American journal of clinical pathology · 2026
Increasing awareness of effective laboratory test utilization via case-based microlearning.
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Kelly Melissa A, Basu Debby, Gupta Sachin, Gupta Saashiv
Аннотация
OBJECTIVES: The purpose was to examine how effective a case-based microlearning course was in increasing knowledge of evidence-based practices in effective test utilization of laboratory testing pertaining to an array of diseases and illnesses, including pancreatitis, cardiac injury, inflammation, Lynch syndrome, and respiratory viruses.
METHODS: The course presented learners with a scenario targeting aspects of effective test utilization, such as the use of unnecessary tests, the underutilization of appropriate tests, and the overconsumption of supplies, and asked them about a specific recommendation or course of action. Learning was measured via a pretest and posttest.
RESULTS: More than 8725 learners completed the course, the majority of whom were medical laboratory scientists (n = 4979, 57.1%). Mean (SD) test scores increased significantly, from 31.7 (17.4) to 92.8 (17.2), t(8724) = 245.9, P < .01, η2 = 0.9. For each assessment item, χ2 analyses showed that the percentage of respondents who answered correctly on the posttest was significantly higher than on the pretest, with increases ranging from 35.5% to 75.8%.
CONCLUSIONS: The results from the pretest and posttest showed that the course significantly increased knowledge of evidence-based testing practices for diagnosing a variety of diseases and illnesses, including pancreatitis, cardiac injury, inflammation, Lynch syndrome, and respiratory viruses.
METHODS: The course presented learners with a scenario targeting aspects of effective test utilization, such as the use of unnecessary tests, the underutilization of appropriate tests, and the overconsumption of supplies, and asked them about a specific recommendation or course of action. Learning was measured via a pretest and posttest.
RESULTS: More than 8725 learners completed the course, the majority of whom were medical laboratory scientists (n = 4979, 57.1%). Mean (SD) test scores increased significantly, from 31.7 (17.4) to 92.8 (17.2), t(8724) = 245.9, P < .01, η2 = 0.9. For each assessment item, χ2 analyses showed that the percentage of respondents who answered correctly on the posttest was significantly higher than on the pretest, with increases ranging from 35.5% to 75.8%.
CONCLUSIONS: The results from the pretest and posttest showed that the course significantly increased knowledge of evidence-based testing practices for diagnosing a variety of diseases and illnesses, including pancreatitis, cardiac injury, inflammation, Lynch syndrome, and respiratory viruses.