An Experiential Learning Unit for Promoting Conceptual Understanding and Skills in Diagnostic Laboratory in Undergraduate Students

By Nutthinee Archavarungson, Tanyaporn Saengthong, Suda Riengrojpitak, Bhinyo Panijpan, Pintip Ruenwongsa and Piyachat Jittam.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

An experiential learning cycle was integrated into a medical technology undergraduate diagnostic laboratory for improving students’ understanding and skills. The instructional learning unit was designed to incorporate the four elements of Kolb’s experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. In terms of students’ conceptual understanding, the posttest scores were significantly higher than those of the pretest (p<0.05). The knowledge gained was evidenced by student presentation during the learning process and semi-structured interview after the learning experience. Laboratory skills were improved upon repeating their lab experience once, i.e., extending beyond one cycle of Kolb’s experiential learning. Results from semi-structured interview showed that the students had positive attitude toward the learning unit and that they realized the importance of diagnostic laboratory work. These findings revealed that the unit and the environment enhanced their understanding. The implemented experiential learning cycle could promote students’ conceptual understanding, skill, and attitude. As a bonus from their learning experience, students became more aware of their responsibility as future practicing medical technologists in obtained the comet blood profile and reporting to the attending physician.

Keywords: Diagnostic Laboratory, Experiential Learning Cycle, Undergraduate Student, White Blood Cells

The International Journal of Learning, Volume 18, Issue 2, pp.203-218. Article: Print (Spiral Bound). Article: Electronic (PDF File; 840.336KB).

Nutthinee Archavarungson

Ph.D.Candidate, Institute for Innovative Learning, Institute for Innovative Learning, Mahidol University, Nakhon Pathom, Thailand

Nutthinee Archavarungson is a Ph.D. Candidate in Science and Technology Education Programme of the Institute for Innovative Learning at Mahidol University, Thailand.

Tanyaporn Saengthong

Lecturer, Faculty of Medical Technology, Huachiew Chalermprakiet University, Bangkok, Thailand

Tanyaporn Saenthong is a lecturer in the Faculty of Medical Technology at Huachiew Chalermprakiet University, Thailand.

Suda Riengrojpitak

Lecturer, Faculty of Science, Faculty of Science, Mahidol University, Bangkok, Thailand

Associate Professor Suda Riengrojpitak is the committee of M.Sc. & Ph.D. of International Programs in Pathobiology, Toxicology, and consultant of M.Sc. of International Program in Forensic Science at Mahidol University, Thailand.

Bhinyo Panijpan

Multidisciplinary Unit, Faculty of Science, Mahidol University, Bangkok, Thailand

Associate Professor Bhinyo Panijpan was the first Director of the Institute for Innovative Learning, Mahidol University. Now he works at the Multidisciplinary Unit, Faculty of Science, Mahidol University, Thailand.

Pintip Ruenwongsa

Lecturer, Multidisciplinary Unit, Faculty of Science, Mahidol University, Bangkok, Thailand

Associate Professor Pintip Ruenwongsa is a past Program Director of M.Sc. and Ph.D. in Science and Technology Education (2004-2010) at the Institute for Innovative Learning, Mahidol University. She is currently articulated with the Multidisciplinary Unit, Faculty of Science, Mahidol University, Thailand.

Piyachat Jittam

Lecturer, Institute for Innovative Learning, Institute for Innovative Learning, Mahidol University, Nakhon Pathom, Thailand

Piyachat Jittam is an instructor and a Program Director of M.Sc.& Ph.D. of International Programs in Science and Technology Education at the Institute for Innovative Learning, Mahidol University, Thailand. She is a corresponding author of this paper.

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