Abstract: Objective To explore the practice and evaluation of GROW model teaching based on constructivism and ISO15189 in the internship teaching of clinical laboratory technology. Methods A controlled experimental study was conducted. A total of 36 undergraduate students majoring in clinical laboratory technology who interned in the Laboratory Department of Affiliated Shenzhen Children's Hospital of Shantou University Medical College from June 2022 to May 2024 were selected as research subjects. Eighteen students who interned before ISO15189 accreditation were assigned to the control group, and 18 students who interned after accreditation were assigned to the experimental group. The experimental group received GROW model teaching based on constructivism and ISO15189, while the control group received traditional internship teaching. The Kirkpatrick Four-Level Evaluation Model was used to assess teaching effectiveness at the reaction level, learning level, behavior level, and result level. Data were analyzed using independent sample t-test and chi-square test. Results (1) Reaction level: The satisfaction score for the teaching method in the experimental group (4.39±0.61) was higher than that in the control group (3.89±0.58), P=0.017. (2) Learning level: The exam score on the ISO15189 quality management system in the experimental group (87.67±5.37) was higher than that in the control group (83.89±4.68), P=0.031. The experimental group also achieved higher scores in skill operation and simulated scenario response assessments, as well as in professional positive attitude and self-confidence (all P<0.05). However, there was no significant difference between the two groups in the theoretical knowledge exam score (P>0.05). Before teaching, there were no significant differences between the two groups in the scores of the Critical Thinking Disposition Inventory and the Personal Growth Initiative Scale (both P>0.05). After teaching, the experimental group scored significantly higher than the control group on both scales (both P<0.05). (3) Behavior level: The total score for hands-on clinical specimen operation under teacher supervision, clinical real-case report interpretation, and communication ability in the experimental group (82.33±1.50) was higher than that in the control group (79.11±2.74), P<0.001.(4) Result level: Six months after the internship, there were no significant differences between the two groups in the postgraduate admission rate or employment rate (both P>0.05). However, employers' evaluation scores for job competencies, including professional skills, professional quality, management ability, and overall personal comprehensive quality, were higher in the experimental group (89.20±10.40) than in the control group (80.30±7.80), P<0.001. Conclusions The GROW model teaching based on constructivism and ISO15189 improves students' internship teaching effectiveness at multiple levels and helps cultivate high-quality clinical laboratory technology professionals.

Key words: Total quality management, Constructivism, GROW model, Medical laboratory