MTLB211 – FINALS
WEEK 13: PRC, CHED, CPD
PRC: Professional Regulation Commission
Presidential Decree 223
• Creating the professional regulation
commission and prescribing its powers
and functions.
• June 22, 1973
• Whereas, the regulations of the various
profession presently regulated by the
Office of the Boards of Examiners is so
extensive, practically covering all social
and economic life of the country.
• Whereas, the existence of the Boards of
Examiners is misconstrued for a number
years now as nothing more than an
examining unit, through all
professional laws creating the various
Boards have charged them with the
supervision and regulation over the
professional practice in the Philippines;
and
• Whereas, to effectively enforce the laws
regulating the various professions, there is
an urgent need to create a three-man
Commission to administer, implement,
coordinate and supervise the various
Boards of Examiners.
• Now, therefore, I, Ferdinand E. Marcos,
President of the Philippines, by virtue of the
powers vested in me by the Constitution
as Commander-in-Chief of all the Armed
Forces of the Philippines, and pursuant to
Proclamation No. 1081 dated September
21, 1972, and General Order No. 1 dated
September 22, 1972, as amended, do
hereby order and decree:
Section 1
• Professional Regulation Commission
• There is hereby created a three-man
Commission to be known as the
Professional Regulation Commission which
shall be attached to the Office of the
President for general direction and
coordination.
Section 2
• Composition
• The Commission shall be headed by:
➢ One full time Commissioner and two full
timer Associate Commissioners, all to
be appointed by the President for term
of nine (9) years.
➢ No person shall be appointed
chairman or member of the
Commission unless he is at least forty
(40) years of age.
➢ Familiar with the principles and
methods of professional regulation
and/or licensing and;
➢ Has at least five (5) years of executive
or managerial experience.
Section 3
the ➢ Exercise of powers and functions of the
Commission.
Section 4
➢ Compensation
Section 5
• Powers of the Commission
• The powers of the Commission are as
follows:
a. To administer, implement and enforce
the regulatory policies of the National
Government
b. …
c. To review, coordinate, integrate and
approve the policies, resolutions, rules
and regulations, orders or decisions
promulgated by the various Boards.
d. To administer and conduct the
licensure examinations of the various
Boards.
➢ Determine and fix the places and
dates of examinations.
➢ Appoint supervisors and room
examiners from among the
employees of the Government or
private individuals who have been
trained by the Commission for that
purpose.
➢ Use the buildings and facilities of
public and private schools for
examination purposes.
➢ Approve the release of
examination results.
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e. To keep and maintain a register of
authorized practitioners of the
profession or occupation.
➢ Issue certificates of registration or
licenses signed by all the members
of the Boards concerned and the
Commissioner with the official seal
of the Board affixed
f. To have custody of all the records of
the various Boards including their
examination papers, minutes of
deliberation, records of administrative
cases and investigations and
examination results.
g. To determine, fix and collect the
amount to be charged
examination, registration, registration
without examination, licenses, annual
registration fees, certifications,
surcharges and other fees.
h. …
i. To submit and recommend to the
President of the Philippines nominees
for appointment as members of the
various Boards from among those
nominated by the bona fide
professionals organizations accredited
by the Commission to fill existing or
probable vacancies.
Section 6
➢ Powers, functions and responsibilities of
various Boards
Section 7
• Names of various Boards
• The names of the various Boards shall be
changed by the Commission by deleting
the words “Examiners”.
Section 8
• Transfer or personnel, funds, records, etc.
• The present office of the Boards of
Examiners, its personnel, funds, records,
supplied, equipment, materials, furniture,
and fixture are hereby transferred to the
Commission.
Section 9
• Repealing clause
• The provisions of Republic Act No. 546 are
hereby repealed as well as those of other
pertinent laws inconsistent herewith.
Section 10
➢ Effectivity
➢ This decree shall take effect
immediately.
➢ Done in the City of Manila, this 22nd day
of June, in the year of Our Lord,
nineteen hundred and seventy-three
Republic Act of 8981
➢ The PRC Modernization Act of 2000
for ➢ December 5, 2000
Section 4
• Composition
• The Commission shall be headed by:
➢ One full time Commissioner and two
full time Associate Commissioners, all
to be appointed by the President for
a term of seven (7) years.
➢ At least 40 years old
➢ Holding a valid certificate of
registration/professional license
issued by a government agency.
➢ Familiar with the principles and
methods of professional regulation/
➢ Has at least 5 years of executive or
managerial experience.
Three-Man Commission
➢ Chairperson: Teofilo Pilando Jr.
➢ Commissioner I: Yolanda Reyes
➢ Commissioner II: Jose Cueto Jr.
Republic Act 10912
• “Continuing Professional Development
Act of 2016” (CPD)
• Lapsed into Law on July 21, 2016
• Took effect on August 16, 2016
• 45 Units for Medical Technologist
➢ For every 3 years
• Amending relevant Provisions of
Resolution No. 1032 (s. 2017) otherwise
known as the “Implementing Rules and
Regulations (IRR) of Republic Act No. 109,
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known as the Continuing Professional CHED Memorandum Order No. 13 s. 2017
Development (CPD) Act of 2016”. Section 9. Minimum Curriculum
• Components
Section 10
• CPD as Mandatory Recruitment in the General Education Core 24 Units
Renewal of Professional License and Courses
Accreditation System for the Practice of Understanding the Self 3 units
Professions. Readings in Philippine History 3 units
• The CPD is hereby made as a mandatory The Contemporary World 3 units
recruitment in the renewal of the PICs of Mathematics in the Modern 3 units
all registered and licensed professionals World
under the regulation of the Commission. Purposive Communication 3 units
• The implementation of this provision shall Art Appreciation 3 units
provide a transition period to develop the Science, Technology & Society 3 units
necessary standards, processes, Ethics 3 units
capacity, and infrastructure while General Education Elective 9 units
minimizing the cost and inconvenience to Courses
professionals covered by the requirement. GE Elective 1 3 units
Attached hereto as Annex “A” is the list of GE Elective 2 3 units
the priority deliverables as antecedent GE Elective 3 3 units
requirements for the full implementation of General Education Mandated 3 units
the CPD Act of 2016. Course
• During this transition period, the following The Life and Works of Jose Rizal 3 units
shall be observed: Physical Education Courses 8 units
a. Professionals working overseas shall Physical Education 1 2 units
not be covered by the COD Physical Education 2 2 units
requirement. Physical Education 3 2 units
b. Newly licensed professionals shall be Physical Education 4 2 units
not covered by the COD requirement NSTP Courses 6 units
for the first renewal cycle obtaining NSTP 1 3 units
their license. NSTP 2 3 units
c. The various CPD councils shall reduce Core Courses 25 units
the required CPD credit units to a Inorganic and Organic 4 units
minimum, which shall not be more Chemistry
than fifteen (15), as provided for Analytical Chemistry 4 units
under applicable laws. Biochemistry for Med Lab 5 units
• CPD Credit Units refer to the value of an Science
amount of learning achieved from formal, Human Anatomy and 4 units
Physiology with
informal or non-formal learning including
Pathophysiology
professional work experience wherein
Prin. & Strategies of Teaching in 2 units
credits can be accumulated to Med Lab Science
predetermined levels for the award of a Biostatistics and Epidemiology 3 units
qualification. Health Information System for
Med Lab Science
Republic Act No. 7722
• The “Higher Education Act of 1994” Professional Courses 65 units
• An act creating the Commission on Higher Principles of Medical 3 units
Education, appropriating funds therefor Laboratory Science Practice 1
and for other purposes.

