PMLS1: Chapter 5: Medical Technology/Clinical Laboratory Science Education

CURRICULUM 2. Principles of Medical Laboratory Science 2: Clinical Laboratory

● Comes from the Latin word currere which means to run. Assistance and Phlebotomy
Definition of Curriculum ● Clinical Laboratory Assistance encompasses the concepts
a. According to the Glossary of Education Reforms, curriculum and principles of different assays performed in the clinical
refers to the knowledge and skills laboratory.
students are expected to learn, which include the learning ● Phlebotomy deals with the basic concepts, principles, and
standards or learning objectives they are expected to meet. application of the standard procedures in blood collection,
the units and lessons that teachers teach, the assignments transport, and processing. It also involves the study of
and projects given to students; the book materials; videos, pre-analytic, analytic, and post-analytic variables that affect
presentations, and readings used in a course; and the test, the reliability of test results.
assessments, and other methods used to evaluate student ● It also involves the study of pre-analytic, analytic, and
learning. post-analytic variables that affect the reliability of test results.
b. Curriculum refers to the means and materials with which 3. Community and Public Health for MT/MLS
students interact for the purpose of achieving identified ● This course involve the study of foundations of community
educational outcomes. health that include human ecology, demography, and
c. According to John Dewey, curriculum is a continuous epidemiology.
reconstruction, moving from the child's present experience ● It emphasizes the promotion of community, public, and
out into that represented by the organized bodies of truth environmental health, and the immersion and interaction with
that we call studies. people in the community.
d. According to the Indiana Department of Education, 4. Cytogenetics
curriculum refers to the planned interaction of students with ● This course is focused on the study of the concepts and
instructional content, materials resources, and processes for principles of heredity and inheritance which includes genetic
evaluating the attainment of educational objectives. phenomena, sex determination, and genetic defects rooted
In summary, curriculum: in inheritance, among others.
a. Is systematic and organized ● It also discusses the abnormalities and genetic disorders
b. Explicitly states outcomes (knowledge, skills) the involving the chromosomes and nucleic acids (DNA and
learners/students have to achieve and learn through the use RNA).
of planned instructional processes and other learning ● Emphasis is given to the analysis of nuclear acids and their
implements in a specific period. application to medical science.
c. Consists of a planned process of measurement, 5. Human Histology
assessment, and evaluation to gauge student learning ● This course deals with the study of the fundamentals of cells,
d. Is designed for students tissues, and organs with an emphasis on microscopic
structures, characteristics, differences, and functions.
Medical Technology Curriculum ● The laboratory component of this course primarily deals with
● Commission on Higher Education (CHED) the microscopic identification and differentiation of cells that
● Established on May 18, 1994 make up the system of the body.
● R.A. 7722 (Higher Education Act of 1992) 6. Histopathologic Techniques with Cytology
● Government agency under the office of the President ● This course covers the basic concepts and principles of
● Covers higher education both public and private. disease processes, etiology and the development of
● It is tasked to organize and appoint members of the technical anatomic, microscopic changes brought about by the
panel for each discipline/program area. disease process.
Technical Committee for Medical Technology Education (TCMTE) ● It deals with the histopathologic techniques necessary for
● TCMTE- assist the commission in setting standards among the preparation of tissue samples collected via surgery,
institutions offering biopsy, and/or autopsy for microscopic and microscopic
● BSMT /BSMLS programs in monitoring and evaluating such examinations for diagnostic purposes.
institutions. ● Some of the tests that students perform for the laboratory
● Bachelor of Science in Medical Technology/Bachelor of component of the course in a school-based laboratory are:
Science in Medical Laboratory Science ⊛ Tissue processing
● BSMT/BSMLS- is a four-year program consisting of general ⊛ Cutting of processed tissue
education and professional courses. ⊛ Staining
● Fourth Year is dedicated to the student's internship in CHED- ⊛ Mounting of Stained tissue for microscopic examination
accredited training laboratories affiliated with their ⊛ Performing biosafety and waste management
college/department. 7. Clinical Bacteriology
● CMO No. 13 Series of 2017 (Policies, Standards, and ● This course deals with the study of the physiology and
Guidelines for BSMT/BSMLS program) - as a guide for morphology of bacteria and their role in infection and
institutions offering the program. immunity.
