LESSON 5

Medical Technology/Clinical Laboratory Science Education

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;

2. 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.

Definition of Curriculum

Curriculum comes from the Latin word currere 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:

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 program is considered one of
the allied health programs (others, to name a few, are Nursing, Pharmacy, Physical Therapy,
among others.).

The BSMT/BSMLS is a four-year program consisting of general education and professional

courses that students are expected to complete within the first three years. The fourth year is
dedicated to the students' internship training in CHED-accredited training laboratories affiliated
with their college/department.

The Commission issued CHED Memorandum Order (CMO) No. 13, series of 2017 (Policies,
Standards, and Guidelines for the Bachelor of Science in Medical Technology/Medical
Laboratory Science program) as a guide for institutions offering the program. The CMO contains
the goals, program outcomes, performance indicators, and the minimum course offerings
(general education core courses, and professional courses with allotted units) of the
BSMT/BSMLS program. This new CMO is compliant with the K-12 Curriculum. Educational
institutions offering the program are given certain leeway in enhancing the curriculum for their
program.

The prescribed minimum number of units per course, and whether each course has a laboratory
or lecture component, are also indicated in the new CMO, One unit of lecture is equivalent to
one hour of class meeting every week. Thus, a 3-unit lecture course renders 3 hours of class
meeting per week which is equivalent to 54 hours per semester (if one school year is divided
into two semesters, with each semester equivalent to 18 weeks). Principles of Medical
Laboratory Science 1 is an example of a 3-unit lecture without a laboratory component. One unit
of laboratory is equivalent to 3 hours of class meeting every week. An example is Clinical
Bacteriology which is a 5-unit course composed of 3 units of lecture and 2 units of laboratory.
This is equivalent to 3 hours of lecture and 6 hours of laboratory work (total of 54 lecture hours
and 108 laboratory hours per semester).

In the MT/MLS curriculum, the policy of taking prerequisites for some courses is followed. A
student taking the BSMT/BSMLS program must be aware of the courses he or she needs to
take in order to move on to more advanced courses in the curriculum. For example, before
taking the course Immunology and Serology, one should have already completed the course
Clinical Bacteriology.

General Education Courses

General Education (GE) course offerings cut across different programs. These courses aim to
develop foundational knowledge, skills, values, and habits necessary for students to succeed in
life, to positively contribute to society, to understand the diversity of cultures, to gain a bigger
perspective and understanding of living with others, to respect differences in opinions, to realize
and accept their weaknesses and improve on them, and to further hone their strengths. Thus,
GE courses aim to develop humane individuals that have a deeper sense of self and
acceptance of others. The general courses included in the new CMO are

[Link] the Self

2. Readings in Philippine History
3. The Contemporary World
4. Mathematics in the Modern World
5. Purposive Communication
6. The Life and Works of Rizal
7. Science, Technology, and Society
8. Art Appreciation
9. Ethics

Professional Courses

Professional 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.
Critical thinking skills, decision-making skills, interpersonal skills, collaboration, and teamwork
are also developed. Some of the professional courses are

1. Principles of Medical Laboratory Science 1: Introduction to Medical Laboratory Science,

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 MT/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. It 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.

5. Human Histology

This course deals with the study of the fundamentals of cells, tissues, and organs with emphasis
on microscopic structures, characteristics, differences, and functions The laboratory component
of this course primarily deals with the microscopic identification and differentiation of cells that
make up the systems of the body,

6. Histopathologic Techniques with Cytology

This course covers the basic concepts and principles of disease processes, etiology, and the
development of anatomic, microscopic changes brought about by the disease process. It deals
with the histopathologic techniques necessary for the preparation of tissue samples collected
via surgery, biopsy, and/or autopsy for macroscopic and microscopic examinations for
diagnostic purposes.

Some of the tests that students perform for the laboratory component of the course in a
school-based laboratory are

Tissue processing
Cutting of processed tissue

Staining

Mounting of stained tissue for microscopic examination

Performing biosafety and waste management

7. Clinical Bacteriology

This course deals with the study of the physiology and morphology of bacteria and their role in
infection and immunity. Its emphasis is on the collection of specimen and the isolation and
identification of bacteria. It also covers antimicrobial susceptibility testing and development of
resistance to antimicrobial substances.

Some of the procedures and tests that students perform for the laboratory 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
●​ Characterization of colonies of bacteria growing in culture media
●​ Performing different biochemical tests for identification of bacteria
●​ Biosafety and waste management
●​ Quality assurance and quality control
●​ Antimicrobial susceptibility testing

8. Clinical Parasitology

This course is concerned with the study of animal parasites in humans and their medical
significance 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 school-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,
Kato-Katz, among others)

9. Immunohematology and Blood Bank

This course tackles the concepts of inheritance, characterization, and laboratory identification of
red cells antigens and their corresponding antibodies. It also covers the application of these
antigens and/or antibodies in transfusion medicine and transfusion reactions work-up. bo

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

10. 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.

