Boosting retention, satisfaction & success in a microsession model of learning: Cross-sectional survey of students and staff.

Introduction
This project investigated the experiences of students and staff in the Bachelor of Medical Laboratory Science (Pathology) course that was implemented in 2021. This course comprises of online, on-campus, and work-place learning taught in 8-week blocks, or ‘microsessions’, as opposed to the traditional 16-week semester. Current methods of student feedback such as the Subject Evaluation Survey (SuES) are specific to each subject, and the results are rarely disseminated to fellow academics and the student population.

Aims/Objectives
The primary aim of this project was to optimise our course offering by identifying key aspects that facilitate or hinder student retention, satisfaction and success through thematic analysis. Our second aim was to survey teaching staff, to determine whether this model provided a good working environment.

Methods
The study is a snapshot that captures first- to final- year experiences of students and staff, collecting demographics, and identifying factors that lead to satisfaction and success. An anonymous, cross-sectional online survey was disseminated to all enrolled students and teaching staff within the program. Demographical information was collected to understand the population. Likert-scale questions relating to student & staff satisfaction and overall learning and teaching experience was collected and analysed using JASP (v.0.18.3). Open-ended comment questions regarding facilitators and barriers to student success were thematically analysed using Nvivo (v.13) software.

Results
The majority of students who responded showed that they are engaged in full-time work, distance education, and live in regional Australia. What attracted students to choose this course included: Professional Development/Career Advancement, Interest in the field, Accreditation from the Australian Institute of Medical Sciences (AIMS), and Online Distance Learning. Students reported flexibility in learning format, staff adaptation, approachability, and diversity as benefits of the course, while the lack of breaks, effects to work/life/study balance, and crammed content as barriers to their success. Staff similarly reported flexibility in teaching, quick teaching, and interaction with students via technology as a benefit, while highlighting that overlapping sessions with lack of breaks as a barrier to optimal work conditions.

Discussion
Our study provides unique insight in both student and staff populations, highlighting the needs and priorities that they value in their educational experience. An intensive microsession format vs traditional tri-semester format for accredited MLS programs still meet standards and deliver successful GLOs. Innovative learning and teaching approaches in the intensive microsession format enable more flexibility for both students and staff. Students acknowledged that there were challenges to the intensive mode of learning, but felt it was worth the trade-off for career advancement/professional development. Staff who were adaptable or flexible in this type of learning environment and demonstrated support for their students were highlighted as the most beneficial aspect of a student’s overall learning experience. However, staff who teach in both microsession and traditional semester subjects concurrently felt there were numerous barriers that prevented them from doing their best.

Conclusion
The intensive nature of learning and teaching in microsessions is stressful for both staff and students alike, however, good communication, clarity in expectations and forward planning allow for a better environment.