Flipping Health Sciences
Clinical Chemistry and Instrumentation is a senior-level course in the Idaho State University (ISU) Medical Laboratory Science (MLS) program. The aim of the MLS program is to provide required theoretical and practical knowledge for the MLS professional. C
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A Case Study on Medical Laboratory Science Sacha Johnson and Susan Galindo Idaho State University, Pocatello, ID, USA e-mail: [email protected]
Instructional Context Course Name and Description Clinical Chemistry and Instrumentation is a senior-level course in the Idaho State University (ISU) Medical Laboratory Science (MLS) program. The aim of the MLS program is to provide required theoretical and practical knowledge for the MLS professional. Clinical Chemistry and Instrumentation involves theoretical and applied aspects of clinical chemistry and emphasizes development, validation, and diagnostic use of lab tests.
Place of Course in Larger Program of Study Upon acceptance into the MLS program, students begin with Clinical Chemistry and Instrumentation as one of their first courses. Students complete the MLS program through two semesters of didactic lectures and corresponding labs followed by 12 weeks of clinical rotations. Upon completion, students are eligible to take the national board exam.
© Springer International Publishing Switzerland 2017 L. Santos Green et al. (eds.), The Flipped College Classroom, Educational Communications and Technology: Issues and Innovations, DOI 10.1007/978-3-319-41855-1_9
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S. Johnson and S. Galindo
Learning Goals of the Course Clinical Chemistry and Instrumentation supplies fundamental knowledge and understanding of chemistry lab test principles and results. Goals for the course include understanding: • • • • • • • •
underlying lab test principles safety considerations test limitations test procedures clinical significance problems with test orders, specimen collection, and specimen preservation equipment calibration issues determining the validity of and reporting the results.
Description of the Learners MLS students are primarily older, non-traditional students. Many of these students do not live on campus and consequently must travel to one of three campus locations or participate online. Additionally, 15 % speak English as a second language, 60 % are parents or guardians, and 70 % work.
Rationale for Flipping In addition to flipping the labs to meet the increasingly non-traditional and rural population needs, we found that a significant amount of lab time was spent lecturing or waiting for tests to run. Furthermore, maintaining labs in three physical locations incurs substantial costs for obtaining and maintaining equipment, supplies and lab space, procuring specimens, setup and tear down time, hazardous waste disposal, travel, and staffing personnel in each location. There was also the added responsibility of providing online students with a comparable lab experience, which includes more than merely the step-by-step (“hands-on”) lab procedures. Therefore, it was determined that flipping the labs would provide a more student-centered approach that used time and student fees more efficiently and could provide students with the abilities to apply, analyze, evaluate, and synthesize the content. We have taught this course since fall 2009 and started flipping the labs at tha
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