PRINCIPLES IN MLS PRACTICE 1
Title of the lesson: MEDICAL TECHNOLOGY/CLINICAL LABORATORY SCIENCE EDUCATION
Date| Lecturer/Professor: Ms. Arianne Rose A. Lim
Transcriber/s: John Carlo P. de Pedro
MEDICAL TECHNOLOGY/CLINICAL
LABORATORY SCIENCE EDUCATION
OUTLINE
 Definition of Curriculum
 Medical Technology Curriculum
 General Education Courses
 Professional Courses
 Research Courses
 Clinical Internship Training
 Licensure Examination
 Program Goals and Learning Outcomes
 Assessment
 Job Opportunities for Graduate of the
Program
DEFINITION OF CURRICULUM
 Curriculum comes from the Latin word currere which
means to run.
 Glossary of Educational Reforms
o 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 the students; the books,
materials, videos, presentations, and
readings used in a course; and the tests,
assessments and other methods used to
evaluate student learning.
 Curriculum refers to the means and materials with which
students interact for the purpose of achieving identified
educational outcomes.
 John Dewey
o 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.
 Indiana Department of Education
o Curriculum refers to the planned interaction of
students with instructional content, materials,
resources, and processes for evaluating the
attainment of educational objectives.
 Curriculum:
o Is systematic & organized
o 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
o Consists of a planned process of
measurement, assessment, and evaluation to
gauge student learning
o 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:
o setting standards among institutions offering
Bachelor of Science in Medical Technology/Medical
Laboratory Science program
o monitoring & evaluating such institutions
BSMT / BSMLS program
 one of the allied health program
 a four-year program
 First three years - general education & professional courses
(theoretical)
 Fourth year – students’ internship training in CHED-
accredited training laboratories affiliated with their
college/department
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 CMO No. 13, series of 2017 3. The Contemporary World
4. Mathematics in the Modern World
 Policies, Standards & Guidelines for the Bachelor of 5. Purposive Communication
Science in Medical Technology/ Medical Laboratory 6. The Life and Works of Rizal
Science program 7. Science, Technology, and Society
 The Commission issued CHED Memorandum Order (CMO) No. 8. Art Appreciation
13, series of 2017 as a guide for institutions offering the 9. Ethics
program
 The CMO contains the goals, program outcomes, CORE COURSES
performance indicators, and the minimum course offerings
(general education core courses, and professional courses with  Basic & essential for future classwork & graduation
allotted units) of the BSMT/ BSMLS program.  Pre-requisites
 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.
 1 unit of lecture = 1 hour of class meeting every week
o 3-unit lecture = 3 hours of class meeting every
week PROFESSIONAL COURSES
(54 hours per semester – if one year is divided into two
semesters with each semester equivalent to 18 weeks)  To develop the knowledge, technical competence,
 1 unit of laboratory = 3 hours of class meeting every
professional attitude, and values necessary to
week practice and meet the demands of the profession
o Principles of Medical Laboratory Science 1 = 3 –unit  Critical thinking skills, decision-making skills,
lecture without a laboratory component = 3 hours interpersonal skills, collaboration, and teamwork are
class meeting every week also developed.
o Clinical Bacteriology 1 = 5-unit course (3 units lec & 2
 80% - passing grade
units lab) = 3 hours of lecture & 6 hours laboratory
1. Principles of Medical Laboratory Science 1: Introduction to
work (Total: 54 lecture hours & 108 laboratory hours
Medical Laboratory Science, Laboratory Safety, and Waste
per sem)
Management
 The policy of taking pre-requisites for some courses is
o Deals with basic concepts and principles related to
followed.