11. Laboratory Management

This course looks into the concepts of laboratory management which are planning, organizing,
staffing, directing, and controlling as applied in a 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.

12. Medical Technology Laws and Bioethics

This course encompasses various laws, administrative orders, and other approved legal
documents related to the practice of Medical Technology/Medical Laboratory Science in the
Philippines.
Bioethics looks into the study of ethics as applied to health and health care delivery and to
human life in general. Different bioethical principles, philosophical principles, virtues and norms,
and the Code of Ethics of medical technologists are also discussed.

13. Hematology 1

This course deals with the study of the concepts of blood as a tissue. Formation, metabolism of
cells, laboratory assays, correlation with pathologic conditions, special hematology evaluation
are given emphasis. Quality assurance and quality control in hematology laboratory as well as
bone marrow studies are also discussed.

Some of the procedures and tests that students perform for the laboratory 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 hemostasis, and abnormalities involving
red blood cells (RBC), white blood cells (WBC), and platelets Laboratory identification of blood
cell abnormalities, quantitative measurement of coagulation factors, and disease correlation are
emphasized.

Some of the procedures and tests that students perform for the laboratory component of the
course in school-based laboratory are

●​ Identification of abnormal RBC and WBC

●​ Special staining techniques
●​ Coagulation factor test (e.g., activated partial thromboplastin time [APTT]. Prothrombin
time [PT], Bleeding time [BT], Clotting time [CT], Clot retraction time [CRT])
●​ Instrumentation
15. 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

16. 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

17. 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, and clinical correlation. Therapeutic drug monitoring and
laboratory analyses of drugs and substances of abuse as well as toxic substances are also
emphasized.

Some of the procedures and tests that students perform for the laboratory component of the
course in a school-based laboratory are:

●​ Bilirubin tests
●​ Clinical enzymology (transferases, dehydrogenase, hydrolases)
●​ Electrolyte testing
●​ Hormone testing
●​ Drug tests

18. Seminars 1 and 2

This course is taken during the student's fourth year in the program together with the internship
training. It deals with current laboratory analyses used in the practice of medical technology.

19. Molecular Biology and Diagnostics

Molecular Biology deals with the nucleic acid and protein molecule interaction within the cell to
promote proper growth, cell division, and development. It covers the molecular mechanisms of
DNA replication, repair, transcription, 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 different molecular techniques as tools in
the diagnosis of diseases.

Research Courses

Research courses required in the BSMT/BSMLS program are 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 research (approved
in Research 1), writing the research paper in the format prescribed by the institution and
international 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 examinations which
include, but not limited to, complete blood count (CBC), urinalysis, fecalysis, chest X-ray and/or
sputum microscopy, Hepatitis B surface antigen (HBsAg) and Hepatitis B surface antibody
(HBsAb) screening, and drug testing (for methaemphetamines and cannabinoids). Proof of
vaccination for hepatitis B is also a requirement.

This intensive training aims to apply the theoretical aspects of the profession into practice.
Students are assigned to CHED-accredited clinical laboratories affiliated with their academic
institution on a 6-month or one-year rotation. This rotation ensures that all chemistry,
hematology, immunohematology (blood banking), clinical microscopy, parasitology, students
experience to work in the different sections of a clinical laboratory, namely clinical microbiology,
immunology and serology, histopathology/cytology, and other emergent
technologies. The intern is required to render 32 hours of duty per week not exceeding a total of
1,664 hours in one year. This is broken down per section as follows (based on CMO 13 s.
2017):

Clinical Chemistry
300 hours

Clinical Microscopy and Parasitology

200 hours

Microbiology
250 hours

Hematology
300 hours

Blood Banking
200 hours

Histopathologic techniques and Cytology

100 hours

Immunology and Serology

220 hours

Laboratory Management (collection, handling, transport, and receiving of specimens, quality

assurance, safety and waste management)
40 hours

Phlebotomy
54 hours
TOTAL
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 Office of
the President of the Philippines, tasked to administer licensure examinations to different
professionals. Meanwhile, the Professional Regulatory Board (PRB) for Medical
Technology/Medical Laboratory Science, under the PRC, is tasked to prepare and administer
the written licensure examinations for graduates qualified to take the examination. PRB is
composed of a chairperson, who must be a duly licensed pathologist, and two members, who
should be both registered medical technologists. All members of the PRB are required to be
holders of PRC licenses. At present, the Medical Technologist Licensure Examination is given
twice a year, on the months of March and August.

