Medical) Tectinalogy/ Clinical laionatory Science Education G INTENDED LEARNING OUTCOMES At the end of the lesson, the students should be able to; 1, enumerate the different general education and professional courses included in the Bachelor of Science in Medical Technology/Clinical Laboratory Science program; . discuss the importance of general education courses in the development of medical technologists/clinical laboratory scientists; and 3. explain the competencies of a medical technology professional in the 21st century.Medical Technology/Clinical Laboratory Science Education Bj] 0 PRE-TEST —_—s SR eat Score: _ Section: Daas Instructions: Choose the letter that corresponds to the correct answer and write it on the blank provided. 1. Under what domain of learning does the ability to perform laboratory tests fall? a. Cognitive ©. Affective b. Psychomotor 4. HOTS 2. On what months of the year is the licensure examination given? a. February and July c. March and November b. April and June d. March and August or September 3. A graduate who failed to pass the licensure for the third time may be allowed a retake provided the examinee has submitted which requirement/s: a. Certified true copy of his official transcript of record b. Certification that the examinee is graduate of CHED-recognized school of medical technology c. Certification of completion of refresher course d. Certified true copy of diploma 4. Which of the following are considered as major courses in the licensure examination: (1) Hematology, (2) Clinical Microscopy, (3) Microbiology and Parasitology, (4) Clinical Chemistry? a. 1,2,3,4 cag. 3 b. 13,4 d. 1,2,462 Principles of Medical Laboratory Sci 6. . Which of the fol x . In the current CMO, the internship training for the BSMT/B The assessment given during instruction is called: . An assessment tool that requires a live audience is: ” jence 1 component of a course is given an e If the laboratory ber of hours of the course for units, what is the total numl (18 weeks)? a. 36 c. 108 b. 162 d. 54 lowing are the criteria for the selection of the ,dical Laboratory Science? s00d (3) Holder of current pro Board of Medical Technology/Me (a) Certified Pathologist (2) Registered Medical Doctor (4) Registered Medical a 1,2,3,4 c 12,4 b. 12,3 d. 13,4 Under what branch of government does PRC fall? a. Justice c. Executive b. Legislative requires: a. 12months c. 6months : tin b. 18 months d. 9 months iti c. diagnostic d. evaluative a. formative b. summative a. debate c. reporting b. case presentation d. all ofthe aboveMedical Technology/Glinical Laboratory Science Education Definition of Curriculum Curriculum comes from the Latin word eurrere which means to run. A student enrolled in a program has to work hard and run with all his or her might in order to finish the race on time. Curriculum can be defined in many ways. Some of these are as follows: a. According to the Glossary of Educational Reforms, curriculum refers to the knowledge and skills students are expected to learn, which include the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. b. Curriculum refers to the means and materials with which students interact for the purpose of achieving identified educational outcomes. c. According to John Dewey, curriculum is the “continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodies of truth that we call studies... the various studies...are themselves experience—they are that of the race.” d. According to the Indiana Department of Education, curriculum refers to the planned interaction of students with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Looking into these definitions (and others), curriculum: a. is systematic and organized; b. explicitly states outcomes (knowledge, skills) the learners/students have to achieve and learn through the use of planned instructional processes and other learning implements in a specific period: c. consists of a planned process of measurement, assessment, and evaluation to gauge student learning; and d. is designed for students. Medical Technology Curriculum The Commission on Higher Education (CHED) was established on May 18, 1994 through the passage of Republic Act No. 7722, the Higher Education Act of 1992. CHED is the government agency under the Office of the President of the Philippines that covers institutions of higher education both public and private. It is tasked to organize and appoint members of the technical panel for each discipline/program area. Under CHED is the Technical Committee for Medical Technology Education (TCMTE) which is composed of leading academicians and practitioners responsible for assisting the Commission in setting standards among institutions offering Bachelor of Science in Medical Technology/Medical Laboratory Science program and in monitoring and evaluating such institutions. The BSMT/BSMLS 63principles of Medical Laboratory Science ? program is considered one of the allied health programs (others, Pharmacy, Physical Therapy, among others.). ‘The BSMT/BSMLS is a four-year pros thin tht : professional courses that students are-expected to complete within the first three yeap, fourth year is dedicated to the students’ internship training in CHED-accredited Jaboratories affiliated with their college/department. ond ‘Memorandum Order (CMO) No. 13, series ‘The Commission