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E-Roundtable Design in Clinical Science Education
PROCEEDINGS

, University of Massachusetts Dartmouth- STEM Dept, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

This presentation offers a curriculum design employed in an undergraduate senior serology course at the University of Massachusetts Dartmouth, Department of Medical Laboratory Science. Intent of the course is to provide proficiency of body fluids, laboratory assays and pathogenesis align with the national certification agency (NCA) examination as a Clinical Laboratory Scientist. An integral aspect of clinical studies includes an expertise of science content and the ability to make appropriate connections to broad scientific knowledge utilizing professional terminology. Clinical instructors have traditionally assessed such expertise via roundtables. The e-Roundtable design is a modification of the traditional peer presentation model. Key features of the design include: factoid forums and exhibit forums for virtual case study discussions. In comparison to the previous five cohorts of students, e-Roundtable students held an advanced conceptual knowledge of pathogenic conditions resulting in increased scores in both the course examinations and NCA scores.

Citation

Berube, B. (2010). E-Roundtable Design in Clinical Science Education. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 897-900). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from .

© 2010 Association for the Advancement of Computing in Education (AACE)

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References

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