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Principles of Medical 3 units Clinical Internship 1 12 units
Laboratory Science Practice 2 Clinical Internship 2 12 units
Community and Public Health 4 units Medical Technology 2 units
for Med Lab Science Assessment Program 1
Human Histology 2 units Medical Technology 2 units
Molecular Biology and 3 units Assessment Program 2
Diagnostics
Med Tech Laws and Bioethics 3 units
Cytogenetics 2 units CHED Memorandum Order No. 18 s. 2018
Clinical Chemistry 1 5 units • The implementing guidelines for the
Clinical Bacteriology 5 units conduct of drug testing of students in all
Clinical Parasitology 3 units Higher Education Institutions (HEIs).
Hematology 1 4 units • In accordance with Section 8 (n) and (o)
Histopathologic and Cytologic 3 units of RA 7722, the Higher Education Act of
Techniques 1994 as amended, in relation to Section 36
Laboratory Management 2 units (c) of RA 9165, the Comprehensive
Clinical Chemistry 2 5 units Dangerous Drugs Act of 2002, and
Hematology 2 3 units pursuant to Commission en banc
Immunology and Serology 4 units Resolution No 539-2017 dates 18 July 2017,
Immunohematology 4 units the Commission issues this “Implementing
Analysis of Urine and Body Fluids 3 units Guidelines for the Conduct of Drug Testing
Mycology and Virology 2 units of Students in All Higher Education
Seminar 1 1 unit Institution (HEIs)”.
Seminar 2 1 unit
Research Courses 5 units Other Laws
Intro to Med Lab Science 2 units RA 9482
Research • Anti-Rabies Act of 2007
Research Paper Writing and 3 units RA 10069
Presentation • An Act Declaring May 7 of every year
Clinical Internship Courses 28 units as “Health Workers Day”