issued CHED " jn Medi (Policies, Standards, and Guidelines for the Bachelor of Sciencé am ledical Medical Laboratory Science program) as a guide for institutions offering the prog formance indicators, and the CMO contains the goals, program outcomes, PO a course offerings (general education core courses, and professiona® COMSES with units) of the BSMT/BSMLS program. This new MO is compliant with the K-12 Educational institutions offering the program are given certain leeway in en curriculum for their program. and whether each co ‘The prescribed minimum number of units per course, a laboratory or lecture component, are also indicated in the new CMO. One unit of le is equivalent to one hour of class meeting every week. Thus, a 3-unit lecture course 3 hours of class meeting per week which is equivalent to 54 hours per semester (fon year is divided into two ‘semesters, with each semester equivalent to 18 weeks) of Medical Laboratory Science 1 is an example of a 3-unit lecture without a. component. One unit of laboratory is equivalent to 3 hours of class meeting every W example is Clinical Bacteriology which is @ s-unit course composed of 3 units of 2 units of laboratory. This is equivalent to 3 hours of lecture and 6 hours of laboratory boratory hours per semester). iiqea (total of 54 lecture hours and 108 lal In the MT/MLS curriculum, the policy of taking prerequisites for some co followed. A student taking the BSMT/BSMLS program must be aware of the courses] needs to take in order to move on to more advanced courses in the curriculum. For before taking the course Immunology and Serology, one should have already ‘compl course Clinical Bacteriology. 5 gram consisting of general ed General Education Courses ; General Education (GE) course offerings cut across different programs. Thes ee foundational knowledge, sis, values, and habits necessary for stud ae a i positively contribute to society, to understand the diversity of cul ee ee and understanding of living with others, to respect differe ae ee ef a accept their weaknesses and improve on them, and to furtl ee oe fue humane individuals that have a deep ees a general courses included in the new CMO are 2, Readings in Philippine HistoryMedical Technology/Clinical Laboratory Science Education . The Contemporary World Mathematics in the Modern World Purposive Communication The Life and Works of Rizal . Science, Technology, and Society Art Appreciation . Ethics SPAN ARAES Professional Courses mee a a taken for learners to develop the knowledge, technical ae ae at itude, and values necessary to practice and meet the demands profession. Critical thinking skills, decision-making skills, interpersonal skills, collaboration, and teamwork are also developed. Some of the professional courses are 1 cee Medical Laboratory Science 1: Introduction to Medical Laboratory ience, Laboratory Safety, and Waste Management This course deals with the basic concepts and principles related to the Medical Technology/Medical Laboratory Science profession. Its emphasis is on the curriculum, practice of the profession, clinical laboratories, continuing professional education, biosafety practices, and waste management. 2. Principles of Medical Laboratory Science 2: Clinical Laboratory Assistance and Phlebotomy Clinical Laboratory Assistance encompasses the concepts and principles of the different assays performed in the clinical laboratory. Phlebotomy deals with the basic concepts, principles, and application of the standard procedures in blood collection, transport, and processing. It also involves the study of pre-analytic, analytic, and post-analytic variables that affect reliability of test results. 3. Community and Public Health for M1/MLS This course involves the study of the foundations of community health that include human ecology, demography, and epidemiology. It emphasizes the promotion of community, public, and environmental health and the immersion and interaction of students with people in the community. 4, Cytogenetics ‘This course is focused on the study of the concepts and principles of heredity and inheritance which include genetic phenomena, sex determination, and genetic defects rooted in inheritance, among others. I also discusses the abnormalities and genetic disorders involving the chromosomes and nucleic acids (DNA and RNA). Emphasis is given to the analysis of nucleic acids and their application to medical science. 65ry Science 1 principles of Medical Laborato’ 5. Human Histology This course deals with the study of with emphasis on microscopic structures, The laboratory component of this cours identification and differentiation of cells that 6. Histopathologic Techniques with Cytology : Aa 2 sae bi diselae fe i covers the basic concepts and princip’ disease processes, eerie microscopic changes brought about by and the development of anatomic, s ‘ process. It deals with the histopathologic techniq! of tissue samples collected via surgery; biopsy, and/or autopsy for ma microscopic examinations for diagnostic purposes. s Some of the tests that students perform for the laboratory component course in a school-based laboratory are + Tissue processing + Cutting of processed tissue + Staining + Mounting of stained tissue for microscopic © + Performing biosafety and waste management f the fundamentals of cells, tissues, and 9 