● Goals, Program Outcomes, Performance Indicators, and ● Its emphasis is on the collection of specimens and the
Minimum Course offerings isolation and identification of bacteria.
GENERAL EDUCATION COURSES ● Some of the procedures and tests that students perform for
● General Education (GE) - aims to develop humane the laboratory component of the course in a school-based
individuals that have a deeper sense of self and acceptance laboratory are:
of others. ⊛ Preparation of Culture Media
● These courses aim to develop foundational knowledge, ⊛ Collection of Specimen
skills, values, and habits necessary for students to succeed ⊛ Preparation of bacterial smear
in life, to positively contribute to society, to understand the ⊛ Staining of smear
diversity of cultures, to gain a better perspective and ⊛ Inoculation of the specimen on culture media
understanding of living with others, to respect differences in ⊛ Characterization of colonies of bacteria growing in culture
opinions, to realize and accept their weaknesses and media
improve on them, and to further hone their strength. ⊛ Performing different biochemical tests for the identification
GE COURSES: of bacteria
1. Understanding the Self ⊛ Biosafety and waste management
2. Readings in Philippine History ⊛ Quality assurance and Quality control
3. The Contemporary World ⊛ Antimicrobial susceptibility testing
4. Mathematics in the Modern World 8. Clinical Parasitology
5. Purposive Communication ● This course is concerned with the study of animal parasites
6. The Life Works of Rizal in humans and their medical significance in the country.
7. Science Technology and Society ● Its emphasis on pathophysiology, epidemiology, life cycle,
8. Art Appreciation prevention and disease control, and identification of ova
9. Ethics and/or adult worms and other forms seen in specimens
PROFESSIONAL COURSES submitted for diagnostic purposes
● Professional Courses- to develop the knowledge, technical, ● Some of the procedures and tests that students perform for
competence, professional attitude, and values necessary to the laboratory component of the course in a school-based
practice and meet the demands of the profession. laboratory are:
● Critical Thinking, Sills, Decision making-skills, Interpersonal ⊛ Microscopic identification of diagnostic features of different
Skills, Collaboration, and Teamwork are also developed. groups of parasites pathogenic to man (e.g. nematodes,
PROFESSIONAL COURSES: trematodes, cestodes, protozoa, plasmodium, among others)
1. Principles of Medical Laboratory Science 1: Introduction to ⊛ Different methods of preparing smears for microscopic
Medical Laboratory Safety, and Waste Management examination (Direct Fecal Smear, Kato-Katz, among others)
● Deals with the basic concepts and principles related to the 9. Immunohematology and Blood Bank
Medical Technology/Medical Laboratory Science profession. ● This course tackles the concepts of inheritance,
● Its emphasis is on the curriculum, the practice of the characterization, and laboratory identification of red cell
profession, clinical laboratories, continuing professional antigens and their corresponding antibodies.
education, biosafety practices, and waste management. ● It also covers the application of these antigens and/or
antibodies in transfusion medicine and transfusion reactions
work-up.
 ● Some of the procedures and tests that students perform for ● Some of the procedures and tests that students perform for
the laboratory component of the course in a school-based the laboratory component of the course in a school-based
laboratory are: laboratory are:
⊛ ABO and Rh Typing ⊛ Instrumentation
⊛ Coombs Test ⊛ Quality assurance and quality control
⊛ Blood Donation Process ⊛ Glucose determination
⊛ Compatibility Testing ⊛ Lipid testing (triglyceride, lipoproteins)
⊛ Transfusion Reaction work-up ⊛ Renal function tests [blood urea nitrogen (BUN), blood uric
⊛ Preparation of RBC suspension acid (BUA), creatinine]
10. MYCOLOGY AND VIROLOGY ⊛ Protein testing (total proteins, albumin, globulin)
–mycology ( study of fungi), virology (study of viruses) ⊛ Biosafety and waste management
● This course deals with the study of fungi and viruses as 17. Clinical Chemistry 2
agents of diseases ● This course is a continuation of Clinical Chemistry 1 and
● Emphasis on epidemiology, laboratory identification and deals with the concepts and principles of physiologically
characterization, prevention, and control-. active soluble substances and waste materials present in