MT/ MLS profession
 A student taking the BSMT/ BSMLS program must be aware of
o Emphasis: curriculum, practice of the profession,
the courses he or she needs to take in order to move on to
clinical laboratories, continuing professional
more advanced courses in the curriculum.
education, biosafety practices, and waste
o E.g. Before taking Immunology & Serology – one
management
should have completed Clinical Bacteriology
2. Principles of Medical Laboratory Science 2: Clinical
Laboratory Assistance and Phlebotomy
GENERAL EDUCATION COURSES o Clinical Laboratory Assistance
 concepts & principles of different assays
 Aim to develop foundational knowledge, skills, values, and performed in the clinical laboratory
habits necessary for students to succeed in life, to positively o Phlebotomy
contribute to society, to understand the diversity of cultures, to  Deals with the basic concepts, principles,
gain a bigger perspective and understanding of living with and application of the standard procedures
others, to respect differences in opinions, to realize and accept in blood collection, transport, and
their weaknesses and improve on them, and to further hone processing.
their strengths.  Involves the study of pre-analytic, analytic
 Aim to develop humane individuals that have a deeper and post-analytic variables that affect
understanding of self and acceptance of others reliability of test results
 The general courses are as follows: 3. Community & Public Health for MT/MLS
1. Understanding the Self
2. Readings in Philippine History
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 o Involves the study of the foundations of community
health that include the human ecology, demography,
and epidemiology.
o It emphasizes the promotion of community, public and
environmental health and the immersion and
interaction of students with people in the community.
4. Cytogenetics
o 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.
o It also discusses the abnormalities and genetic
disorders involving chromosomes and nucleic acids
(DNA & RNA).
o Emphasis: analysis of nucleic acids and their
application to medical science.
5. Human Histology
o Deals with the study of the fundamentals of cells,
tissues and organs with emphasis on microscopic
structures, characteristics, differences and functions.
o Lab component : deals with microscopic identification
and differentiation of cells that make up the systems of
the body
6. Histopathologic Techniques with Cytology
o Covers the basic concepts and principles of disease
processes, etiology, and the development of
anatomic, microscopic changes brought about by the
disease process.
o Deals with histopathologic techniques necessary for
the preparation of tissue samples collected via
surgery, biopsy and/or autopsy for macroscopic and
microscopic examinations for diagnostic purposes.
o In a school-based laboratory:
 Tissue processing
 Cutting of process tissue
 Staining
 Mounting of stained tissue for microscopic
examination
 Performing biosafety and waste
management
7. Clinical Bacteriology
o Deals with the study of the physiology & morphology
of bacteria and their role in infection and immunity.
o Emphasis: on the collection of specimen & the
isolation & identification of bacteria.
o Also covers antimicrobial susceptibility testing and
development of resistance to antimicrobial
substances.
o In a school-based laboratory:
 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 & waste management
 Quality assurance and quality control
 Antimicrobial susceptibility testing
8. Clinical Parasitology
o Concerned with the study of animal parasites in
humans and their medical significance in the country
o Emphasis: on the pathophysiology, epidemiology, life
cycle, prevention & control, and the identification of
ova and/or adult worms and other forms seen in
specimens submitted for diagnostic purposes.
o In a school-based laboratory:
 Microscopic identification of diagnostic
features of different groups of parasites
pathogenic to man (nematodes, trematodes,
cestodes, protozoa, plasmodium, among others)
 Different methods of preparing smear for
microscopic examination (Direct fecal smear,
Kato-Karz, among others)
9. Immunohematology & Blood bank
o Tackles the concepts of inheritance, characterization
and laboratory identification of red cells antigens and
their corresponding antibodies
o Also covers the application of these antigens and/or
antibodies in transfusion medicine and transfusion
reactions work-up
o In a school-based laboratory:
 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
o Deals with the study of fungi & viruses as agents of
diseases
o Emphasis: on epidemiology, laboratory identification &
characterization, and prevention & control
11. Laboratory Management
o Looks into the concept of laboratory management
which are planning, organizing, staffing, directing &
controlling as applied in clinical laboratory setting
o Also tackles the process of solving problems, quality
assurance & quality control, preparation of policy &
procedure manuals, and other activities necessary to
maintain a well-functioning laboratory
12. Medical Technology Laws & Bioethics
o Encompasses various laws, administrative orders, and
other approved legal documents related to the
practice of Medical Technology/ Medical Laboratory
Science in the Philippines
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 o Bioethics – looks into the study of ethics as applied to
health and health care delivery and to human life in
general
o Different bioethical principles, philosophical principles,
virtues & norms, and the Code of Ethics of Medical
Technology are also discussed.
