This study is grounded in Kolb’s experiential learning theory, which conceptualises learning as a cyclical process comprising concrete experience, reflective observation, abstract conceptualisation and active experimentation (Kolb 2014). Experiential learning theory emphasises that learning is strengthened when students engage in authentic experiences that enable them to reflect, integrate theory with practice and apply new understanding in professional contexts (Kolb 2014).

Similarly in MLS education, laboratory excursions complement structured experiential learning activities that expose students to real-world diagnostic environments beyond the university setting. These experiences allow students to observe contemporary laboratory technologies, workflows, quality control procedures and professional roles, thereby facilitating reflection on differences between academic instruction and industry practice. Through this process, theoretical knowledge is contextualised and meaningfully integrated, supporting perceived learning outcomes such as enhanced technological awareness, improved theory–practice integration, development of professional understanding and increased engagement with the curriculum in alignment with Kolb’s learning cycle (Easton 2025; Van Niekerk 2018).

The conceptual application of Kolb’s learning cycle to this study is illustrated in Figure 1, which demonstrates how industry-based laboratory excursions function as experiential learning opportunities within MLS education. The figure highlights student engagement in authentic experiences, reflect on observed laboratory practices, integrate theoretical knowledge with real-world applications and apply this understanding in academic and professional contexts.

This study was conducted at MUT, a public UoT in South Africa, focusing on students enrolled in the BHSc: MLS programme. The 4-year programme combines campus-based lectures and laboratory practicals during Levels 1–3 with work-integrated learning and a compulsory industry internship in the fourth year. Infused with online learning, teaching is predominantly delivered through face-to-face lectures and structured practical sessions across core laboratory disciplines, aimed at reinforcing theoretical content.

The programme enrols a predominantly female student population, with females constituting the majority across Levels 1–3, while male students are fewer. As most students enter the programme without prior exposure to laboratory environments, this highlights the importance of industry-based laboratory excursions in supporting contextual learning and professional socialisation.

This study adopted a cross-sectional descriptive survey design to explore MLS students’ perceptions of industry-based laboratory excursion exposure on their learning experiences. A mixed-methods approach was employed, enabling the integration of quantitative descriptive (Likert-scale responses) trends with qualitative (open-ended responses) explanatory insights, providing a comprehensive understanding of students’ perceptions. Data were collected concurrently and analysed using a convergent mixed-methods approach. The study was cross-sectional in nature, as data were collected at a single point in time without follow-up or longitudinal comparison.

The study was conducted among students enrolled in the BHSc: MLS programme at MUT. The target population comprised Level 1–3 MLS students, who are actively engaged in theory and laboratory practical learning and who had participated in at least one industry-based laboratory excursion as part of their training. Level 4 students were excluded, as they are engaged in full-time workplace internships and no longer participate in university-based lectures or practical sessions.

A census sampling approach was employed, whereby all the eligible students (approximately 120) were invited to participate. A total of 83 students voluntarily participated, yielding a 69% response rate, which is acceptable for survey-based educational research. The demographic profile of respondents comprised 72% females and 28% males, with most participants aged 18–24 years and a small proportion aged 25 years and above. While non-response bias cannot be entirely excluded, the response rate and demographic distribution were reflective of the typical BHSc: MLS student cohort, suggesting reasonable representativeness of the sample.

Data were collected using a self-administered, semi-structured online questionnaire developed by the researchers and administered through Google Forms. Data collection spanned 2.5 months (August 2025–October 2025). No existing validated instrument was identified that adequately captured undergraduate MLS students’ perceptions of laboratory excursion exposure within the South African UoT context; therefore, a researcher-developed questionnaire was utilised. The online format allowed participants to complete the questionnaire anonymously and at their convenience.

Questionnaire development was informed by: (1) A review of literature on experiential learning, field-based education and MLS training and (2) the study’s conceptual framework. The instrument consisted of two sections:

Quantitative data were analysed using descriptive statistics, including frequencies, percentages, means (M) and standard deviations (SD) in Microsoft Excel, with results presented using figures and summary tables. Inferential statistical analyses were not conducted, as the study was a cross-sectional, descriptive mixed-methods investigation focusing on students’ self-reported perceptions rather than hypothesis testing or causal inference. Descriptive statistics were interpreted using the following criteria: mean scores between 1.0–2.4 were considered low agreement, 2.5–3.4 as moderate or neutral agreement and 3.5–5.0 as high agreement. These categories were used to interpret the extent of students’ perceptions across measured domains.

Qualitative responses were analysed through inductive thematic content analysis involving repeated reading, open coding and theme development. To enhance analytical credibility and trustworthiness, data were coded independently by the primary researcher and an experienced academic staff member, followed by consensus discussions to refine themes. Moreover, an additional qualitative researcher reviewed the final coding framework and theme structure. Dependability was supported by an audit trail documenting all coding decisions, while reflexive practices were maintained to minimise researcher bias. Confirmability was strengthened through collaborative theme validation. Finally, quantitative and qualitative findings were integrated during the interpretation stage to examine convergence, complementarity and divergence, thereby strengthening mixed-methods rigour.

