VARK preference and perception of online versus offline professional development training of medical laboratory technologists

• Published in: Irish journal of medical science Vol. 192; no. 5; pp. 2337 - 2343
• Main Authors: Biswas, Monalisa, Belle, Vijetha Shenoy, Geetha, BS, Varashree, Maradi, Ravindra M., Joshi, Vivek R., Prabhu, Krishnananda
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.10.2023
• Subjects: Family Medicine; General Practice; Internal Medicine; Medicine; Medicine & Public Health; Original; Original Article; Learning preferences; Medical laboratory technologists; Continuous professional development; VARK; Feedback; Online training
• ISSN: 0021-1265; 1863-4362
• DOI: 10.1007/s11845-022-03251-z

Objective This study aims to understand the learning preferences and perception of medical laboratory technologists on sudden shift from offline to online training sessions during COVID-19 pandemic. Methods Microsoft form containing twenty-four questions was circulated to the twenty-five laboratory technologists after 1 year of online continuous professional development training. VARK questionnaire was circulated to understand the learning style. Results Provision of recording lectures, significant reduction of performance anxiety, anxiety associated with criticism, and QA sessions emerged as the major positive aspects of a virtual training platform. Analysis of learning preferences revealed that most technologists had a unimodal aural (45%) or kinesthetics (33%) than visual (11%) and reading (11%) learning preference. In bimodal learning preference, AK (44.44%) emerged as the predominant form. Forty percent of the technologists showed trimodal learning pattern with 50% among them showing an ARK pattern while 25% each showing VAK and VRK patterns of learning preferences. Conclusion Medical laboratory technologists adapted well to the sudden shift from offline to online continuous development programs. However, efficient managerial mechanisms to address the major perceived hurdles and designing a multimodal training module to accommodate the learning preferences of our technologists can ensure enthusiastic participation and effective learning among medical laboratory technologists.