13. Hematology 1
o Deals with the study of the concepts of blood as a
tissue
o Emphasis: formation, metabolism of cells, laboratory
assays, correlation with pathologic conditions &
special hematology evaluation
o Quality assurance and quality control in hematology
laboratory as well as bone marrow studies are also
discussed.
o In a school-based laboratory:
 Complete Blood Count (CBC)
 Hematocrit blood test
 Platelet count
 Preparation of blood smear & staining
 Red cell morphology
 Erythrocyte sedimentation rate (ESR)
 Fragility test
 Erythrocyte indices
 Reticulocyte count
 Instrumentation
 Osmotic fragility test
 Quality assurance & quality control
 Biosafety & waste management
14. Hematology 2
o Deals with the concepts & principles of hemostasis,
and abnormalities involving red blood cells (RBC),
white blood cells (WBC), and platelets
o Emphasis: laboratory identification of blood cell
abnormalities, quantitative measurement of
coagulation factors, and disease correlation
o In a school-based laboratory:
 Identification of abnormal RBC & WBC
 Special staining techniques
 Coagulation factor test (activated partial
thromboplastin time [APTT], prothrombin
time [PT], bleeding time [BT], clotting time
[CT], clot retraction time [CRT])
 Instrumentation
15. Clinical Microscopy
o Focuses on the study of urine and other body fluids
(excluding blood)
o Includes the discussion of their formation, laboratory
analyses, disease processes, and clinical correlation
of laboratory results
o In a school-based laboratory:
 Routine urinalysis (macroscopic,
microscopic, chemical examinations)
 Special 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
o Encompasses the concepts and principles of
physiologically active soluble substances and waste
materials present in body fluids, particularly in the
blood.
o Includes formation, laboratory analyses, reference
values and clinical correlation with pathologic
conditions
o Also looks into instrumentation & automation, quality
assurance and quality control
o In a school based laboratory:
 Instrumentation
 Quality assurance & 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 & waste management
17. Clinical Chemistry 2
o Continuation of Clinical Chemistry 1
o Deals with the concepts and principles of
physiologically active soluble substances and waste
materials present in body fluids, particularly in the
blood.
o It also covers the study of endocrine glands and
hormones and their formation, laboratory analyses
and clinical correlation.
o Emphasis: therapeutic drug monitoring and laboratory
analyses of drugs and substances of abuse as well as
toxic substances
o In a school-based laboratory:
 Bilirubin tests
 Clinical enzymology (transferases,
dehydrogenase, hydrolases)
 Electrolyte testing
 Hormone testing
 Drug tests
18. Seminars 1 & 2
o Taken during student’s fourth year in the program
together with the internship training
o Deals with current laboratory analyses used in the
practice of medical technology
19. Molecular Biology & Diagnostics
o Molecular biology - deals with the nucleic acid and
protein molecule interaction within the cell to promote
proper growth, cell division, and development.
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 o It covers the molecular mechanisms of DNA  The intern is required to render 32 hours of duty per week not
replication, repair, transcription, translation, protein exceeding a total of 1,664 hours in one year.
synthesis, and gene regulation.  This is broken down per section as follows (based on CMO 13 s.
o Focused on the concepts, principles, and application 2017):
of molecular biology in clinical laboratory.
Section Hours
o Also deals with the application of different molecular
Clinical Chemistry 300 hours
techniques as tools in the diagnosis of diseases.
Clinical Microscopy & Parasitology 200 hours
Microbiology 250 hours
RESEARCH COURSES Hematology 300 hours
 Required in the BSMT/ BSMLS program: Blood banking (immunohematology) 200 hours
 Research 1: Introduction to Laboratory Histopathologic techniques & cytology 100 hours
Science Research Immunology & Serology 220 hours
 Research 2: Research Paper Writing & Laboratory Management 40 hours
Phlebotomy 54 hours
Presentation
Total 1,664 hours
 Research 1
 The academic institution is required to conduct an orientation to
 Deals with the basic concepts and principles
prospective interns regarding the policies and guidelines on
of research as applied in Medical
internship training as contained in the Internship Training
Technology/ Clinical Laboratory Science
Manual.