Ethical clearance was obtained from the Mangosuthu University of Technology Research Ethics Committee prior to data collection with reference number RDI/09/2025. To minimise coercion and power dynamics, a neutral recruiter or administrator, an alumnus, facilitated participant recruitment. After scheduled class lectures, students were provided a verbal briefing about the study and invited to participate voluntarily.

Subsequently, an information letter, informed consent form and invitation letter containing a link to the online survey were distributed electronically through class representatives. Prior to accessing the questionnaire, participants were directed to an electronic consent page within the survey link, after which consenting participants were able to proceed to the questionnaire. To enhance participation, weekly reminders were communicated after lectures through class representatives and lecturers within the Biomedical Sciences department. It was emphasised that participation was voluntary, anonymous and confidential, and students were informed of their right to withdraw without penalty.

The qualitative findings presented here provide a detailed explanation of the patterns observed in the quantitative results, offering deeper insight into students’ experiences of laboratory excursions, training gaps and recommendations for improvement.

Qualitative responses were analysed thematically, with respect to the following domains:

To present an integrated analysis of the quantitative and qualitative results, a joint display was used to summarise key findings across study constructs. As shown in Table 3, the table aligns mean scores and variability from the quantitative analysis with corresponding qualitative themes, highlighting areas of convergence, complementarity and divergence between data sources to provide a concise overview of patterns observed across both methods.

The findings reveal that students perceived laboratory excursions as very effective in enhancing their exposure to modern diagnostic technologies. This interpretation is supported by convergence between high levels of quantitative agreement and qualitative accounts describing exposure to automated analysers, digital diagnostics, laboratory information systems and integrated workflows. Together, these findings indicate that students view excursions as providing access to contemporary diagnostic environments that may not be readily available within university settings.

These outcomes are consistent with previous studies that have highlighted the value of early exposure to automated and digital laboratory systems in MLS education (Alum 2024; Merrill et al. 2023). However, rather than simply confirming prior work, the present study extends existing literature by demonstrating how such exposure occurs in practice primarily through observation of integrated workflows rather than direct interaction with technologies. Interpreted through Kolb’s experiential learning model (Kolb 2014), excursions strongly support concrete experience, enabling students to observe professional laboratory practice in authentic settings. Similarly, the growing emphasis on artificial intelligence, automation and data-driven diagnostics aligns with calls by Herman et al. (2021), Pennestrì and Banfi (2022) and Waheed et al. (2023) for early technological literacy in laboratory medicine training.

Nonetheless, the presence of minority perceptions describing excursions as brief overviews highlights variability in exposure quality. This suggests that while technology exposure is broadly achieved, inconsistency in excursion structure may limit the depth of learning for some students.

While students generally valued industry-based laboratory excursions, perceptions of practical skill development were more variable. Qualitative findings indicated that students perceived the excursions as largely observational, noting limited opportunities for hands-on participation. This shared perspective helps explain their neutral quantitative responses regarding skills acquisition and suggests that students view exposure to professional environments alone as insufficient for developing procedural competence without supervised practice.

These findings are consistent with experiential learning literature, which emphasises that active engagement is critical for skill development. Previous studies have shown that observation enhances conceptual understanding, but sustained hands-on involvement is required for the development of practical competence and professional confidence (Ja’afar-Furo et al. 2017; Prashant et al. 2020). Similarly, Hole (2018) noted that early field experiences may influence professional thinking and identity before measurable skill gains are evident, particularly among junior students. Neutral or negative perceptions may therefore reflect differences in excursion structure, duration or students’ stage of training rather than lack of educational value. In relation to Kolb’s model, this suggests that while excursions support early stages of experiential learning, opportunities for active experimentation remain constrained.

Despite variability in perceived skill development, students expressed strong support for incorporating laboratory excursions more formally into the curriculum. This aligns with studies reporting that students recognise the motivational and professional benefits of field-based learning even when opportunities for hands-on practice are limited (Foo & Foo 2022). Collectively, these findings suggest that while excursions contribute to professional awareness and motivation, their effectiveness in enhancing practical skills may be strengthened through structured design that includes supervised participation and alignment with learning outcomes, thereby supporting fuller engagement across the experiential learning cycle.

The findings suggest that students perceive a misalignment between university laboratory environments and contemporary industry practice. While quantitative results demonstrated strong agreement regarding exposure to modern diagnostic technologies during excursions, qualitative insights revealed that students simultaneously perceived significant gaps within academic training environments. These included limited infrastructure, outdated equipment and a continued reliance on manual techniques, contrasted with the automation, integration and efficiency observed during excursions. This integration of findings suggests that laboratory excursions function as a critical point of contrast through which students become aware of discrepancies between academic preparation and professional practice. These perceptions align with existing literature highlighting infrastructural and technological constraints in resource-limited higher education contexts (Abidemi et al. 2024; Cadamuro 2023).

