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KMID : 1101420180500020164
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Korean Journal of Clinical Laboratory Science
2018 Volume.50 No. 2 p.164 ~ p.169
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Development of “L2L Teaching Model” Integrating a Hospital to School Laboratory to Strengthen Practical Education for Preliminary Clinical Laboratory Technologist
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Hong Seung-Bok
Jeoung Su-Ha
Shin In-Soo
Yoon Young-Bae
You Young-O
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Abstract
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The development of teaching models to strengthen practical education and actively participate in the classes of students is now required in recent education situations. This study examined the participation and satisfaction level of students’ classes after applying a teaching model-integrated hospital and school laboratory (named L2L). A total of 33 students who took the subject of a clinical microbiology experiments were involved in this study. Each group representative participating in a pre-class field exercise in the hospital microbiology laboratory was asked to conduct the experiment. After applying the L2L teaching models, the academic self-efficacy (2.87±0.58→3.38±0.55), class participation (2.60±0.92→3.62±0.78), and class satisfaction (2.48±1.01→3.85±0.87) increased significantly (P＜0.05). This means that pre-class field exercises created interest in the student’s class and boosted self-confidence, leading to increased participation and satisfaction for the class. In conclusion, the L2L teaching model is an effective teaching method to enhance the practical training for preliminary clinical laboratory technologists.
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KEYWORD
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Class participation, Class satisfaction, L2L teaching model, Practical education, Pre-class
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