 Ethical principles, as applied in research,
 Laboratory management includes collection, handling, transport
are also emphasized.
and receiving of specimens, quality assurance, safety and waste
 Research 2
management.
 Covers the methodology of the research,
writing the research paper in the format
LICENSURE EXAMINATION
prescribed by the institution and
international research agencies for possible  The Medical Technology Licensure Examination is
publication, and presentation of the finished conducted to identify graduates who possess the basic
and completed research in a formal forum. qualifications or the minimum conceptual skills & technical
competencies to perform the tasks with minimum errors.
CLINICAL INTERNSHIP TRAINING  The Professional Regulation Commission (PRC) is the
government agency, under the Office of the President of the
 Taken during the students’ fourth year in the program
Philippines, tasked to administer licensure examinations to
 Qualification: the student must have completed and passed all
different professionals.
the academic & institutional requirements for the first three
 The Professional Regulatory Board (PRB) for Medical
years of the program, and other requirements as specified in the
Technology/ Medical Laboratory Science, under the PRC, is
official documents of the institution, college and/or departments
tasked to prepare and administer the written licensure
 Before proceeding with the actual training, students are required
examinations for graduates qualified to take the examination.
to undergo physical & laboratory examinations which include,
 PRB is composed of a chairperson, who must be a duly licensed
but not limited to:
pathologist, and two members, who should be both registered
o Complete blood count
medical technologists.
o Urinalysis
o Chairperson: Dr. Marilyn A. Cabal-Barza
o Fecalysis
o Two members: Ms. Marilyn R. Atienza & Ms. Marian
o Chest X-ray
M. Tantingco
o Sputum microscopy
 All members of the PRB are required to be holders of PRC
o Hepatitis B surface antigen (HBsAg) & Hepatitis B
licenses.
surface antibody (HBsAb) screening
o Drug testing (for methamphetamines & cannabinoids)  At present, the Medical Technologist Licensure Examination is
given twice a year, on the months of March & August.
 Proof of vaccination for hepatitis B is also a requirement.
 Some of the provisions included in Republic Act 5527, “The
 This intensive training aims to apply the theoretical aspects of
Medical Technology Act of 1969,” in relation to the licensure
the profession into practice.
examination:
 Students are assigned to CHED-accredited clinical laboratories
1. The courses included in the licensure examination and
affiliated with their academic institution on a 6-month or one-
their corresponding weights are as follows:
year rotation. (6 months in both public & private hospitals)
 This rotation ensures that all students experience to work in the
different sections of a clinical laboratory.
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 Subjects Percentage
Clinical Chemistry 20%
Microbiology & Parasitology 20%
Hematology 20%
Blood Banking & Immunology & 20%
Serology
Clinical Microscopy 10%
Histopathologic Techniques 10%
(MTLaws & Bioethics & 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 weight
3. If an examinee passed 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 enroll 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 & 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 & teaching methodologies that shape a
program.
 When learning outcomes are clearly stated, shared
responsibilities and accountabilities for learning are developed
in both students & teachers.
 The learning outcomes of the BSMT/ BSMLS program state the
knowledge, skills, values, and ethics that graduates of the
program should demonstrate.
 Demonstration of such outcomes will result in competent &
skillful professionals who are ready to skillfully 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 is comprised of facts, information &
concepts acquired through experience & 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
& necessary competencies to contribute towards the
resolution of the problem or conflict at hand.
 Technical skills relate to the psychomotor domain of
learning.
 MT/ MLS 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, & processing, manual
testing & automation of equipment, molecular biology
techniques, as well as in biosafety & waste
management.
2. Be endowed with the professional attitude and values
enabling them to work with their colleagues and other
members of healthcare delivery
 Attitude deals with 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 & praise; and his or her enthusiasm
and desire to contribute to the well-being of the
stakeholders.
3. Demonstrate critical thinking and problem solving skills
when confronted with situations, problems & conflicts in
the practice of their profession
 Critical thinking is the ability of an individual to
objectively & systematically analyze, without bias,
facts & 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.