characteristics, differences, and fun ¢ primarily deals with the micrg make up the systems of the body, xamination 7, Clinical Bacteriology : This course deals with the study of the physiology and morphology of and their role in infection and immunity. Its emphasis is on the coll specimen and the isolation and identification of bacteria. It also covers an susceptibility testing and development of resistance to antimicrobial sul at students perform for the la Some of the procedures and tests thi eH. component of the course in a school-based laboratory are + Preparation of culture media Collection of specimen Preparation of bacterial smear Staining of smear Inoculation of specimen on culture media + Biosafety and waste management * Quality assurance and quality control + Antimicrobial susceptibility testing10. Medical Technology/Clinical Laboratory Science Education Clinical Parasitology This course is concerned with the study of animal parasites in humans and their medical signific eir me ‘ance in the country. Its emphasis is on the pathophysiology, epidemiology, life cycle, prevention and control, and the identification of ova and/or adult worms and other forms seen in specimens submitted for diagnostic purposes. Some of the procedures and tests that students perform for the laboratory component of the course in a schoo \I-based laboratory are * Microscopic identification of diagnostic features of different: groups of Parasites pathogenic to man (e.g, nematodes, trematodes, cestodes, protozoa, Plasmodium, among others) * Different methods of preparing smear for microscopic examination (e.g., direct fecal smear, Kate 'o-Katz, among others) i Immunohematology and Blood Bank This course tackles the concepts of inheritance, identification of red cells antigens and their corresp. the application of these antigens and/or antibodi transfusion reactions work-up. characterization, and laboratory ondinig antibodies. It also covers ies in transfusion medicine and Some of the procedures and tests that students perform for the laboratory component of the course in a school-based laboratory are: + ABO and Rh typing + Coombs test (direct and indirect Coombs) Blood donation process + Compatibility testing ‘Transfusion reaction work-up + Preparation of RBC suspension Mycology and Virology This course deals with the study of fungi and viruses as agents of diseases with emphasis on epidemiology, laboratory identification and characterization, and prevention and control. |. Laboratory Management This course looks into the concepts of laboratory management which are planning, organizing, staffing, directing, and controlling as applied in clinical laboratory setting, It also tackles the process of solving problems, quality assurance and quality control, preparation of policy and procedure manuals, and other activities necessary to maintain a well-functioning laboratory. 67GB Principles of Medical Laboratory Science 1 12. Medical Technology Laws and Bioethics This course encompasses various laws, administrative orders, and othe, legal documents related to the practice of Medical Technology/Medica} Science in the Philippines. Bioethics looks into the study of ethics as applied to health and hea, delivery and to human life in general. Different bioethical principles, p} Heath Cc principles, virtues and norms, and the Code of Ethics of medical techno} also discussed. 13. Hematology 1 metabolism of cells, laboratory assays, correlation with pathologic conditions, hematology evaluation are given emphasis. Quality assurance and quality eg hematology laboratory as well as bone marrow studies are also discussed, al. Some of the procedures and tests that students perform for the component of the course in a school-based laboratory are : Complete blood count (CBC) Hematocrit blood test + Platelet count Preparation of blood smear and staining Red cell morphology + Erythrocyte sedimentation rate (ESR) Fragility test + Erythrocyte indices + Reticulocyte count + Instrumentation + Osmotic fragility test * Quality assurance and quality control + Biosafety and waste management 14. Hematology 2 This course deals with the concepts and principles of hemo abnormalities involving red blood cells (RBC), white blood cells (WBC), and p Laboratory identification of blood cell abnormalities, quantitative meas coagulation factors, and disease correlation are emphasized. Some of the procedures and tests that students perform for the | component of the course in school-based laboratory are , + Identification of abnormal RBC and WBC * Special staining techniquesIbe 16. Medical Technology/Clinical Laboratory Science Education Coagulation factor test (e.g., activated partial thromboplastin time [APTT], Prothrombin time [PT], Bleeding time [BT], Clotting time [CT], Clot retraction time [CRT]) + Instrumentation Clinical Microscopy This course focuses on the study of urine and other body fluids (excluding blood). It includes the discussion of their formation, laboratory analyses, disease processes, and clinical correlation of laboratory results, Some of the procedures and tests that students perform for the laboratory component of the course in a school-based laboratory are * Routine urinalysis (macroscopic, microscopic, chemical examinations) + Special chemical examination of urine + Examination of other body