Abstract
Introduction
In 2021, a microsession model was implemented for the Bachelor of Medical Laboratory Science (Pathology) course at Charles Sturt University. This condensed course allows a student to graduate within 3 years full-time (via six 8-week microsession blocks per year) instead of the usual 3.5-years (in a conventional 16-week block trimester per year).
Method
An anonymous, cross-sectional online survey was disseminated to all enrolled students and teaching staff within the program. Likert-scale questions relating to student & staff satisfaction and overall learning and teaching experience was collected and analysed using SPSS (v.29). Openended comment questions regarding facilitators and barriers to student success were thematically analysed using Nvivo (v.13) software.
Results
Overall themes included whether students felt disadvantaged in a condensed mode of learning compared to the conventional course. Would students report higher stress in this format? Would this be balanced by certain benefits such as quicker completion, and a more efficient intensive school for practical classes? Academics had experience of both types of programs, and although they might have individual preferences, were staff readily able to adapt? Were they able to implement their pedagogical strategies optimally in a condensed session?
Conclusion
Our study provides a unique insight into our student population and teaching staff, by highlighting the needs and priorities that students and staff valued in their educational experience. This data is useful for both educators and policy makers in subject and course design. Although certain adaptations in pedagogical methods have to be considered when teaching in a microsession model, both staff and students alike have expressed numerous benefits.
In 2021, a microsession model was implemented for the Bachelor of Medical Laboratory Science (Pathology) course at Charles Sturt University. This condensed course allows a student to graduate within 3 years full-time (via six 8-week microsession blocks per year) instead of the usual 3.5-years (in a conventional 16-week block trimester per year).
Method
An anonymous, cross-sectional online survey was disseminated to all enrolled students and teaching staff within the program. Likert-scale questions relating to student & staff satisfaction and overall learning and teaching experience was collected and analysed using SPSS (v.29). Openended comment questions regarding facilitators and barriers to student success were thematically analysed using Nvivo (v.13) software.
Results
Overall themes included whether students felt disadvantaged in a condensed mode of learning compared to the conventional course. Would students report higher stress in this format? Would this be balanced by certain benefits such as quicker completion, and a more efficient intensive school for practical classes? Academics had experience of both types of programs, and although they might have individual preferences, were staff readily able to adapt? Were they able to implement their pedagogical strategies optimally in a condensed session?
Conclusion
Our study provides a unique insight into our student population and teaching staff, by highlighting the needs and priorities that students and staff valued in their educational experience. This data is useful for both educators and policy makers in subject and course design. Although certain adaptations in pedagogical methods have to be considered when teaching in a microsession model, both staff and students alike have expressed numerous benefits.
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 2024 |
| Event | AIMS National Scientific Meeting 2024 - The Adelaide Convention Centre, Adelaide, Australia Duration: 21 Aug 2024 → 23 Aug 2024 https://aimsnsm2024.com/ (Meeting website) https://az659834.vo.msecnd.net/eventsairseasiaprod/production-aomevents-public/fb0386de3b90452e8f9cb887bfec4b76 (Abstract book) |
Other
| Other | AIMS National Scientific Meeting 2024 |
|---|---|
| Abbreviated title | Moving forward |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 21/08/24 → 23/08/24 |
| Other | On behalf of AIMS, I would like to invite members, students, trade and colleagues to join us for the National Scientific Meeting in Adelaide, South Australia from 21st-23rd August 2024. This will be our first face to face national scientific meeting post pandemic to allow more interaction, networking and collaboration. By listening to talks, viewing posters and discussing new ideas can improve your knowledge and awareness of advances in medical laboratory science. The face to face interaction offers exchange of experiences with other colleagues helping you to improve practice in your own laboratory. We will welcome back our trade partners to display up to date technology to allow conference participants to learn the new advances and initiatives. This will also be an excellent continuing educational opportunity to obtain CPD points towards your APACE certificate and certification. There will also be opportunity for touring destinations in South Australia to appreciate its natural landscapes. Professor Denise Jackson President, AIMS. |
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