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  Decision making entails one’s ability to gather &
synthesize facts, information & 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 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 actions 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
 Issues in the medical technology profession
emergence & 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
clinical laboratory personnel taking more
complex roles
 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 &
acquired.
 MT/ MLS practice involves a state of constant learning
and re-learning to efficiently carry out the
responsibilities & 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 enroll in graduate programs
related to the profession.
5. Actively participate in research & 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, is
not afraid to develop others who may end up better
than him or her.
 No one is born a leader.
 Becoming an effective leader entails learning through
experiences that include failures inside & outside the
academic and work environment.
7. Demonstrate collaboration, teamwork, integrity, and
respect when working in a multicultural environment
 Collaboration & 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.
 Teamwork 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
 Inherent in a learning activity
 Involves a planned, systematic, and organized way of testing,
measuring, collecting & obtaining necessary information to gain
feedback on students’ progress against set standards per
course and on the effectivity of the teaching methodology.
 Feedback comes from both teachers & 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 & students can
be seen in the ff. purposes:
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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 & 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
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 & learning strategies.
7. It determines the demonstrable changes in the attitude
and behavior of students.
8. It determines whether the learning has taken place.
TYPES OF ASSESSMENT
 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.
 Types:
1. Formative assessment
 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
 assessment for learning
 done during and/or within the instructional
process of a course
 determines whether a student is achieving
the outcomes of the topic being discussed
 also used by the teacher to gain feedback
for the improvement of his or her instruction
 Examples: quizzes, short-answer questions,
reflection papers
2. Summative assessment
 Assessment of learning
 Done at the end of instruction, grading
period (prelim, mid-terms, finals) or
comprehensive examination
 This can be used to know how well each
student learned the tasks or how well the
student attained the learning outcomes.
 Examples: end-of-unit and end-of-terms
exams, research/term papers, and final
projects
3. Diagnostic assessment
 Given prior to instruction
 Used to gauge what students already know
and do not know about the topic at hand
 Example: pre-quizzes
ASSESSMENT TOOLS
 In choosing a valid & 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.
 If the learning outcome measures 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 & HOTS, so teachers must be knowledgeable in
gauging the appropriateness of an assessment tool.
 Examples of assessment tools:
1. Teacher-made written tests
 Very popular & widely used assessment
tools
 Include quizzes, long exams, term exams &
comprehensive exams
 Reliability & 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 & critical
thinking skills.
 In science-based programs, writing
reflection papers involves tackling the
connection and relationship between theory
& practice.
3. Portfolios
 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
 Usually given in the laboratory component of
a course
 Measures the attainment of psychomotor
skills necessary for the correct performance
of practical procedures in the laboratory
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  Examples: practical exams, return  A graduate may also practice in the following fields:
demonstrations, move system, and objective 1. Molecular Biology
structured clinical examination 2. Public Health & Epidemiology
 Bloom’s Taxonomy of Learning 3. Veterinary Laboratory Science
1. Cognitive = Knowledge 4. Food & Industrial Microbiology
2. Affective = Attitudes/ 5. Veterinary Science
Emotions 6. Forensic Science
3. Psychomotor = Skills 7. Nuclear Medicine / Science
5. Oral examinations & presentations 8. Health Facility Administration & Management
 Gauge competency through oral 9. Quality Management
communication skills 10. Drug Test Analyst
 Students usually discuss a certain topic to 11. HIV Proficient
an audience. 12. HIV Counselor
 This requires a lot of preparation on the part
of the student.
 The quality of an oral presentation is
affected by body language, tone & quality of
voice, confidence & preparedness.
 Visual aids can also be helpful in oral
presentations as long as they are
appropriate and well thought out.
6. Rubrics
 Evaluates the work of students based on a
particular criteria
 Clearly communicates the standards for a
particular academic task for the
characteristics of each criterion is clearly
written
 Better version of checklist rating scale
 Guides the students in taking note of the
teacher’s expectations
 Provide feedback to the learners regarding
their own strengths and weaknesses
 Versatile assessment tool for they can be
used for grading oral presentations, case
analyses, essays, portfolios, performance
tasks, and can be used for self & peer
evaluation.
JOB OPPORTUNITIES

 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
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