Mentoring in Online Clinical Laboratory Science Courses

Abstract

Online education, though proven to be as effective as traditional classroom instruction, can be a challenge, especially in a field that requires hands on experience, as does Clinical Laboratory Science (CLS). Contrary to most research, a CLS course in Introductory Hematology and Hemostasis taught at a public university in the western United States demonstrated slightly lower overall grades when taught online. Considering that CLS online students at this institution are required to achieve lab competency with the assistance of a field mentor or preceptor (as opposed to the simulated laboratory approach used on campus), it became beneficial to obtain feedback from CLS mentors who work with online students in various clinical sites. Mentor feedback was obtained by the administration of an online survey exploring three areas of mentorship: interpersonal, organizational, and cognitive.

Data collected demonstrated mentors' concerns with the interpersonal and cognitive aspects of their role. Mentors expressed the need for more communication with the department and university instructors regarding access to course objectives, schedules, and laboratory activity ideas in order to better assist students. Mentors exhibited a very positive response to the suggestion of an online resource for CLS mentors, suggesting the inclusion of an online forum or blog to communicate with instructors as well as other mentors in CLS.

This study may help other institutions of higher education seeking ways to improve CLS online programs. Understanding the mentor/mentee relationship and exploring mentors' perceptions of support suggested ways to offer assistance to clinical sites, hopefully leading to more meaningful clinical rotations for CLS online students.

ABBREVIATIONS: CLS-Clinical Laboratory Science, IHE-Institutions of Higher Education