Assessment of Laboratory Knowledge, Practical Competency, and Learning Outcomes Among Undergraduate Medical Students
Keywords:
Medical Education, Laboratory Competency, Academic Engagement, knowledge Score, Cross-sectional Study, Statistical AnalysisAbstract
Background: Medical education is based on the support of theory, academic activity and competency in the laboratory. The aim of this study was to assess the academic engagement, lab exposure and knowledge scores of medical undergraduate students and to statistically associate them. Methods: This cross sectional analytical study (n=120) used stratified sampling technique and a structured questionnaire was developed specifically for the study, which included a knowledge assessment score test (15 items) to assess the level of knowledge, a frequency score test to assess the level of academic engagement (study hours, attendance and use of digital learning), a hands-on participation score test to assess the level of exposure on the laboratory, and a supervision score test to assess the level of supervision in the laboratory. SPSS v26 was used for the statistical analysis. Descriptive statistics (mean ± SD and percentages) were calculated. Independent t-test and one-way ANOVA were used for group comparisons. Pearson correlation coefficient and Chi square test were used to examine the relationship between the variables, at p < 0.05 significance level. Results: Out of 120 participants, the mean age was 21.1 ± 1.6 years with 52.5% of females. There was a significant difference in the knowledge scores between students with high and low laboratory exposure (68.9 ± 9.8 vs 54.2 ± 10.5, p < 0.001). There was a moderate positive correlation between the study hours and knowledge score (r = 0.41, p < 0.01). Academic engagement (ANOVA, F = 6.72, p = 0.002) was a significant factor for laboratory competency scores. A significant correlation between year of study and level of lab participation was found using a chi-square test (χ² = 14.3, p = 0.01). Generally, regression analysis showed that laboratory exposure had the highest beta (0.36, p < 0.001) that contributed to the knowledge score. Conclusions: Academic involvement and practical experience in the laboratory have a significant effect on the knowledge building and skill acquisition of medical students.
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