fluids (seminal fluid, gastric juice, cerebrospinal fluid) + Pregnancy tests + Chemical examination of stool specimens Clinical Chemistry 1 This course encompasses the concepts and principles of physiologically active soluble substances and waste materials present in body fluids, particularly in the blood. The study includes formation, laboratory analyses, reference values and clinical correlation with pathologic conditions. The course also looks into instrumentation and automation, quality assurance, and quality control. Some of the procedures and tests that students perform for the laboratory component of the course in a school-based laboratory are + Instrumentation * Quality assurance and quality control * Glucose determination + Lipid testing (triglyceride, lipoproteins) + Renal function tests [blood urea nitrogen (BUN), blood uric acid (BUA), creatinine] * Protein testing (total proteins, albumin, globulin) Biosafety and waste management Clinical Chemistry 2 This course is a continuation of Clinical Chemistry 1 and deals with the concepts and principles of physiologically active soluble substances and waste materials present in body fluids, particularly in the blood. It also covers the study of endocrine glands and hormones and their formation, laboratory analyses,10 Frincipes of Medical Laboratory Sclence 4 and clinical correlation. Thes fi drugs and substances of bee Cac aonitoring and Iaboratry some of the procedures and tests that iabeeene emphasing of component ofthe course in a school-based laboratory enor te tea + Bilirubin tests + Clinical enzymology (transferases, : « Electrolyte testing dehydrogenase; hydrates) + Hormone testing + Drug tests aid jg, Seminars 1 and2 This course is taken during the student's fourth year i " bs year in the pro; 5 the internship training. It deals with current laboratory eva ia ee a of medical technology. e practice 19. Molecular Biology and Diagnostics Molecular Biology deals with the nucleic acid and protein molecule interactio ‘sithin the eell to promote proper growth, cell division, and development. Ito the molecular mechanisms of DNA replication, repair transeription, translation, protein synthesis, and gene regulation. This course is focused on the concepts, principles, and application of molecular biology in clinical laboratory. It also deals with the application of diferent inolsalas techniques as tools in the diagnosis of diseases. Research Courses Research courses required in the BSMT/BSMLS program ar Research 1: Introduction to Laboratory Science Research and Research 2: Research Paper Writing and Presentation. Research 1 deals with the basic concepts and principles of research as applied in Medical Technology/Clinical Laboratory Science. Ethical principles, as applied in research, are also emphasized. Research 2, on the other hand, covers the methodology of the format prescribed by the research (approved in Research 1), writing the research paper in the seatitation and intoynational research agencies for possible publication, and presentation of the finished and completed research in a formal forum. Clinical Internship Training Clinical internship training is taken during the students’ fourth year in the program. Only those who have completed and passed all the academic and institutional requirements for the first three years of the program, and other requirements as specified in the official documents of the institution, college and/or departments are qualified for internship. Before proceeding with the actual training, students are required to undergo physical and laboratoryMedical Technology/Clinical Labora Ory Science E; ‘duction which include, but not limited to, complete blood count (CBC), urinalys; X-ray and/or sputum microscopy, Hepatitis B surface antigen (he inalysis, antibody (HBsAb) screening, and drug testing (for m sate and etamines * Proof of vaccination for hepatitis B is also a requirement, ule sntensive training aims to apply the theoretical aspects of the Profession ; ts are assigned to CHED-accredited clinical laboratories affilia ay into titution on a 6-month or one-year rotation. This rotation ensures ae experience to work in the different sections of a clinical laboratory, namely cli tall hematology, immunohematology (blood banking), clinical microscopy, paras a prierobiOlO® immunology and serology, histopathology/cytology, and other ee technologies: ‘The intern is hours in one year aminations abinoids). required to render 32 hours of duty per week not exceeding a total This is broken down per section as follows (based on CMO 19 s, pee 1,664 Clinical Chemistry 300 hours Clinical Microscopy and Parasitology aoc’ Microbiology Fr Hematology 300 hours Blood Banking 200 hours Histopathologic techniques and Cytology Dok Immunology and Serology Soe Laboratory Management (collection, handling, transport, and 40 hours receiving of specimens, quality assurance, safety and waste management) Phlebotomy otis Oa 1,664 hours ‘The academic institution is required to conduct an orientation to prospective interns regarding the policies and guidelines on internship training as contained in the Internship Training Manual. licensure Examination The Medical Technologist Licensure Examination is conducted in order to identify graduates who possess the basic qualifications or the minimum conceptual