11. Laboratory Management body fluids, particularly in the blood.
● This course looks into the concepts of laboratory ● It covers the study of endocrine glands and hormones and
management which are planning, organizing, staffing, their formation, laboratory analyses, and clinical correlation.
directing, and controlling as applied in clinical laboratory ● Therapeutic drug monitoring and laboratory analyses of
setting. drugs and substances of abuse as well as toxic substances
● It also tackles the process of solving problems, quality are also emphasized.
assurance and quality control, preparation of policy and ● Some of the procedures and tests that students perform for
procedure manuals, and other activitivities necessary to the laboratory component of the course in a school-based
maintain a well-functioning laboratory. laboratory are:
12. Medical Technology Laws and Bioethics ⊛ Bilirubin tests
● This course encompasses various laws, administrative ⊛ Clinical enzymology (transferases, dehydrogenase,
orders, and other approved legal documents related to the hydrolases)
practice of Medical Technology/Medical Laboratory Science ⊛ Electrolyte testing
in the Philippines. ⊛ Hormone testing
● Bioethics looks into the study of ethics as applied to health ⊛ Drug tests
and healthcare delivery and human life in general. 18. Seminars 1 and 2
● Different bioethical principles, philosophical principles, ● This course is taken during the student's fourth year in the
virtues and norms, and the Code of Ethics of Medical program together with the internship training.
Technologists are also discussed. ● It deals with current laboratory analyses used in the practice
13. Hematology 1 of medical technology.
● This course deals with the study of the concepts of blood as 19. Molecular Biology and Diagnostics
tissue. ● Molecular Biology deals with the nucleic acid and protein
● Formation, metabolism of cells, laboratory assays, molecule interaction within the cell to promote proper growth,
correlation with pathologic conditions, special hematology cell division, and development.
evaluation are given emphasis. ● It covers the molecular mechanisms of DNA replication,
● Quality assurance and quality control in hematology repair, transcription, translation, protein synthesis, and gene
laboratory as well as bone marrow studies are also regulation.
discussed. ● This course focused on the concepts, principles, and
● Some of the procedures and tests that students perform for application of molecular biology in clinical laboratory.
the laboratory component in a school-based laboratory are: ● It deals with the application of different molecular techniques
⊛ Complete blood count (CBC) as tools in the diagnosis of diseases.
⊛ Hematocrit blood test RESEARCH COURSES
⊛ Platelet count ● Research courses required in the BSMT/BSMLS programs
⊛ Preparation of blood smear and staining are Research 1: Introduction to Laboratory Science
⊛ Red cell morphology Research and Research 2: Research Paper and Writing
⊛ Erythrocyte sedimentation rate (ESR) and Presentation.
⊛ Fragility test ● Research 1 deals with the basic concepts and principles of
⊛ Erythrocyte indices research as applied in Medical Technology/Clinical
⊛ Reticulocyte count Laboratory Science.
⊛ Instrumentation ● Ethical Principles, as applied to research, are also
⊛ Osmotic fragility test emphasized.
⊛ Quality assurance and quality control ● Research 2, covers the methodology, of the research
⊛ Biosafety and waste management (approves Research 1), writing the research paper in the
14. Hematology 2 format prescribed by the institution and international
● This course deals with the concepts and principles of research agencies for possible publication, and presentation
hemostasis and abnormalities involving red blood of the finished and completed research in a formal forum.
cells(RBC), white blood cells, and platelets. CLINICAL INTERNSHIP TRAINING
● Laboratory identification of blood cell abnormalities, ● Clinical Internship Training is taken during the student's
quantitative measurement of coagulation factors, and fourth year in the program.
disease correlation are emphasized. ● Only those who have completed and passed all the
● Some of the procedures and tests that students perform for academic and institutional requirements for the first three
the laboratory component of the course in school-based years of the program and other requirements as specified in
laboratory are: the official documents of the institution, college and/or
⊛ Identification of abnormal RBC and WBC departments are qualified for internship.
