Learning styles and outcomes in clinical laboratory science.

OBJECTIVE: To compare two learning styles--reflective observation versus active experimentation--in terms of learning outcomes. DESIGN: The independent variable, student learning styles, was generally defined as styles determined by use of the Kolb's Learning Style Inventory. The styles were identified as either active experimentation or reflective observation. The dependent variables were learning outcomes that were determined by two methods: the average score on eight posttests scheduled at periodic intervals and a national certification examination score. SETTING: Clinical laboratory science education program at the University of Nebraska Medical Center in Omaha and at six clinical sites in other cities across Nebraska. PARTICIPANTS: Forty senior clinical laboratory science students enrolled in a baccalaureate degree program. MAIN OUTCOME MEASURES: Data analysis consisted of descriptive statistics, two-way analysis of variance, two-way analysis of covariance, and repeated measures analysis of variance. RESULTS: Results showed no significant difference between the students' examination scores based on learning styles. There was no significant difference in the pattern of the examination scores over the semester of learners who were active experimenters versus reflective observers. CONCLUSION: Results of the study generally did not support the conclusions of the earlier research; students' learning styles did not affect their examination scores. No pattern in the examination scored exists in the learning style groups.

Distance education outcomes in clinical laboratory science.

OBJECTIVE: To compare 2 types of delivery methods for clinical laboratory science students-the technology-driven method at distance sites versus the on-site method on campus-in terms of learning outcomes. DESIGN: The independent variable in this quasi-experimental study was the delivery method consisting of interactive videoteleconferencing and on-site classroom methods. The dependent variables were learning outcomes that were determined by 2 methods: the average score on 8 posttests scheduled at periodic intervals and a national certification examination score. SETTING: Clinical laboratory science (CLS) education program at the University of Nebraska Medical Center in Omaha and at 6 clinical sites in other cities across Nebraska. PARTICIPANTS: 40 senior CLS students enrolled in a baccalaureate degree program. Control group participants were assigned to 2 clinical sites in the Omaha area, and the experimental group were assigned to 6 distant clinical sites. MAIN OUTCOME MEASURES: Data analysis consisted of descriptive statistics, 2-way analysis of variance (ANOVA), 2-way analysis of covariance (ANCOVA), repeated measures analysis of variance, and Hotellings T2. RESULTS: Results showed no significant difference between the students' examination scores based on delivery method (p > 0.05), except in the chemistry topic area. There was no significant difference in the pattern of the examination scores over the semester of learners who were instructed by interactive videoteleconferencing methods and learners who were instructed by on-site classroom methods. CONCLUSION: Results of the study generally support the use of interactive videoteleconferencing as an effective, alternative delivery method for CLS students who cannot attend class on campus. Analysis by topic areas suggests that additional studies are needed to validate the variance found in the chemistry subject area.

Allied health faculty attitudes toward rural clinical practice.

Research findings of allied health practitioners' attitudes toward rural practice are limited. The purpose of this study was to identify attitudes of faculty members in a school of allied health toward rural vs. urban living, clinical education, and practice. A survey consisting of demographic and attitudinal questions was mailed to 233 faculty representing five professions. The response rate was 63.5%. The majority viewed rural living as having both positive and negative aspects. Placement of clinical students in rural areas was seen as enhancing rural recruitment. Rural professional issues were viewed as mixed with the most positive aspect being greater intellectual challenge. There were a few significant attitude differences by gender, age, years of experience, profession, hometown location, and practice location site. The findings of this study generally support previous research and contribute additional knowledge regarding attitudes toward rural practice. Further studies of allied health professionals appear warranted.

Assessment of health and stress levels in school personnel.

The purpose of this study was to evaluate current health status and awareness of individual health risk factors of school personnel using a health risk appraisal and select screening tools. One hundred eleven elementary and junior high school faculty and staff participated in a health screening and computerized assessment to evaluate individual health status. Analysis revealed significant findings for cholesterol, HDL cholesterol ratio, mean arterial pressure, and perceived stress. Results from this study will assist school nurses in defining target health behavior areas for health promotion/wellness activities.

A multifocal comparison of health status and physical readiness test results of Navy personnel.

Many health risk factors are behaviorally related and therefore subject to modification. This study compared health risk appraisal (HRA) age, chronological age, identified risk factors, physiological measures, and demographic variables with Physical Readiness Test results of 100 active duty Navy personnel. Cholesterol levels were 200 mg/dl or greater in 42% of the subjects, with 32% having total:high-density lipoprotein cholesterol ratios of 5.0 or above. Additionally, HRA ages were significantly higher than chronological ages (p < or = .05). This study presents methods for (1) identifying needs for health teaching and/or counseling, and (2) increasing individual awareness of health risk factors and the effects of lifestyle on health risk.