Date of Award
5-2026
Document Type
Independent Study
Degree Name
Masters of Science in Medical Laboratory Science (MS)
Department
Medical Laboratory Science
First Advisor
Samantha Peterson
Second Advisor
Brooke Solberg
Abstract
Learner centered teaching (LCT) has gained prominence across the health sciences, yet its specific impact on Medical Laboratory Science (MLS) education remains underexamined. This comparative literature review synthesizes findings from various empirical studies to evaluate how active, learner centered pedagogies - such as flipped classrooms, blended learning, team based learning, simulation, gamification, and structured feedback - perform relative to traditional lecture based instruction. Across diverse MLS and allied health contexts, LCT consistently improved cognitive outcomes including examination performance, laboratory skill proficiency, and long term retention. Equally significant were gains in affective outcomes: heightened self efficacy, motivation, engagement, teamwork, and professional identity formation. In contrast, lecture based methods demonstrated efficiency in content delivery but offered limited support for critical thinking, collaboration, and affective domain development; competencies increasingly emphasized by accreditation bodies and workforce expectations. Findings highlight a clear pedagogical advantage for structured, collaborative, and intentionally designed active learning models. This review underscores the need for discipline specific research, faculty development, and curriculum innovation to align MLS education with evolving professional demands, and to strengthen both cognitive and affective learning outcomes essential for modern laboratory practice.
Recommended Citation
Kuker, Kasey, "Pedagogical Strategies in Medical Laboratory Science Student Learning Outcomes: A Comparative Study of Learner-Centered and Lecture-Based Instruction" (2026). Medical Laboratory Science Independent Study Projects. 4.
https://commons.und.edu/mls-projects/4
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.