Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Health Related Sciences
First Advisor
Melissa Jamerson
Abstract
The purpose of this study was to evaluate the impact of a hands-on case-based laboratory review session on Clinical Qualifying Examination (CQE) performance, number of attempts needed to pass, and students’ self-perceived understanding of course material. The review session was for medical laboratory sciences (MLS) students at a Mid-Atlantic university. CQE scores for students who attended the laboratory session were compared to students in a previous cohort at the same institution who did not receive the intervention. This study was grounded in constructivist learning theory. Six one-way Analysis of Variance (ANOVA) tests were used to analyze the CQE scores for the first attempt. A Pearson Chi-Square test was used to analyze differences in the proportion of students who required a second or third attempt to pass. The Assessing Student Perspective of Engagement in Class Tool (ASPECT) was given to review session attendees immediately after the review session, and Item 13 was analyzed to evaluate the self-perceived increase in understanding of course material reported by review session attendees. Descriptive statistics were used to evaluate the remaining responses to the other 15 Likert-style items. Results indicated no statistically significant improvement in CQE performance or difference in the need for a second or third examination attempt in order to pass between groups. However, students who participated in the case-based review session reported high levels of perceived understanding, engagement, and preference for the case-based instructional format. The majority of participants strongly agreed that the review session increased their understanding of course material and expressed preference for courses incorporating this approach. Exam-based performance improvements were not seen, but the positive ASPECT feedback suggests that this type of review session may enhance student engagement and perceived understanding. This supports its consideration for integration into the MLS curriculum.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-22-2026
Included in
Adult and Continuing Education Commons, Laboratory Medicine Commons, Medical Education Commons, Other Medical Sciences Commons, Scholarship of Teaching and Learning Commons