skills and technical Competencies to perform the tasks with minimum errors. The Professional Regulation Commission (PRC) is the government agency, under the a of the President of the Philippines, tasked to administer licensure examination® ¥ 7 aut Professionals. Meanwhile, the Professional Regulatory Board (PRB) for Medi the wey tt Medical Laboratory Science, under the PRG, is tasked to prepare and administer * writen licensure examinations for graduates qualified to take the examination. PRBS nN iliPrinciples of Medical Laboratory Science 1 i , who must be a duly li : 3 composed ofa chairperson. vin ly licensed pathologist, and should be both registered medical technologists. All members of the oa il sa of PRC licenses. At present the Medical Technologist Licensure ion tejoe a year, on the months of March and August. Examination is gi pelow are some of the provisions included in Republic Act 5527, “The Medical _ i ical Listed Technology Act of 1969,’ in relation to the licensure examination: 1. The courses included in the licensure examination and their corresponding wei i are as follows: weights Clinical Chemistry ad Microbiology and Parasitology or Hematology 20% ; Blood Banking and Immunology and Serology ne Clinical Microscopy a 10% Histopathologic Techniques Bioethics and Laboratory Management — not (MTLaws and in the board exam) written in R.A. 5527, but are now included 2. To pass the exam, an examinee must: + receive a general weighted average of 75%, + haveno rating below 50% in any major courses, and of the courses computed according to their relative weights. is 21 years old and above, he or she da PRC card as a licensed medical ars old, he or she will register as a + pass in at least 60% 3. If an examinee passed the examination and will be issued a certificate of registration an technologist. If an examinee is younger than 21 ye: professional after his or her 21st birthday. . _Ifan examinee failed to pass the licensure examination three times, he or she needs to enrol in a refresher course before retaking the examination. _ If an examinee failed to pass the examination but garnered a general weighted average of 70%-74%, he or she may apply for certification as a medical laboratory a technician. Program Goals and Learning Outcomes ai All higher educational institutions (HEIs) offering any graduate and/or undergraduate oe programs must have a written document stating the program goals, vision and mission, ajectives, and learning outcomes based on the institutions’ philosophy. eglesrning outcomes are general statements that define what the learner has to achieve. ning outcomes serve as the foundation of curriculum development and teachingMedical Technology y/Clinical Labora. ‘ory Science Edu ication shodologis that shape a program. When learning outcomes oe sibilities: and accountabilities for learning are developed in by res] ‘the are clearly stated, oth students and ede dical Technology (Bgyrryy earning outcomes of the Bachelor of Science in Me Science in Medical Laboratory Science (BSM chelor of - LS) program sts Ps values, and ethics that graduates of the program should aeRieh ie ie knowledge, ‘xin outeomes willresultin competent and skilful professionals who are ready is qe g asks ofthe profession enabling them to contribute tothe welfue ao le country, form the t B proms metoamprove the quality fle of the people whom they seve ‘te program outcomes of the BSMT/BSMLS degree expect students to 1. demonstrate knowledge and technical skills needed to laboratory testing and ensure reliability of test results correctly perform i a edith tsSwisigy Er tales Se eae xperi i : eee important in order to understand the task to be accomplished—be it technical and/or management of a section or a ‘holk laboratory. A knowledgeable graduate must have the confidence and ee competencies to contribute towards the resolution of the problem or conflict at hand Technical skills relate to the psychomotor domain of learning. Medical technology/medical laboratory science practice is primarily concerned with the laboratory analyses of specimens carried out with utmost consideration for reliability of test results. A BSMT/BSMLS graduate should be able to perform the tests in each section of the laboratory, to control possible sources of errors or variability, and to understand the plausibility of test results. A graduate’s technical skill will be employed in specimen collection, transport, and processing, manual testing and automation of equipment, molecular biology techniques, as well as in biosafety and waste management practices. be endowed with the professional attitude and values enabling them to work with their colleagues and other members of the health care delivery system Attitude deals with the affective domain. Learning outcomes in this domain look into the feelings, emotions, tone of voice, attitude, and disposition of a BSMT/BSMLS graduate when confronted with favorable or unfavorable situations in the workplace. Italso deals with his or her motivation to further improve himself or herself; how he or she reacts to criticism, rejection, and praise; and his or her enthusiasm and desire to contribute to the well-being of the stakeholders. demonstrate critical thinking and problem solving skills when confronted with situations, problems, and conflicts in the