Abstract:

Background:
Previously, students in biomedical laboratory science (BLS) found it challenging to comprehend advanced laboratory analyses and course instruments used in the relatively short time-frame of their hands-on laboratory training. The objects of theoretical principles and practical training of hands-on laboratory analyses were differently experienced in terms of learning outcomes by both students and teachers. Consequently, a gap was identified between the focus of practical training and the theoretical assignments given on written exams. To improve students’ comprehension of principles of analyses and use of advanced instrumentation, new learning- and assessment- tools were developed for the BLS study programme.

Methods:
E-learning tools were developed for blended learning and flipped classroom teaching. Two types of digital videos was produced; short-lectures of theoretical principles of the laboratory methods, as well as tutorial video types providing explanations and demonstrations on how to perform laboratory analyses, both for in-house laboratory courses as well as practical training in hospital laboratories. All videos are easily available on an open access web page (ePraksis.no).
Students work throughout whole semesters on written laboratory assessments, reporting on certain numbers of analyses performed in laboratory courses at campus and hospital practical training. Theoretical principles are explained in short video lectures available on ePraksis.no. Consequently, teachers reduce time spent on lecturing and instead increase time spent on supervision and discussion with students on their writing skills: writing of summaries on the theory and principles of medical laboratory analyses, presenting calculations and data obtained, and evaluating and discussing the results attained in the laboratory.
At the end of the semester, students submit only a few selected reports of all those written, hence according to the principle of portfolio assessment.

Results:
Due to the principle of blended learning, the web page ePraksis.no function as a virtual classroom, which students can use when- and wherever they need, this in contrast to laboratory training where students meet for obligatory training at restricted time points. Students appreciate that short videos can be paused and repeated when needed, compared to the stricter nature of traditional lectures. Lecturers experience that teaching has changed focus from theoretical lectures to supervising the learning and writing-skills of the students. As such, ePraksis.no serves as a tool for flipped classroom teaching where both students and teachers spend time at campus differently than prior to ePraksis.no. Writing reports, working on their assessments throughout the whole semester, makes students go through a continuous process of adaptation, increasing their reflection and maturation.

Discussion:
Our preliminary experiences highlights the need for further exploration and development of blended learning and flipped-class-room approaches within the field of biomedical laboratory scientists’ education. As such, innovative information and communication technology should be further developed to achieve student centred learning and to transform the BLS education.

Keywords:

Blended learning, flipped classroom, portfolio assessment, virtual classroom, laboratory training.