⊛ Special staining techniques ● Before proceeding with the actual training, students are
⊛ Coagulation factor tests (e.g., activated partial required to undergo Physical and Laboratory Examinations
thromboplastin time [APTT], Prothrombin time [PT], Bleeding which include, but not limited to, complete blood count
time [BT], Clotting time [CT], Clot retraction time [CRT]) (CBC), urinalysis, fecalysis, chest X-ray and/or sputum
⊛ Instrumentation microscopy, Hepatitis B surface antigen (HBsAg) and
15. Clinical Microscopy Hepatitis B surface antibody (HBsAb) screening, and drug
● This course focuses on the study of urine, and other body testing (for methamphetamines and cannabinoids). Proof of
fluids (excluding blood). vaccination for hepatitis B is also a requirement.
● It includes the discussion of their formation, laboratory ● This intensive training aims to apply the theoretical aspects
analyses, disease processes, and clinical correlation of of the profession into practice.
laboratory results. ● Students are assigned to CHED-accredited clinical
● Some of the procedures and tests that students perform for laboratories affiliated with their academic institution on 6
the laboratory component of the course in a school-based months or one-year rotation. This rotation ensures that all
laboratory are: students experience to work in the different sections of a
⊛ Routine urinalysis (macroscopic, microscopic, chemical clinical laboratory, namely clinical chemistry, hematology,
examinations) immunohematology (blood banking), clinical microscopy,
⊛ Special chemical examination of urine parasitology, microbiology, immunology and serology,
⊛ Examination of other body fluids (seminal fluid, gastric histopathology/cytology, and other emergent technologies.
juice, cerebrospinal fluid) ● Intern is required to render 32 hours of duty per week not
⊛ Pregnancy tests exceeding a total of 1664 hours in one year.
⊛ Chemical examination of stool specimens BREAKDOWN OF HOURS PER SECTION (based on CMO
16. Clinical Chemistry 1
13 S. 2017):
● This course encompasses the concepts and principles of
Clinical Chemistry 300 hours
physiologically active soluble substances and waste
Clinical Microscopy and Parasitology 200 hours
materials present in body fluids, particularly in the blood.
Microbiology 250 hours
● The study includes formation, laboratory analyses, reference
Hematology 300 hours
values and clinical correlation with pathologic conditions.
Blood Banking 200 hours
● The course also looks into instrumentation and automation,
Histopathologic Technique and Cytology 100 hours
quality assurance, and quality control.
Immunology and Serology 220 hours
Laboratory Management 40 hours 2. be endowed with the professional attitude and values
Phlebotomy 54 hours enabling them to work with their colleagues and other
TOTAL 1664 hours members of the health care delivery system
● Internship Training Manual ● 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
LICENSURE EXAMINATION
confronted with favorable or unfavorable situations in the
● The Medical Technologist Licensure Examination is
workplace.
conducted in order to identify graduates who possess the
● It also deals with his or her motivation to further improve
basic qualifications or the minimum conceptual skills and
himself or herself; how he or she reacts to criticism,
technical competencies to perform the tasks with minimum
rejection, and praise; and his or her enthusiasm and desire
errors.
to contribute to the well-being of the stakeholders.
● Professional Regulation Commission (PRC) is the
3. demonstrate critical thinking and problem solving skills
government agency, under the Office of the President of the
when confronted with situations, problems, and
Philippines is tasked to administer licensure examinations to
conflicts in the practice of their profession
different professionals
● Critical thinking is the ability of an individual to objectively
● Professional Regulatory Board (PRB) for Medical
and systematically analyze, without bias, facts and
Technology, under the PRC, is tasked to prepare and
information to come up with reasonable decisions and to
administer the written licensure examinations for graduates
guide behavior.
qualified to take the examination.