practice of their profession Ciitial thinking is the ability of an individual to objectively and systematically analyze, without bias, facts and information to come up with reasonable decisions and to guide behavior, Problem solving involves the detailed analysis of the problem &t hand by focusing on present facts and information before making @ decision. Decision making entails one’s abil ity to gather and synthesize facts, information, 13dical Laboratory Science 1 14 Principles of Me and opinions about the problem at hand. i snarses of action to be undertaken at the nee looking into pressure, After a decision is made, there isa need to aie even under he decision on the department or the organization monitor the eft and pea should be instituted ifthe desired outcomes are not jon as whole Coretv act ‘These skills are necessary for one to function well i ty a thi problems and making decisions are constant in the workplace as solving 4, actively participate in self-directed life-long learning activiti , eth the current trends in the profession oe abana ‘The emergence and re-emergence of infectious agents, ch: 4 ‘ : ;, changes in d i He eee nt-fore cite ace at eee east nd local legislations on the BSMT/BSMLS practice, and clinical taking more complex roles are some of the issues in the medical ‘To address these issues, clinical laboratories must always be ds and employ the necessary changes, The education of the medical technologists/medical laboratory scientists is part of the upgrade. Being a BSMT/BSMLS graduate does not entail that the process of learning has already been completed and acquired. MT/MLS practice involves a state of constant learning and re-learning to efficiently carry out the responsibilities and accountabilities of being a medical technology professional. ‘Thus, there is a need to engage in self-directed learning to be updated with the constant changes in the medical technology practice, It is also ideal for one to take part in training programs, workshops, and even. enrol in graduate programs related to the profession. demai technologies, state a laboratory personnel technology profession. updated with the current tren! ein research and community-oriented activities zed study of materials to come up with new conclusions or to establish facts. It involves experimentation, and gathering and analyzing data to solve a problem or reach a conclusion. Research involves identifying a problem or topic, using appropriate methods to gather data, analyzing, and interpreting data, and disseminating research results through publication and paper 5. actively participat Research is the systematic and organi presentations. 4 MT/BSMLS can be involved in planning, 1: hospital-based activities. The activities routine stool examination, and ality of life of the In community-oriented activities, a BS! organizing, and leading institution- and/ol may include blood sugar testing, routine urinalysis, other basic laboratory tests with an end-in-view of improving qui target community. 6, be endowed with leadership skills A leader sets the direction of a group for it to having a consolidated vision toward the attainment of goals and objecti achieve its full potential while ives. A leaderand Medical Technology/Clinical Laborato, YY Science Egy, leation 15 ne who has excellent communication skills, motivates «. someol and inspires is jenot afraid to develop others who may end up better than him ore ote an . No one is born a leader. Becoming an effective leader entail ils learni peviences that include failures inside and outside the 28 through es academi mic and work environment, demonstrate collaboration, teamwork, integrity, 7 and respect when work, snulticultural environment iad tae Collaboration and teamwork are two important social skills ne ina complex and, at times, multicultural environment like the cli Collaboration means working together with multiple individual. common ground to work toward achieving a set goal. Likewise, working with others in a team means working with people you disagree with but coming to terms ie such disagreements by sharing a common goal. It requires listening closely and paying attention to what others contribute to the team. essary to work inical laboratory, Ss and finding a Assessment Assessment is inherent in a learning activity. Assessment involves a planned, systematic, organized way of testing, measuring, collecting, and obtaining necessary information to gain feedback on students’ progress against set standards per course and on the effectivity of the teaching methodology. Thus, feedback comes from both teachers and students, Functions of Assessment Techniques Assessment plays a significant role in ensuring that students are on the right track toward attaining their goals, as well as gauging their strengths and weaknesses, The importance of assessment for both teachers and students can be seen in the following purposes: 1. It provides feedback on the progress of students toward the achievement of learning outcomes. . It identifies the flaws in the psychomotor skills and deficiencies in the theoretical knowledge and conceptual skills of the student. |. It serves as a diagnostic tool to determine the capabilities of a student so that the teacher can prepare additional exercises and activities to address his or her needs during the