Listed below are some of the provisions included in Republic Act 5527, "The Medical
Technology Act of 1969," in relation to the licensure examination:

1. The courses included in the licensure examination and their corresponding weights are as
follows:

Clinical Chemistry - 20%

Microbiology and Parasitology - 20%

Hematology - 20%

Blood Banking and Immunology and Serology - 20%

Clinical Microscopy - 10.%

Histopathologic Techniques - 10.%

(MTLaws and Bioethics and Laboratory Management-not written in R.A. 5527, but are now
included in the board exam)

2. To pass the exam, an examinee must:

receive a general weighted average of 75%,

have no rating below 50% in any major courses, and pass in at least 60% of the courses
computed according to their relative weights.

3. If an examinee passes the examination and is 21 years old and above, he or she will be
issued a certificate of registration and a PRC card as a licensed medical technologist. If an
examinee is younger than 21 years old, he or she will register as a professional after his or her
21st birthday.

4. If an examinee failed to pass the licensure examination three times, he or she needs to enrol
in a refresher course before retaking the examination.

5. 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 technician.

Program Goals and Learning Outcomes

All higher educational institutions (HEIs) offering any graduate and/or undergraduate degree
programs must have a written document stating the program goals, vision and mission,
objectives, and learning outcomes based on the institutions' philosophy.

Learning outcomes are general statements that define what the learner has to achieve. These
learning outcomes serve as the foundation of curriculum development and teaching
methodologies that shape a program. When learning outcomes are clearly stated, shared

The learning outcomes of the Bachelor of Science in Medical Technology (BSMT)/Bachelor of

Science in Medical Laboratory Science (BSMLS) program state the knowledge, of such
outcomes will result in competent and skillful professionals who are ready to skillfully kill values,
and ethics that graduates of the program should demonstrate. Demonstrations perform the
tasks of the profession enabling them to contribute to the welfare of the country and to improve
the quality of life of the people whom they serve.

The program outcomes of the BSMT/BSMLS degree expect students to

1. demonstrate knowledge and technical skills needed to correctly perform laboratory testing
and ensure reliability of test results

Knowledge consists of facts, information, and concepts acquired through experience and
education. Knowledge is important in order to understand the task to be accomplished-be it
technical and/or management of a section or a whole laboratory. A knowledgeable graduate
must have the confidence and necessary 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.

2. 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. It also 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.

1 demonstrate critical thinking and problem solving skills when confronted with situations,
problems, and conflicts in the practice of their profession

Critical 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 at hand by focusing on present
facts and information before making a decision. Decision making entails one's ability to gather
and synthesize facts, information, and opinions about the problem at hand. It also involves
looking into alternatives or courses of action to be undertaken at the shortest time possible,
even under extreme pressure. After a decision is made, there is a need to monitor the effect and
impact of the decision on the department or the organization as a whole. Corrective actiont
should be instituted if the desired outcomes are not attained.

These skills are necessary for one to function well in the workplace as solving problems and
making decisions are constant.

4. actively participate in self-directed life-long learning activities to be updated with the current
trends in the profession

The emergence and re-emergence of infectious agents, changes in demographics, demands of

patients for efficient health care services, changes in medical technologies, state and local
legislations on the BSMT/BSMLS practice, and clinical laboratory personnel taking more
complex roles are some of the issues in the medical technology profession. To address these
issues, clinical laboratories must always be updated with the current trends 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.

5. actively participate in research and community-oriented activities

Research is the systematic and organized 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 presentations.

In community-oriented activities, a BSMT/BSMLS can be involved in planning. organizing, and

leading institution- and/or hospital-based activities. The activities may include blood sugar
testing, routine urinalysis, routine stool examination, and other basic laboratory tests with an
end-in-view of improving quality of life of the target community.

6 . be endowed with leadership skills

A leader sets the direction of a group for it to achieve its full potential while having a
consolidated vision toward the attainment of goals and objectives. A leader is someone who has
excellent communication skills, motivates and inspires others, and is not afraid to develop
others who may end up better than him or her.

experiences that include failures inside and outside the academic and work No one is born a
leader. Becoming an effective leader entails learning through environment.

7 demonstrate collaboration, teamwork, integrity, and respect when working in a multicultural

environment

Collaboration and teamwork are two important social skills necessary to work in a complex and,
at times, multicultural environment like the clinical laboratory. Collaboration means working
together with multiple individuals and finding a 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 with such disagreements by sharing a common goal. It requires listening
closely and paying attention to what others contribute to the team.

Assessment
Assessment is inherent in a learning activity. Assessment involves a planned, systematic, and
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.