● Problem solving involves the detailed analysis of the
● PRB is composed of a chairperson-licensed pathologist and
problem at hand by focusing on present facts and
two members -registered medical technologist
information before making a decision.
● All members of the PRB are required to be holders of PRC
● Decision making entails one's ability to gather and
license
synthesize facts, information, and opinions about the
● At present, Medical Technologist Licensure Examination is
problem at hand. It also involves looking into alternatives or
given twice a year (March and August)
courses of action to be undertaken at the shortest time
● Provisions included in Republic Act 5527, “The Medical
possible, even under extreme pressure.
Technology Act of 1969,” in relation to the licensure exam
● Corrective actions should be instituted if the desired
outcomes are not attained.
1. COURSE INCLUDED IN THE LICENSURE EXAMINATION
These skills are necessary for one to function well in the
AND THEIR CORRESPONDING WEIGHTS:
workplace as solving problems and making decisions are
Clinical Chemistry 20%
constant.
Microbiology and Parasitology 20%
4. actively participate in self-directed life-long learning
Hematology 20%
activities to be updated with the current trends in the
Blood Banking and Immunology and Serology 20%
profession
Clinical Microscopy 10%
● The emergence and re-emergence of infectious agents,
Histopathologic Techniques 10%
changes in demographics, demands of patients for efficient
(MT Laws and Bioethics and Laboratory Management - not written in
health care services, changes in medical technologies, state
R.A.5527, but are now included in the board exam)
and local legislations on the BSMT/BSMLS practice, and
clinical laboratory personnel taking more complex roles are
2. To pass the exam, an examinee must:
some of the issues in the medical technology profession.
● Recieve a general weighted average of 75%
● To address these issues, clinical laboratories must always be
● Have no rating below 50% in any major courses,
updated with the current trends and employ the necessary
● Pass in at least 60% of the courses computed according to
changes.
their relative weights
● MT/MLS practice involves a state of constant learning and
3. If an EXAMINEE passed the examination and is 21 years
re-learning to efficiently carry out the responsibilities and
old and above, he or she will be issued a certificate of
accountabilities of being a medical technology professional.
registration and a PRC card as a licensed medical
● There is a need to engage in self-directed learning to be
technologist. If an examinee is younger than 21 years old,
updated with the constant changes in the medical technology
he/she will be registered as a professional after his 21st
practice.
birthday.
5. actively participate in research and community-oriented
4. If an examinee failed to pass the licensure examination
activities
three times, he or she needs to enroll in a refresher course
● Research is the systematic and organized study of materials
before taking the examination.
to come up with new conclusions or to establish facts.
5. If an examinee failed to pass the examination but
● It involves experimentation, and gathering and analyzing
garnered a general weighted average of 70-74%, he or
data to solve a problem or reach a conclusion.
she may apply as a medical laboratory technician.
● Research involves identifying a problem or topic, using
appropriate methods to gather data, analyzing, and
PROGRAM GOALS AND LEARNING OUTCOMES interpreting data, and disseminating research results through
● All higher educational institutions (HEIs) offering any publication and paper presentations.
graduate and/or undergraduate degree programs must have ● Community-oriented activities, a BSMT/BSMLS can be
a written document stating the program goals, vision and involved in planning, organizing, and leading institution-
mission, objectives, and learning outcomes based on the and/or hospital-based activities. The activities may include
institutions' philosophy. blood sugar testing, routine urinalysis, routine stool
● Learning outcomes are general statements that define examination, and other basic laboratory tests with an
what the learner has to achieve. end-in-view of improving quality of life of the target
● The learning outcomes of the Bachelor of Science in Medical community.
Technology (BSMT)/Bachelor of Science in Medical 6. be endowed with leadership skills
Laboratory Science (BSMLS) program state the knowledge, ● A leader sets the direction of a group for it to achieve its full
skills, values, and ethics that graduates of the program potential while having a consolidated vision toward the
should demonstrate. attainment of goals and objectives.
