Formative Assessment and a Web-Based White Blood Cell Identification Trainer: An Exploratory Intervention Study

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-8 - Poster Session: Education and Assessment in the Professions

Abstract

Technology-based formative assessment has shown student gains across a variety of contexts. The present study investigated the impact of technology-based formative assessment on student white blood cell identification performance and variation across student demographics. Using the WBC (White Blood Cell) Differential Simulator, data were collected from a first-semester study of Hematology in a Clinical Laboratory Sciences (N = 29). Results indicated a significant difference from pre to post-test (p < .001), significant main effects of pre-and posttest scores for gender, age, ethnicity, undergraduate years completed, GPA, and number of study hours per day (p < .05), and a significant interaction for major (p = .009). These results indicate the benefits of technology-based formative assessments in medical training and mixed-major courses.

Authors

• Kelli Ryan, Kent State University

• Aryn C. Karpinski, Kent State University - Kent

• Daniel E. Haun, Louisiana State University - Health Sciences Center New Orleans

• Angela B. Foley, Louisiana State University - Health Sciences Center New Orleans

• Kristen E Chighizola, Louisiana State University - Health Sciences Center New Orleans