assessment. Re } Itserves as a motivation to further improve a student's skill set in a particular area. It provides information on students’ response to a particular learning strategy which Serves as a basis for retaining or changing a strate; i . It provides information to the teacher if there is need to improve teaching and learning strategies, 316 principles of Medical Laboratory Science 1 7, Itdetermines the demonstrable changes in the attitude and 8, It determines whether learning has taken place. = Types of Assessment Various assessment techniques are used in the classroom. nsidered the best in assessing learning. Therefore, it is important th students have an understanding of the different types of assessments, different types: 3. Formative assessment -Formative assessment, as defined by W. James Popham process in which assessment-elicited evidence of students! status to adjust their ongoing instructional procedures or by students : learning tactics.” ‘This is an assessment for learning. This is done during and/or wi instructional process of a course. Formative assessments deter student is achieving the outcomes of the topic being discussed. the teacher to gain feedback for the improvement of his or her instructi of formative assessment tools include quizzes, short-answer ques papers, and the like. 2, Summative assessment ‘This is the assessment of learning. This is done at the end of instruction, mid-terms, finals), or comprehensive examination. ff assessment can be used to know how well each tudent attained the learning outcomes. f-unit and end-of-term exams, period (prelim, gathered from this type 0! Tearned the tasks or how well the s of summative assessment tools include end- term papers, and final projects. 3. Diagnostic assessment ots z ti ‘This type of assessment is given prior to instruction. This is used to ug students already know and do not know about the topic at hand. " Assessment ToolsMedical Technology/Clinical Laboratory Science ke lucation 1 ‘ e example assessment tools: lowing are som! ‘he fol Teacher-made written tests 1 itten tests are very popular and widely used assessment tools, Written tests wri : include quizzes, long exams, term exams, and comprehensive exams, Reliability ee validity of these assessment tools must take precedence to meet the learning an‘ outcomes: 9, Reflection papers . a5 i writing a reflection paper requires excellent writing skills, that is, the ability to Meas, facts, and opinions in writing in an organized, direct, and understandable ve thinking requires analytic and critical thinking skills, In science. writing reflection papers involves tackling the connection and en theory and practice. puti ‘ manner. Reflecti' pased Programs, relationship betwe 3, Portfolios A portfolio of outputs that s! Performance tasks In BSMT/BSMLS, performance tasks are usually given in the laboratory f a course. This assessment tool measures the attainment of ychomotor skills necessary for the correct performance of practical procedures Pye laboratory, Some examples of performance tasks are practical exams, return ele ce move system, and objective structured clinical examination (OSCE). Oral examinations and presentations Oral examinations and presentations are assessment tools that gauge competency through oral communication skills. In oral exams and presentations, students usually discuss a certain topic to an audience. This Tequires 4 lot of preparation on the part of the students. The quality of an oral presentation is affected by body language, tone and quality of voice, confidence, and preparedness. Visual aids can also be helpful i oral presentations as long as they are appropriate and well thought out. is a tool for assessing students’ mastery of skills through a collection how their progress at the end of the course program. component © ;. Rubrics Atubric is an assessment tool that evaluates the work of students based on a particular criteria. It clearly communicates the standards for a particular academic task for the characteristics of each criterion is clearly written. It is a better version of — achecklist rating scale. It guides the students in taking note of teacher's expectations. Rubries provide feedback to the learners regarding their own strengths and weaknesses. They are a versatile assessment tool for they can be used for grading oral Presentations, case analyses, essays, portfolios, performance tasks, and can be used for self and peer evaluation.ples of Medical Laboratory Science 1 7B Prinol Table 5.1 Sam el UES) Re eee) easier eo The information [SSSI Information is | Information | Information is is organized organized but | appears to be very organized with well with well paragraphs disorganized constructed constructed are not well and is suspect paragraphs, paragraphs constructed to being correct and and factual. use of and subheadings, | information information is and is factual and | factual. information correct, is factual and correct. Information Information Information Information has clearly clearly relates | clearly relates _| little to do with relates tothe | to the main to the main the main topic. main topic. _| topic. It topic, No It includes provides 1-2 | details and/or several supporting examples are supporting details and/or | given. details and/or | examples. examples. [ No Almost