● Demonstration of such outcomes will result in competent and ● A leader is someone who has excellent communication
skillful professionals who are ready to skillfully perform the skills, motivates and inspires others and is not afraid to
tasks of the profession enabling them to contribute to the develop others who may end up better than him or her.
welfare of the country and to improve the quality of life of the ● No one is born a leader. Becoming an effective leader entails
people whom they serve. learning through experiences that include failures inside and
The program outcomes of the BSMT/MLS degree expect students to outside the academic and work environment.
1. demonstrate knowledge and technical skills needed to 7. demonstrate collaboration, teamwork, integrity, and
correctly perform laboratory testing and ensure respect when working in a multicultural environment
reliability of test results ● Collaboration and teamwork are two important social skills
● Knowledge is comprised of facts, information, and concepts necessary to work in a complex and, at times, multicultural
acquired through experience and education. Knowledge is environment like the clinical laboratory.
important in order to understand the task to be accomplished ● Collaboration means working together with multiple
- be it technical and/or management of a section or a whole individuals and finding a common ground to work toward
laboratory. achieving a set goal.
● Technical skills relate to the psychomotor domain of learning. ● It requires listening closely and paying attention to waht
● Medical technology/medical laboratory science practice is others contribute to the team.
primarily concerned with the laboratory analyses of
specimens carried out with utmost consideration for reliability
ASSESSMENT
of test results.
● Assessment is inherent in a learning activity.
● A BSMT/BSMLS graduate should be able to perform the
● Involves a planned, systematic, and organized way of
tests in each section of the laboratory, to control possible
testing, measuring, collecting, and obtaining necessary
sources of errors or variability, and to understand the
information to gain feedback on students' progress against
plausibility of test results.
set standards per course and on the effectivity of the
● A graduate's technical skill will be employed in specimen
teaching methodology.
collection, transport, and processing, manual testing, and
● Feedback comes from both teachers and students.
automation of equipment, molecular biology techniques, as
well as in biosafety and waste management practices.
Functions of Assessment Techniques ● Some examples of performance tasks are practical exams,
● Assessment plays a significant role in ensuring that students return demonstrations, move system, and objective
are on the right track toward attaining their goals, as well as structured clinical examination (OSCE).
gauging their strengths and weaknesses. 5. Oral examinations and presentations
● The importance of assessment for both teachers and ● Oral examinations and presentations are assessment
students can be seen in the following purposes: tools that gauge competency through oral communication
1. It provides feedback on the progress of students toward the skills. Students usually discuss a certain topic to an
achievement of learning outcomes. audience. This requires a lot of preparation on the part of the students.
2. It identifies the flaws in the psychomotor skills and ● The quality of an oral presentation is affected by body
deficiencies in the theoretical knowledge and conceptual language, tone and quality of voice, confidence, and
skills of the student. preparedness.
3. It serves as a diagnostic tool to determine the capabilities ● Visual aids can also be helpful in oral presentations as long
of a student so that the teacher can prepare additional as they are appropriate and well thought out.
exercises and activities to address his or her needs during 6. Rubrics
the assessment. ● A rubric is an assessment tool that evaluates the work of
4. It serves as a motivation to further improve a student's skill students based on a particular criteria.
set in a particular area. ● It clearly communicates the standards for a particular
5. It provides information on students' response to a academic task for the characteristics of each criterion is
particular learning strategy which serves as a basis for clearly written.
retaining or changing a strategy. ● It is a better version of a checklist rating scale. It guides the
6. It provides information to the teacher if there is a need to students in taking note of the teacher's expectations.
improve teaching and learning strategies. ● Rubrics provide feedback to the learners regarding their own
7. It determines the demonstrable changes in the attitude strengths and weaknesses. They are a versatile assessment
and behavior of students. too for they can be used for grading oral presentations, case
8. It determines whether learning has taken place. analyses, essays, portfolios, performance tasks, and can be
used for self and peer evaluation.
