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Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists

    Authors: Steven Fiester1, James Redfearn1, Shannon Helfinstine1, Tracey Meilander1, Christopher J. Woolverton1,*
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    Affiliations: 1: Kent State University, Kent, OH 44240
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 20 May 2010
    • *Corresponding author. Mailing address: College of Public Health, Kent State University, Kent, OH 44242-0001. Phone: (330) 672-4648. Fax: (330) 672-6505. E-mail: [email protected].
    • Copyright © 2010 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 14-20. doi:10.1128/jmbe.v11.i1.131
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    Abstract:

    Frequent reports of laboratory- (and hospital-) acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE) addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs) in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings) that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.

References & Citations

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/content/journal/jmbe/10.1128/jmbe.v11.i1.131
2010-05-20
2020-07-12

Abstract:

Frequent reports of laboratory- (and hospital-) acquired infection suggest a deficiency in safety training or lack of compliance. To assess the need for continuing education (CE) addressing this problem, an original education needs assessment survey was designed and administered to medical technologists (med-techs) in Northeast Ohio. Survey results were used to design a learner-centered training curriculum (for example, Lab Safety and Bioterrorism Readiness trainings) that engaged med-techs in active learning, integrative peer-to-peer teaching, and hands-on exercises in order to improve microbiology safety knowledge and associated laboratory techniques. The Lab Safety training was delivered six times and the Bioterrorism Readiness training was delivered five times. Pre/posttesting revealed significant gains in knowledge and techniques specific to laboratory safety, security, risk assessment, and bioterrorism readiness amongst the majority of med-techs completing the CE trainings. The majority of participants felt that the hands-on exercises met their needs and that their personal laboratory practices would change as a result of the training course, as measured by attitudinal surveys. We conclude that active learning techniques and peer education significantly enhance microbiology learning amongst participating med-techs.

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Author and Article Information

  • Published 20 May 2010
  • *Corresponding author. Mailing address: College of Public Health, Kent State University, Kent, OH 44242-0001. Phone: (330) 672-4648. Fax: (330) 672-6505. E-mail: [email protected].
  • Copyright © 2010 American Society for Microbiology

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Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists
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Citation: Fiester S, Redfearn J, Helfinstine S, Meilander T, Woolverton C. 2010. Lab safety and bioterrorism readiness curricula using active learning and hands-on strategies as continuing education for medical technologists. J. Microbiol. Biol. Educ. 11(1):14-20 doi:10.1128/jmbe.v11.i1.131
/content/jmbe/10.1128/jmbe.v11.i1.131.f1-jmbe-11-1-14
FIGURE 1

Results of post-course evaluation question asking if hands-on exercises met needs. The 5-1 Likert scale reflected the response option range of ( 5 ) Strongly Agree to ( 1 ) Strongly Disagree. N = 19 in the Lab Safety course and n = 26 respondents in the Bioterrorism Readiness course.

jmbe/11/1/jmbe-11-1-14f1_thmb.gif
jmbe/11/1/jmbe-11-1-14f1.gif
Image of FIGURE 1

Click to view

FIGURE 1

Results of post-course evaluation question asking if hands-on exercises met needs. The 5-1 Likert scale reflected the response option range of ( 5 ) Strongly Agree to ( 1 ) Strongly Disagree. N = 19 in the Lab Safety course and n = 26 respondents in the Bioterrorism Readiness course.

Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 14-20. doi:10.1128/jmbe.v11.i1.131
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v11.i1.131.f2-jmbe-11-1-14
FIGURE 2

Results of post-course evaluation question asking if the respondent would change laboratory behavior as a result of completing the course. The 5-1 Likert scale reflected the response option range of ( 5 ) Strongly Agree to ( 1 ) Strongly Disagree. N = 19 in the Lab Safety course and n = 26 respondents in the Bioterrorism Readiness course.

jmbe/11/1/jmbe-11-1-14f2_thmb.gif
jmbe/11/1/jmbe-11-1-14f2.gif
Image of FIGURE 2

Click to view

FIGURE 2

Results of post-course evaluation question asking if the respondent would change laboratory behavior as a result of completing the course. The 5-1 Likert scale reflected the response option range of ( 5 ) Strongly Agree to ( 1 ) Strongly Disagree. N = 19 in the Lab Safety course and n = 26 respondents in the Bioterrorism Readiness course.

Source: J. Microbiol. Biol. Educ. May 2010 vol. 11 no. 1 14-20. doi:10.1128/jmbe.v11.i1.131
Download as Powerpoint

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