Evaluation of Teaching Methods in Laboratory Hematology Graduate Programs

Abstract

Background: Graduate-level education in laboratory hematology is essential for training professionals to diagnose and manage blood disorders. The field demands a balance between theoretical knowledge and practical laboratory skills. Recent emphasis on evidence-based teaching methods aims to improve educational outcomes and prepare students for clinical applications. Objectives: This study evaluates the teaching methods used in graduate laboratory hematology programs, aiming to identify effective strategies that enhance both theoretical understanding and practical application. Methods: The study was conducted in two phases: Qualitative and quantitative. A total of 13 hematology professors were interviewed using semi-structured questions to gather insights on preferred teaching methods. The quantitative phase involved a survey of 73 postgraduate students and experts to validate the findings from the interviews. A researcher-designed questionnaire assessed the importance of various teaching methods. Results: The findings revealed that practical teaching methods, including case presentations and problem-solving activities, were highly valued in both master's and Ph.D. programs. Clinical teaching methods were particularly significant for Ph.D. students. Virtual teaching and instructor-centered approaches were rated as least effective due to their limited interactivity and lack of active student involvement. Conclusions: The study underscores the importance of student-centered, practical teaching methods in laboratory hematology education. It highlights the need for integrating clinical education and adapting teaching strategies to address the latest advancements in the field. Blended learning approaches combining online and in-person methods were found to be effective, particularly in laboratory courses. The research advocates for a shift toward more interactive, problem-solving-based teaching to better prepare students for real-world clinical scenarios.