A Survey on the Improvement and Standardization of Clinical Practice Systems in the Department of Biomedical Laboratory Science

2021 ◽  
Vol 14 (2) ◽  
pp. 69-74
Author(s):  
Kyung A Shin ◽  
Jeong Hun Seo ◽  
Jun Ho Lee
Keyword(s):  
Clinical Practice ◽  
Laboratory Science ◽  
Biomedical Laboratory

scholarly journals Games on Mobiles via Web or Virtual Reality Technologies: How to Support Learning for Biomedical Laboratory Science Education

Information ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 195 ◽  
Author(s):  
Tord Hettervik Frøland ◽  
Ilona Heldal ◽  
Gry Sjøholt ◽  
Elisabeth Ersvær
Keyword(s):  
Experimental Study ◽  
Virtual Reality ◽  
Serious Games ◽  
Educational Environment ◽  
Learning Goals ◽  
Technology Support ◽  
Laboratory Science ◽  
Know How ◽  
Web App ◽  
Biomedical Laboratory

Simulations, serious games, and virtual reality (SSG) applications represent promising support for achieving practical proficiency, but it is difficult to know how to introduce them into a new environment. This paper aims to contribute to a better understanding of introducing new SSGs to a non-computer related educational environment—biomedical laboratory science (BLS) education. By following the choice, construction, and evaluation of a gamified app for practicing phlebotomy (StikkApp), not only the usefulness of the application, but also the general needs and possibilities for supporting SSG applications, are discussed. This paper presents the evaluation of StikkApp through an experimental study examining its use on mobile devices, as a web app and by discussing challenges for a corresponding virtual reality app by BLS students and their teachers. This evaluation focused on questions concerning usage scenarios, technologies, and how the design of the app can be aligned to learning goals necessary for education. By discussing these requirements and possibilities for apps and technology support for using SSG apps for BLS students, this paper contributes to a better understanding of using digital support for sustainable education.

Demystifying neuroscience laboratory techniques used to investigate single-gene disorders

2020 ◽  
Vol 26 (6) ◽  
pp. 345-355
Author(s):  
Lindsay A. M. Mizen ◽  
Andrew C. Stanfield
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Clinical Practice ◽  
Single Gene ◽  
Autism Spectrum ◽  
Direct Experience ◽  
Laboratory Science ◽  
Laboratory Techniques ◽  
Single Gene Disorders ◽  
Considerable Work

SUMMARYThere is considerable work being carried out in neuroscientific laboratories to delineate the mechanisms underlying single-gene disorders, particularly those related to intellectual disability and autism spectrum disorder. Many clinicians will have little if any direct experience of this type of work and so find the procedures and terminology difficult to understand. This article describes some of the laboratory techniques used and their increasing relevance to clinical practice. It is pitched for clinicians with little or no laboratory science background.

scholarly journals Analysis of Survey of Interdisciplinary Unification of Biomedical Laboratory Science

2018 ◽  
Vol 50 (3) ◽  
pp. 289-296
Author(s):  
Hong Sung Kim ◽  
Ji-Hyuk Kang ◽  
Man-Gil Yang ◽  
Chang-Eun Park ◽  
Kyung-A Shin ◽  
...  
Keyword(s):  
Laboratory Science ◽  
Biomedical Laboratory

scholarly journals Teaching With an EEG Simulator and It´S Learning Process Was Evaluated at Biomedical Laboratory Science Students

2021 ◽  
Author(s):  
Marko Henrik Björn ◽  
Werner Ravyse ◽  
Chrisna Botha-Ravyse ◽  
Jonne Laurila ◽  
Tuula Keinonen
Keyword(s):  
User Experience ◽  
Learning Process ◽  
Clinical Neurophysiology ◽  
Electrode Placement ◽  
Science Students ◽  
Laboratory Science ◽  
Practical Session ◽  
Quantitative Analyses ◽  
Teaching Learning ◽  
Biomedical Laboratory

Methods based on simulation pedagogy are widely used to practice hands on skills in safety environment. The usability of an EEG-simulator on clinical neurophysiology course was evaluated. Second year biomedical laboratory science students (N=35) on this course was included in the study. They were divided into three groups. Two groups used the EEG simulator with different feedback modes and one group without use of the simulator. Results was expected to reveal a correlation between user experience and learning outcomes. This study made used of a mixed method study design. During the study students were asked to keep a learning diary throughout the course on their experience. Diaries were analyzed qualitatively based on content analyses. Quantitative analyses based on an UX questionnaire that measures classical usability aspects (efficiency, perspicuity, dependability) and user experience aspects (novelty, stimulation) and the students’ feelings to use simulator. The quantitative data was analyzed using SPSSTM software. The quantitative and qualitative analyses showed that the use of EEG-simulator which was evaluating teaching-learning process have an extra benefit in clinical neurophysiology education and students felt that simulator is useful in learning. The simulation debriefing session should be followed by a full theoretical and practical session. Students compare their learning from the simulator with that of the actual placement which fosters the reflective practice of learning again deepening the understanding of the EEG electrode placement and different wave patterns.

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