Previously submitted to: JMIR Medical Education (no longer under consideration since Nov 20, 2024)
Date Submitted: Aug 1, 2023
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Prenatal screening and diagnosis teaching mode using clinical laboratory diagnostic pathway in laboratory medicine
ABSTRACT
Background:
Conventional prenatal screening and diagnosis only included serological screening, NIPT (Non-Invasive Prenatal Testing) and amniotic fluid chromosomal karyotype analysis, which cannot meet the needs of eugenics.
Objective:
In this study, a novel prenatal screening and diagnosis laboratory testing strategy is established to improve teaching efficiency and enhance the effects of talent cultivation in laboratory medicine.
Methods:
The guidelines and expert consensuses of prenatal screening and diagnosis were gathered from the professional website of prenatal screening and diagnosis and databases. The clinical laboratory detection strategies were formulated to establish the clinical laboratory diagnostic pathway according to different stages of prenatal screening and diagnosis. The questionnaire, mutual evaluation and paper examination were used to evaluate the teaching effectiveness before and after the teaching of the clinical laboratory diagnostic pathway of prenatal screening and diagnosis.
Results:
The prenatal screening and diagnosis clinical laboratory diagnostic pathway was established and approved by clinicians, which included the serological screening, ultrasound screening, carrier screening and direct prenatal diagnosis. The questionnaire results showed that more improvement and significant improvement percentage were significant increased (P < 0.01) and the no improvement and light improvement percentage were significant decreased (P < 0.01) after using the teaching mode of prenatal screening and diagnosis clinical laboratory diagnostic pathway. The mutual evaluation between teachers and trainees showed the contents were significantly improved including points highlighted, accuracy of answering questions, stimulating learning interest and initiative, et al. after the teaching of prenatal screening and diagnosis clinical laboratory diagnostic pathway (P < 0.05). The paper examination of trainees also expressed higher scores after the teaching of prenatal screening and diagnosis clinical laboratory diagnostic pathway (P < 0.05).
Conclusions:
It is necessary to establish the diseases clinical laboratory diagnostic pathway for a novel teaching mode to improve the teaching quality in laboratory medicine, which may increase the confidence of teachers and trainees and enrich their knowledge.
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