Types of Assessment
● Various assessment techniques are used in the classroom.
No single technique is considered the best in assessing JOB OPPORTUNITIES FOR GRADUATE OF THE
learning. Below are some of the different types: PROGRAM
1. Formative assessment A BSMT/BSMLS graduate can practice as a/an:
● "Formative assessment," as defined by W. James 1. Medical Technologist/Clinical Laboratory Scientist in a
Popham (2008), "is a planet process in which, hospital-based or non-hospital based clinical laboratory
assessment-elicited evidence of students status is used by 2. Histotechnologists in an anatomical laboratory
teachers to adjust their ongoing instructional procedures or 3. Researcher/research scientist
by students to adjust their cure learning tactics." 4. Members of the academe (faculty, clinical instructor, clinical
● This is an assessment for learning. This is done during coordinator, dean/department chair, academic coordinator)
and/or within the instructional process of a course. 5. Perfusionist
● Formative assessments determine whether a student is 6. Molecular scientist
achieving the outcomes of the topic being discussed. 7. Diagnostic product specialist
● This is also used by the teacher to gain feedback for the 8. Public health practitioner
improvement of his or her instruction. 9. Health care leader
● Examples of formative assessment tools include quizzes, An graduate may also practice in the following
short-answer questions, reflection papers, and the like. fields:
2. Summative assessment 1. Molecular Biology
● This is the assessment of learning. 2. Public Health and Epidemiology
● This is done at the end of instruction, grading period (prelim, 3. Veterinary Laboratory Science
mid-terms, finals), or comprehensive examination. 4. Food and Industrial Microbiology
● Information gathered from this type of assessment can be 5. Veterinary Science
used to know how well each student learned the tasks or 6. Forensic Science
how well the student attained the learning outcomes. 7. Nuclear Medicine/ Science
● Examples of summative assessment tools include 8. Health Facility Administration and Management
end-of-unit and end-of-term exams, reseat term papers, and 9. Quality Management
final projects.
3. Diagnostic assessment
● This type of assessment is given prior to instruction.
● This is used to gauge the 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 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 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
about 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.
PMLS1: Chapter 6: Basic Concepts on Laboratory Biosafety and Biosecurity
Brief History of Laboratory Biosafety
Individuals who handle and process microbiological specimens are
vulnerable to pathogenic microorganisms which are possible
sources of laboratory acquired infections (LAI).

North America and Western Europe - history of laboratory

biosafety and biosecurity traced in this places.

1943
- began the origins of biosafety which is rooted in the US
biological weapons program
- as ordered by US President Franklin Roosevelt, and was
active during the Cold War.
- Ira L. Baldwin became the first scientific director of Camp
Detrick (which eventually became Fort Detrick)
- She was tasked with establishing the biological weapons
program for defensive purposes to enable the United States
to respond if attacked
1969
- Biosafety was terminated by US President Richard Nixon.

Camp Detrick
- After the Second World War, Camp Detrick was designated a
permanent installation for biological research and
development.
- Biosafety was an inherent component installation for
biological research and development

Newell A. Johnson
- designed modifications for biosafety at Camp Derrick
- He engaged some of Camp Detrick’s leading scientists about
the nature of their work and developed specific solutions
such as Class III safety cabinets and laminar flow hoods
to address specific risks
- Consequent meetings eventually led to the formation of the
American Biological Safety Association (ABSA) in 1984.
The association held annual meetings that soon became the
ABSA annual conference.

NON-US CONTRIBUTORS
Arnold Wedum
- described the use of mechanical pipettors to prevent
laboratory-acquired infections in 1907 and 1908

Biological safety cabinet

- First documented outside of the US biological weapons
program
- It is a ventilated cabinet, early progenitors, to the nearly
ubiquitous engineered control

1909
- a pharmaceutical company in Pennsylvania developed a
ventilated cabinet to prevent infection from Mycobacterium
tuberculosis