Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives
Abstract Background Technological Literacy (TL) is crucial in Biomedical Laboratory Science (BLS) for navigating the evolving Healthcare 4.0 landscape. This study explores TL’s conceptualization, operationalization, and implications for BLS education and practice. Methods Utilizing a mixed-methods a...
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| Language: | English |
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BMC
2025-07-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07639-0 |
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| author | Filis Necip Henriette Lorenzen Camilla Christine Qvist Marianne Ellegaard Hendra Y. Agustian |
| author_facet | Filis Necip Henriette Lorenzen Camilla Christine Qvist Marianne Ellegaard Hendra Y. Agustian |
| author_sort | Filis Necip |
| collection | DOAJ |
| description | Abstract Background Technological Literacy (TL) is crucial in Biomedical Laboratory Science (BLS) for navigating the evolving Healthcare 4.0 landscape. This study explores TL’s conceptualization, operationalization, and implications for BLS education and practice. Methods Utilizing a mixed-methods approach, the study examined BLS curricula from University Colleges in Denmark. The research employed an explanatory sequential design, starting with quantitative data from questionnaires distributed to recent BLS graduates to identify trends and gaps. This was followed by qualitative interviews to gain deeper insights into these findings. Results The study finds a strong focus on application-oriented technology in BLS education. It identifies challenges such as curricular constraints, limited exposure to emerging trends, and the need for critical thinking skills. Recommendations include integrating critical thinking, ethical considerations, and experiential learning opportunities for supporting TL in BLS education. The research highlights the impact of hands-on experiences and authentic learning environments on student engagement with TL and stresses the importance of educator competencies, advocating for ongoing teacher training and professional development. Conclusion This study highlights the need for BLS programs to bridge theory and practice, emphasizing TL, hands-on learning, and faculty expertise. A comprehensive approach, integrating technical, ethical, and interdisciplinary skills, is essential to prepare graduates for a technology-driven healthcare landscape. Clinical trial number Not applicable. |
| format | Article |
| id | doaj-art-8bb03436ce82445db462022c97ded4b0 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-8bb03436ce82445db462022c97ded4b02025-08-20T04:03:06ZengBMCBMC Medical Education1472-69202025-07-0125111410.1186/s12909-025-07639-0Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectivesFilis Necip0Henriette Lorenzen1Camilla Christine Qvist2Marianne Ellegaard3Hendra Y. Agustian4Department of Pathology, Copenhagen University Hospital (Rigshospitalet)University College CopenhagenDepartment of Pathology, Copenhagen University Hospital (Rigshospitalet)University College CopenhagenDepartment of Science Education, Faculty of Science, University of CopenhagenAbstract Background Technological Literacy (TL) is crucial in Biomedical Laboratory Science (BLS) for navigating the evolving Healthcare 4.0 landscape. This study explores TL’s conceptualization, operationalization, and implications for BLS education and practice. Methods Utilizing a mixed-methods approach, the study examined BLS curricula from University Colleges in Denmark. The research employed an explanatory sequential design, starting with quantitative data from questionnaires distributed to recent BLS graduates to identify trends and gaps. This was followed by qualitative interviews to gain deeper insights into these findings. Results The study finds a strong focus on application-oriented technology in BLS education. It identifies challenges such as curricular constraints, limited exposure to emerging trends, and the need for critical thinking skills. Recommendations include integrating critical thinking, ethical considerations, and experiential learning opportunities for supporting TL in BLS education. The research highlights the impact of hands-on experiences and authentic learning environments on student engagement with TL and stresses the importance of educator competencies, advocating for ongoing teacher training and professional development. Conclusion This study highlights the need for BLS programs to bridge theory and practice, emphasizing TL, hands-on learning, and faculty expertise. A comprehensive approach, integrating technical, ethical, and interdisciplinary skills, is essential to prepare graduates for a technology-driven healthcare landscape. Clinical trial number Not applicable.https://doi.org/10.1186/s12909-025-07639-0Technological literacyCurriculumBiomedical laboratory scienceHealth educationQuality education |
| spellingShingle | Filis Necip Henriette Lorenzen Camilla Christine Qvist Marianne Ellegaard Hendra Y. Agustian Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives BMC Medical Education Technological literacy Curriculum Biomedical laboratory science Health education Quality education |
| title | Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives |
| title_full | Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives |
| title_fullStr | Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives |
| title_full_unstemmed | Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives |
| title_short | Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives |
| title_sort | technological literacy in biomedical laboratory science education a mixed methods study of curricula and student perspectives |
| topic | Technological literacy Curriculum Biomedical laboratory science Health education Quality education |
| url | https://doi.org/10.1186/s12909-025-07639-0 |
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