This issue is common to most course subjects taught at medical schools throughout the United States, yet what makes laboratory medicine unique amongst the pre-clinical sciences is that this field has both cognitive and psychomotor components. The cognitive aspect is knowledge based, and it tracks advancement from simply remembering terms towards the ultimate goal of mastery . The psychomotor component is hands-on, and it is used to develop a learner’s ability to become competent with specific skills . Laboratory medicine fits within both of these domains, as the interpretation of diagnostic laboratory tests is cognitive, while the performance of the test is psychomotor. Because of this duality, the outcomes of training laboratory medicine can be explored in interesting ways to determine whether teaching the psychomotor component can actually aid the cognitive aspects.