Rather than positioning excursions as a complete solution, the findings suggest that students experience these visits as a bridging mechanism, offering contextual exposure that highlights what professional practice entails. This interpretation is consistent with studies demonstrating that exposure to digital pathology, virtual microscopy and automated systems can enhance conceptual understanding even when hands-on access is limited (Donkin, Askew & Stevenson 2019; Lakhtakia 2021).

Within the context of Kolb’s experiential learning theory, these findings suggest that excursions effectively support concrete experience and reflective observation but may not fully facilitate active experimentation, which is essential for skill acquisition. This highlights the need for complementary educational strategies that incorporate structured practical engagement and updated laboratory infrastructure. Therefore, while excursions provide valuable contextual insight, reliance on them alone risks reinforcing surface-level familiarity with technologies unless accompanied by curriculum modernisation and institutional investment, as emphasised by Waheed (2018) and Akanji (2025).

The findings provide important insight into how laboratory excursions can be strengthened to better support experiential learning in MLS education. Both quantitative and qualitative metrics reveal vigorous student advocacy for integrating these excursions into the curriculum. While quantitative data reflects a strong consensus regarding curriculum inclusion, qualitative insights provide actionable recommendations to enhance their structure, delivery and pedagogical impact.

Students consistently recommended more frequent and longer excursions, alongside the need for structured planning and academic guidance. In addition, qualitative responses highlighted a strong desire for hands-on engagement, suggesting that students perceive observational exposure as insufficient for developing practical competence. These findings directly align with the variability observed in quantitative perceptions of practical skill development, where neutral and divergent responses reflect limited opportunities for active participation.

These findings are consistent with existing literature emphasising the importance of structured experiential learning, guided engagement and reflective practice in maximising the value of field-based learning (Fedesco et al. 2020; Foo & Foo 2022). The present study adds to this body of work by grounding these recommendations in MLS-specific contexts and by highlighting the need for pedagogical alignment with learning outcomes rather than ad hoc exposure.

Furthermore, qualitative findings identified a perceived need for broader exposure to diverse laboratory settings, improved logistical planning and stronger collaboration between educational institutions and industry partners. These recommendations suggest that the effectiveness of excursions is closely tied to their design, organisation and alignment with curriculum objectives.

However, it is important to note that a minority of students expressed satisfaction with the current structure of laboratory excursions and practical training, indicating that they perceived existing experiential opportunities as adequate for industry preparation. These divergent perceptions suggest variability in students’ learning needs, expectations and prior exposure to laboratory environments. Recognising this variability is important, as it highlights that while there is strong overall support for improving excursions, enhancements should be flexible and responsive rather than uniform. Collectively, the findings support a balanced approach that retains effective aspects of current practice while strengthening structure, supervision and experiential depth to better support diverse student learning trajectories.

The findings of this study offer important implications for MLS education within UoT. While laboratory excursions provide essential exposure to modern diagnostic technologies and facilitate theory–practice integration, their capacity to foster practical skills remains constrained by their predominantly observational nature. To enhance their pedagogical impact, excursions should be more systematically integrated into the curriculum, with clearly defined learning outcomes, structured guidance and opportunities for reflection. Incorporating supervised hands-on components and strengthening partnerships with industry may further support the development of practical competencies and professional readiness.

Based on these findings, it is recommended that laboratory excursions be formally integrated into the MLS curriculum, with increased frequency and alignment to module learning outcomes. Incorporating guided, supervised hands-on activities, alongside structured pre- and post-excursion reflection, may enhance practical skill development and professional readiness. Strengthening academic facilitation and collaboration with industry partners is also recommended to ensure more consistent and meaningful experiential learning. Future research should consider longitudinal and comparative designs, as well as the inclusion of objective competency measures to further evaluate the impact of structured excursion models on MLS students’ professional development.

This study is not without limitations. Although a census sampling approach was employed, participation was limited to students who were available and willing to take part during the data collection period, which may have influenced sample representativeness. Furthermore, the study was conducted at a single institution, which limits the statistical generalisability of the findings beyond the specific study population.

Given the qualitative component of the study, the findings are not intended to be generalised in a statistical sense. Instead, the detailed contextual description of the study setting, participants and programme supports the transferability of findings to similar MLS programmes within comparable educational contexts.

The study relied on self-reported perceptions, which are subject to recall bias and potential social desirability bias. Participants reflected on prior laboratory excursion experiences rather than real-time engagement, which may affect the accuracy of responses. Additionally, the study examined perceived rather than objectively measured outcomes, and therefore conclusions cannot be drawn regarding actual competency or skill acquisition.

Finally, the cross-sectional design does not allow examination of changes in students’ learning over time or comparison between groups with differing levels of excursion exposure. While the mixed-methods approach strengthened explanatory depth, future studies incorporating longitudinal designs, objective competency assessments and comparative analyses would provide more robust evidence on the impact of structured laboratory excursions on professional readiness in MLS education.