Remote Delivery of Related Learning Experiences for Medical Technology: Cases of Teachers and Students in Three (3) Higher Education Institutions

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{"abstract":"Related Learning Experience (RLE) provides opportunity for medical technology students and interns to practice what has been learned in the classroom obtained from laboratory classes in schools, clinical laboratories and hospitals designed to advance the diagnostic competencies of students in the performance of clinical laboratory procedures. This study aimed to describe the remote delivery of the Related Learning Experiences (RLE) during the COVID19 pandemic for Medical Technology as experienced by both the teachers and students in the 3 identified Higher Education Institutions. This study utilized Qualitative Case Study Design- Multiple case embedded approach. The participants of the study were the medical technology teachers handling RLE subjects and medical technology students from the three Higher Education Institutions (HEIs) who were enrolled in Bachelor of Science in Medical Technology program. The findings revealed that both teachers and students prepare for their remote teaching and learning in RLE, and apply various strategies to teach and learn. Teachers’ give assessments to students through computer software-aided assessments such as quizzes and exams, there are also online submissions required like recorded and live return demonstrations. Challenges were identified by teachers and students and coping strategies were also employed. Based on the findings, cases of teachers and students attending to remote delivery of RLE are affected with schools’ sufficiency or adequacy in instructional facilities like the laboratory, learning management system and laboratory manuals. Clarity of guidelines and timely feed backing can significantly and positively affect the institution’s teaching process in the remote delivery. It can be also noted that medical technology learner’s performance and attitude towards learning is relatively better compared with in-person approach. As shared, they also exert effort and somehow are motivated to learn and take part on their self-learning paces because they can see their teachers’ effort in teaching.","abstract_source":"original","authors":["Hazel Carbon-Granil","Dr. Wilter C. Friales"],"date":"2023-08-28","doi":"10.5281/zenodo.8290069","id":1895,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"3e556df9a2fdd69a3488734f83c837f81bedfe94dcb6068319dfcee8902ff888","schema":"scimatic-article/1","title":"Remote Delivery of Related Learning Experiences for Medical Technology: Cases of Teachers and Students in Three (3) Higher Education Institutions","volume":12}

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000000767"},"latest"]}'

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