Introduction to Bioethics
ETHICS MORALS
Where are they? Refers to rules provided by an Refer to an individual’s own
external source (group) e.g., principles regarding right and
code of conduct in workplace wrong
or principles in religions.
Where do they come from? Social system – External Individual – Internal
Why we do it? Because society says it is the Because we believe in
right thing to do. something being right and
wrong
Flexibility Ethics are dependent on others Usually consistent, although
for definition. They tend to be can change is an individual’s
consistent within a certain beliefs change.
context, but can vary between
contexts.
Origin Greek work “ethos” meaning Latin word “mos” meaning
“character” “custom”
Acceptability Ethics are governed by Morality transcends cultural
professional and legal norms
guidelines within a particular
time and place

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Bioethics as Applies Ethics
• Comes from the Greek word “bios”
meaning life.
• It is the ethics of medical care.
• It deals with those concerning life, health
and death that have resulted from
modern biological technology (e.g.,
abortion, contraception, genetic
engineering) particularly the way they
have affected human values.
Three Basic Principle of Bioethics
• Autonomy
• Beneficence
• Justice
Autonomy
• Right to self-determination
• Moral right of an individual to determine
what is good for himself/herself and for
others.
• Mandates a strong sense of personal
responsibility for one’s own life.
• Only the individual who personally
assumes the burden of responsibility
should make the decision.
• This principle underscores individual
freedom and conscience.
• Examples:
➢ Patient’s right to be informed about the
nature of his/her sickness.
➢ Pregnant woman’s right to control her
own body.
➢ The right to refuse medical treatment.
➢ The right to die within dignity.
Beneficence
• It is the practice of doing acts of
goodness, kindness and charity.
• “Do not harm and produce the good” or
“Do good and do no harm”.
• It prescribes the avoidance and
prevention of harm and the production of
good.
• Case:
➢ If a fetus, for instance, is detected to be
deformed or defective through a
process known as amniocentesis,
would you be doing it more good than
harm by aborting it?
Justice
• Means the rendering of what is due or
merited.
• Treat everyone alike
• It is the equal distribution of harm and
benefits, of burdens and comforts, of
good and services among those who
need them.
• Two types:
➢ Comparative
➢ Non-comparative
Comparative Justice
• An individual or group receives is
determines by balancing the claims of
other individuals or groups.
➢ A particular patient receives is
determines by balancing the gravity of
the condition or need.
➢ Case: KIDNEY TRANSPLANT (only 1
kidney is available)
✓ Patient 1 – dying of renal failure
✓ Patient 2 – recently diagnosed with
kidney problem
Non-Comparative Justice
• Distribution od medical goods or
resources is determined by a certain
standards/principle rather than by the
needs or claims of individuals.
• Policy or rules is needed.
➢ Example: “First come, first served”
• Case:
➢ Suppose a 10 year old is more likely to
benefit from a medical procedure
than a 90 year old. Should the latter be
served first since the patient arrived
first?
School of Ethics
• Ethical Relativism
• Ethical Pragmatism
• Ethical Utilitarianism
Ethical Relativism
• Claims that no universal or absolute moral
principles.
• Standards of right and wrong are always
relative to a particular culture or society.
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Ethical Pragmatism has a good tissue match with the
• “Practical thinking” woman’s kidney. Physicians
• Practically, usefulness, workability and concerned are now faced with a
beneficiary – things to consider moral problems: Is it morally right to
• It is more of a theory of knowledge, truth hasten the woman’s death by
and meaning than of morality. extracting a kidney? Wouldn’t it be
• If there is no conflict, then there is no murder to do so? By unplugging the life
ethical situation. support machine, would we not be
• If an idea works or brings goods results, it is guilty of euthanasia, insofar as the
true. woman patient is hopeless case
• The truth of an idea is determined by its anyway?
consequences.
• If an idea is devoid of results, it is
inconsequential, and hence meaningless.
• Cases:
➢ ON DIVORCE: Is it more workable and
beneficial for both husband and wife
to dissolve their marriage for the sake
of their own children, who have been
greatly psychologically affected by
their horrendous and violent quarrels?
➢ ON ABORTION: Would it rather be
more humane and beneficial for a
grossly deformed fetus to be aborted
now than to let it see the light of the
day only to suffer and life a life
unbearable misery?

Ethical Utilitarianism
• It states that the rightness or wrongness of
actions is determined by the goodness
and badness of their consequence.
• “Actions are good insofar as they tend to
promote happiness, bad as they tend to
produce unhappiness”.
• Consequences, effects, results and
outcomes are most important.
• Case:
➢ A comatose woman in a hospital
whose medical diagnosis only shows a
minimal brain function so that a life
support machine is required to keep
her breathing. It will only be a matter of
time before she is dead. Another
patient who has severely damaged
kidneys from a vehicular accident has
just been brought into the emergency
room of the hospital. This patient needs
an immediate kidney transplant and

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