Using Cooperative Learning in Clinical Laboratory Science Education

Mary J Bose; Patsy C Jarreau; Louann W Lawrence; Patricia Snyder

doi:10.29074/ascls.17.1.12

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Mary J Bose, MHS⇑
1. is Adjunct Faculty, South Arkansas Community College, El Dorado AR
Patsy C Jarreau, MHS CLS(NCA)
1. is Associate Professor at The School of Allied Health Professions, LSU Health Sciences Center, New Orleans LA
Louann W Lawrence, DrPH CLSpH(NCA)
1. is Professor and Department head at The School of Allied Health Professions, LSU Health Sciences Center, New Orleans LA
Patricia Snyder, PhD
1. is Professor and Associate Dean for Research and Graduate Studies at The School of Allied Health Professions, LSU Health Sciences Center, New Orleans LA

Address for correspondence: Mary J Bose MHS, 2200 West Oak Street, El Dorado AR 71730. (870) 862-4864. mjbose{at}cox-internet.com or mary.anreder{at}triadhospitals.com

Abstract

OBJECTIVE: To compare performance of students instructed by cooperative learning (CL) activities with those taught by lecture. A secondary objective was to assess students' perceptions about their ability to work in teams before and after their exposure to these instructional approaches.

DESIGN/SETTING/PARTICIPANTS: CL was incorporated into the immunology/serology course of a university-based clinical laboratory science (CLS) program. Twenty-two students participated in a 4-week study and were randomly assigned to one of two study groups.

INTERVENTION: One group received the course material by CL activities, and the other group was exposed to the material through lecture.

MAIN OUTCOMES MEASURE: Mean examination scores for CL and lecture groups were compared using an independent samples t-test. Teamwork knowledge, skills, and attitude (KSA) assessment rated students' perceptions of their ability to work in a team environment pre and post tests were compared using a 2x2 repeated measures ANOVA.

RESULTS: No significant difference was found between mean examination scores of students who acquired their knowledge by CL activities (85.09%) and those taught by lecture (82.18%). Teamwork KSA means scores pre and post tests (22.5, 22.6 CL; 22.7, 21.6 lecture) were not significantly different.

CONCLUSION: Results suggest that the incorporation of CL activities did not reduce the students' academic perfor mance or self-perceptions of their ability to work in teams. The use of CL in the classroom, student laboratory, or clinical setting may help prepare students for the role they will be expected to perform as laboratory professionals.

ABBREVIATIONS: CL = cooperative learning; CLS = clinical laboratory science; KSA = knowledge, skills, and attitude.