2. It identifies the flaws in the psychomotor skills and deficiencies in the theoretical knowledge
and conceptual skills of the student.

3. 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.

4. It serves as a motivation to further improve a student's skill set in a particular area.

5. It provides information on students' response to a particular learning strategy which serves as

a basis for retaining or changing a strategy.

6. It provides information to the teacher if there is need to improve teaching and learning
strategies.

7. It determines the demonstrable changes in the attitude and behavior of students

8. It determines whether learning has taken place.

Types of Assessment

Various assessment techniques are used in the classroom. No single technique is considered
the best in assessing learning. Therefore, it is important that both teachers and students have
an understanding of the different types of assessments. Below are some of the different types:

1. Formative assessment

"Formative assessment," as defined by W. James Popham (2008), "is a planned process in

which assessment-elicited evidence of students' status is used by teachers to adjust their
ongoing instructional procedures or by students to adjust their current learning tactics."
This is an assessment for learning. This is done during and/or within the instructional process of
a course. Formative assessments determine whether a student is achieving the outcomes of the
topic being discussed. This is also used by the teacher to gain feedback for the improvement of
his or her instruction. Examples of formative assessment tools include quizzes, short-answer
questions, reflection papers, and the like.

2. Summative assessment

This is the assessment of learning. This is done at the end of instruction, grading period (prelim,
mid-terms, finals), or comprehensive examination. Information gathered from this type of
assessment can be used to know how well each student learned the tasks or how well the
student attained the learning outcomes. Examples of summative assessment tools include
end-of-unit and end-of-term exams, research/term papers, and final projects.

3. Diagnostic assessment

This type of assessment is given prior to instruction. This is used to gauge what students
already know and do not know about the topic at hand.

Assessment Tools

In choosing a valid and reliable assessment tool, a teacher must ensure the synchronization of
the expected learning outcomes with the content and appropriateness of the assessment tools.
If the learning outcome measures higher-order thinking skills (HOTS), a matching type
examination is not appropriate. Similarly, if lower-order thinking skills (LOTS) like memorization
is needed, essay questions are inappropriate. There is no single assessment tool that is suited
to measure both LOTS and HOTS, so teachers must be knowledgeable in gauging the
appropriateness of an assessment tool.

The following are some example assessment tools:

1. Teacher-made written tests

Written tests are very popular and widely used assessment tools, Written tests include quizzes,
long exams, term exams, and comprehensive exams. Reliability and validity of these
assessment tools must take precedence to meet the learning outcomes.

2. Reflection papers

Writing a reflection paper requires excellent writing skills, that is, the ability to put ideas, facts,
and opinions in writing in an organized, direct, and understandable manner. Reflective thinking
requires analytic and critical thinking skills. In science-based programs, writing reflection papers
involves tackling the connection and relationship between theory and practice.
3. Portfolios

A portfolio is a tool for assessing students' mastery of skills through a collection of outputs that
show their progress at the end of the course program.

4. Performance tasks

In BSMT/BSMLS, performance tasks are usually given in the laboratory component of a course.
This assessment tool measures the attainment of psychomotor skills necessary for the correct
performance of practical procedures in the laboratory. Some examples of performance tasks are
practical exams, return demonstrations, move system, and objective structured clinical
examination (OSCE).

5. 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 requires a 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 in oral presentations as long as they are
appropriate and well thought out.

6. Rubrics

A rubric 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 a checklist rating scale. It guides the
students in taking note of the teacher's expectations. Rubrics 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.

Job Opportunities for the Graduate of the Program

A BSMT/BSMLS graduate can practice as a/an

1. Medical technologist/clinical laboratory scientist in a hospital-based or non-hospital-based

clinical laboratory

2. Histotechnologist in an anatomical laboratory

3. Researcher/research scientist
4. Member of the academe (faculty, clinical instructor, clinical coordinator, dean/department
chair, academic coordinator)

5. Perfusionist

6. Molecular scientist

7. Diagnostic product specialist

8. Public health practitioner

9. Health care leader

A graduate may also practice in the following fields

1. Molecular Biology

2. Public Health and Epidemiology

3. Veterinary Laboratory Science

4. Food and Industrial Microbiology

5. Veterinary Science

6. Forensic Science

7. Nuclear Medicine/Science

8. Health Facility Administration and Management

9. Quality Management

KEY POINTS

The Bachelor of Science in Medical Technology/Medical Laboratory Science is a four-year

program consisting of three years of school-based courses and one year of internship training in
accredited training laboratories.

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 laboratory 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 (i.e., 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 title 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. Teachers set
the direction for learning to take place and help students achieve the set learning outcomes.