face="normal" font="default" size="100%">American Society for Clinical Laboratory Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2023-01-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">27-31</style></pages><doi><style  face="normal" font="default" size="100%">10.29074/ascls.2021003190</style></doi><volume><style face="normal" font="default" size="100%">36</style></volume><issue><style face="normal" font="default" size="100%">1</style></issue><abstract><style  face="normal" font="default" size="100%">Medical laboratory science (MLS) educators must frequently evaluate their instructional techniques to ensure that learners are being adequately prepared for professional practice. For this purpose, a learning analysis was performed on an introductory immunology laboratory course in a university-based MLS program. The course was examined through the lenses of constructivism and McClusky’s Theory of Margin. While the course was found to utilize several constructivist- and margin-centered techniques, the analysis revealed areas that may be improved through further operationalization of constructivist- and margin-based teaching and learning methods.</style></abstract></record></records></xml>