no Afew Many __.. | Way too many grammatical, | grammatical, grammatical, | grammatical, _| for a college spelling or spelling or ‘spelling or spelling or ‘student punctuation punctuation +} punctuation punctuation getting ready errors errors errors errors to enter the chosen field of ple rubric for evaluation of essays ORGANIZATION QUALITY OF INFORMATION MECHANICS All sources All sources Some sources | Too many are accurately | are accurately | are not documented, | documented, | accurately are not inthe desired | but few are not | but many documented. format (APA). | in the desired | are notin the there is no format (APA). | desired format (APA). format used. All sources are accurately documented Eel] elt)79 in Medical Technology/Clinical Laboratory Science Educatio Job Opportunities for the Graduate of the Program A BSMT/BSMLS graduate can practice as a/an 1 a Sena Medical technologist/clinical laboratory scientist in a hospital-based or non-hospital- based clinical laboratory . Histotechnologist in an anatomical laboratory Researcher/research scientist Member of the academe (faculty, clinical instructor, clinical department chair, academic coordinator) coordinator, dean/ Perfusionist Molecular scientist Diagnostic product specialist Public health practitioner Health care leader ‘A graduate may also practice in the following fields 1, 2 3. 4. 5. 6. 7 8. 9. Molecular Biology . Public Health and Epidemiology Veterinary Laboratory Science Food and Industrial Microbiology . Veterinary Science . Forensic Science Nuclear Medicine/Science Health Facility Administration and Management . Quality Management8D Principles ‘of Medical Laboratory Science 1 @ KEY POINTS 2 ‘The Bachelor of Science in Medical Technology/Medical Laboratory Science ie « year program consisting of three years of school-based courses and éne Veen training in accredited training laboratories. internship ‘The courses are grouped into general education courses, professional courses » and research courses. ‘The courses may have a lecture component only or both lecture and libotatn ry components. A BSMT/BSMLS graduate must demonstrate the learning outcomes of the program. ‘The Medical Technologist Licensure Examination is a requirement in order to practice the profession. It is given by the Professional Regulatory Board (PRB) for Medical ‘Technology under the Professional Regulation Commission (PRC) every March and ‘August/September of each year. In the licensure examination, major courses (i.e., Clinical Chemistry, Hematology, Microbiology and Parasitology, and Immunohematology (Blood Bank) and Immunology and Serology) are given a weight of 20% each. Minor courses (ie., Clinical Microscopy and Histopathologic Techniques) are given a weight of 10% each in the computation of the general weighted average. ‘An examinee should garner a general weighted average of 75% to pass the exam and shall be given the professional ttle of Registered Medical Technologist (RMT). “Assessment is an integral part of teaching-learning activities. Various assessment tools are available to gauge student learning. ‘There are many employment opportunities for a graduate of the program after graduation. Some employers require a license while others do not. : ‘A learner is responsible for his or her own learning. He or she should be aware of the learning outcomes of the course and the program to be able to track his or her progress. 's achieve the set Teachers set the direction for learning to take place and help student learning outcomes.0 POST-TEST Name: ______— Section: ___ Medical Technolog y/Clinica! Laborato: ry Science Educati ion B1 Score: Date: |, Instructions: Read each line carefully and determine what is being described. Write yo ur answer on the space provided. its _ 10. . This It explicitly states outcomes the learners have to achieve and learn through the use of planned instructional processes and other learning implements in a specific period. .. The government agency under the Office of the President of the Philippines that covers institutions of higher education both public and private. _ This program is considered one of the allied health programs. ‘These courses are taken for learners to develop the knowledge, technical competence, professional attitude, and values necessary to practice and meet the demands of the profession. ‘This course deals with the study of the fundamentals of cells, tissues, and organs. s course focuses on the study of urine and other body fluids. ‘This training is taken during the students’ fourth year in the program. an examinee who garnered. This can be the profession of 2 ! a general weighted average of 70%-74% in the Medical Technologist Licensure Examination. that define what Learning outcomes are general statements the learner has to achieve. It is a type of assessment give prior to instruction.82 Princinles of Medical Laboratory Science 1 ui Instructions: Answer the following questions briefly essment is inherent in teaching-learning activities, discuss three courses of 3, Since asst ; you will take in order to ensure excellent test score. action that 2, Among the listed job opportunities for BSMT/BSMLS graduates, which do you think is the most appropriate for you? Explain. 5, Why are critical thinking and problem solving skills important to medical technologists? Explain.