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Reinforcing Medical Laboratory Science Student Technical Skill Performance with Video-Based Peer-Evaluation Cognitive Procedural Practice

Karen J Honeycutt, University of Nebraska - Lincoln

Abstract

Reinforcing student performance of technical skills in a distance learning environment is challenging as instructor and learner can be great distances apart. This convergent mixed methods study explored cognitive procedural practice’s (CPP) role in improving learner micropipetting technical skill performance. Medical laboratory science (MLS) students at a Midwestern University were deemed competent at performing the task of micropipetting. After several weeks of not performing that skill, learners were asked to perform a cognitive procedural practice intervention requiring evaluation of videos presenting a peer MLS practitioner performing micropipetting tasks that contained standardized errors. The CPP intervention required MLS students to evaluate the performed videotaped skill using a detailed task evaluation checklist. For the quantitative phase, a pre-posttest design examined student’s observed micropipetting skill performance before and after completing either the CPP intervention or watching a procedural video. A two-tailed, independent-samples t-test determined participants completing the cognitive procedural practice had statistically significant gains in observed micropipetting scores as compared to participants that just watched a procedural video. The qualitative phase explored learner CPP perceptions collected with open-ended, online survey questions. Learners perceived the CPP as more educationally valuable as compared to watching a procedural video. Participants described CPP requiring their focus and application of their micropipetting knowledge. Although the task checklists used in the peer-evaluation process reminded learners of the overall micropipetting procedure, the overall checklist length was at times overwhelming. As predicted by brain-based learning theory, as described in the Unified Learning Model, there is initial evidence that CPP is an instructional strategy that can reinforce and improve technical skill performance. An innovative practice strategy requiring online resources outside of a biohazardous teaching laboratory, CPP can be implemented in a distance learning context to address the educational challenge of reinforcing technical skill performance when instructor and learner are distances apart.

Subject Area

Health education|Educational technology

Recommended Citation

Honeycutt, Karen J, "Reinforcing Medical Laboratory Science Student Technical Skill Performance with Video-Based Peer-Evaluation Cognitive Procedural Practice" (2019). ETD collection for University of Nebraska - Lincoln. AAI13860109.
https://digitalcommons.unl.edu/dissertations/AAI13860109

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