PMLS1: Chapter 5: Medical Technology/Clinical Laboratory Science Education
CURRICULUM
● Comes from the Latin word currere which means to run.
Definition of Curriculum
a. According to the Glossary of Education 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 book materials; videos,
presentations, and readings used in a course; and the test,
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 a continuous
reconstruction, moving from the child's present experience
out into that represented by the organized bodies of truth
that we call studies.
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.
In summary, 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
d. Is designed for students
Medical Technology Curriculum
● Commission on Higher Education (CHED)
● Established on May 18, 1994
● R.A. 7722 (Higher Education Act of 1992)
● Government agency under the office of the President
● Covers higher education both public and private.
● It is tasked to organize and appoint members of the technical
panel for each discipline/program area.
Technical Committee for Medical Technology Education (TCMTE)
● TCMTE- assist the commission in setting standards among
institutions offering
● BSMT /BSMLS programs in monitoring and evaluating such
institutions.
● Bachelor of Science in Medical Technology/Bachelor of
Science in Medical Laboratory Science
● BSMT/BSMLS- is a four-year program consisting of general
education and professional courses.
● Fourth Year is dedicated to the student's internship in CHED-
accredited training laboratories affiliated with their
college/department.
● CMO No. 13 Series of 2017 (Policies, Standards, and
Guidelines for BSMT/BSMLS program) - as a guide for
institutions offering the program.
● Goals, Program Outcomes, Performance Indicators, and
Minimum Course offerings
GENERAL EDUCATION COURSES
● General Education (GE) - aims to develop humane
individuals that have a deeper sense of self and acceptance
of others.
● 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 better 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 strength.
GE COURSES:
1. Understanding the Self
2. Readings in Philippine History
3. The Contemporary World
4. Mathematics in the Modern World
5. Purposive Communication
6. The Life Works of Rizal
7. Science Technology and Society
8. Art Appreciation
9. Ethics
PROFESSIONAL COURSES
● Professional Courses- to develop the knowledge, technical,
competence, professional attitude, and values necessary to
practice and meet the demands of the profession.
● Critical Thinking, Sills, Decision making-skills, Interpersonal
Skills, Collaboration, and Teamwork are also developed.
PROFESSIONAL COURSES:
1. Principles of Medical Laboratory Science 1: Introduction to
Medical Laboratory Safety, and Waste Management
● Deals with the basic concepts and principles related to the
Medical Technology/Medical Laboratory Science profession.
● Its emphasis is on the curriculum, the 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 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
the reliability of test results.
● It also involves the study of pre-analytic, analytic, and
post-analytic variables that affect the reliability of test results.
3. Community and Public Health for MT/MLS
● This course involve the study of 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 with
people in the community.
4. Cytogenetics
● This course is focused on the study of the concepts and
principles of heredity and inheritance which includes 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 nuclear 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 an 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 system 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 microscopic 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 specimens and the
isolation and identification of bacteria.
● 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 the specimen on culture media
⊛ Characterization of colonies of bacteria growing in culture
media
⊛ Performing different biochemical tests for the 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 on pathophysiology, epidemiology, life cycle,
prevention and disease control, and 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 smears for microscopic
examination (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 cell
antigens and their corresponding antibodies.
● 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
the laboratory component of the course in a school-based
laboratory are:
⊛ ABO and Rh Typing
⊛ Coombs Test
⊛ Blood Donation Process
⊛ Compatibility Testing
⊛ Transfusion Reaction work-up
⊛ Preparation of RBC suspension
10. MYCOLOGY AND VIROLOGY
–mycology ( study of fungi), virology (study of viruses)
● This course deals with the study of fungi and viruses as
agents of diseases
● Emphasis on epidemiology, laboratory identification and
characterization, 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 clinical laboratory
setting.
● It also tackles the process of solving problems, quality
assurance and quality control, preparation of policy and
procedure manuals, and other activitivities 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 healthcare delivery and 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
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 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, 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 tests (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 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 focused on the concepts, principles, and
application of molecular biology in clinical laboratory.
● It deals with the application of different molecular techniques
as tools in the diagnosis of diseases.
RESEARCH COURSES
● Research courses required in the BSMT/BSMLS programs
are Research 1: Introduction to Laboratory Science
Research and Research 2: Research Paper and 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 to research, are also
emphasized.
● Research 2, covers the methodology, of the research
(approves 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 student's
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 methamphetamines 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 6
months or one-year rotation. This rotation ensures that all
students experience to work in the different sections of a
clinical laboratory, namely clinical chemistry, hematology,
immunohematology (blood banking), clinical microscopy,
parasitology, microbiology, immunology and serology,
histopathology/cytology, and other emergent technologies.
● Intern is required to render 32 hours of duty per week not
exceeding a total of 1664 hours in one year.
BREAKDOWN OF HOURS PER SECTION (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 Technique and Cytology 100 hours
Immunology and Serology 220 hours
Laboratory Management 40 hours
Phlebotomy 54 hours
TOTAL 1664 hours
● 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.
● Professional Regulation Commission (PRC) is the
government agency, under the Office of the President of the
Philippines is tasked to administer licensure examinations to
different professionals
● Professional Regulatory Board (PRB) for Medical
Technology, 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-licensed pathologist and
two members -registered medical technologist
● All members of the PRB are required to be holders of PRC
license
● At present, Medical Technologist Licensure Examination is
given twice a year (March and August)
● Provisions included in Republic Act 5527, “The Medical
Technology Act of 1969,” in relation to the licensure exam
1. COURSE INCLUDED IN THE LICENSURE EXAMINATION
AND THEIR CORRESPONDING WEIGHTS:
Clinical Chemistry 20%
Microbiology and Parasitology 20%
Hematology 20%
Blood Banking and Immunology and Serology 20%
Clinical Microscopy 10%
Histopathologic Techniques 10%
(MT Laws 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:
● Recieve a general weighted average of 75%
● Have no rating below 50% in any major courses,
● Pass in at least 60% of the courses computed according to
their relative weights
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/she will be registered as a professional after his 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 taking 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 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.
● The learning outcomes of the Bachelor of Science in Medical
Technology (BSMT)/Bachelor of Science in Medical
Laboratory Science (BSMLS) program state the knowledge,
skills, values, and ethics that graduates of the program
should demonstrate.
● Demonstration of such outcomes will result in competent and
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/MLS 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, 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.
● 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
ASSESSMENT
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.
3. 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.
● 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
● 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.
● 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.
● There is a need to engage in self-directed learning to be
updated with the constant changes in the medical technology
practice.
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.
● 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.
● No one is born a leader. Becoming an effective leader entails
learning through experiences that include failures inside and
outside the academic and work 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.
● It requires listening closely and paying attention to waht
others contribute to the team.
● Assessment is inherent in a learning activity.
● 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.
● 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 a 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. Below are some of the different types:
1. Formative assessment
● "Formative assessment," as defined by W. James
Popham (2008), "is a planet 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 cure 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, reseat term papers, and
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.
● 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. 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
too 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 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. Histotechnologists in an anatomical laboratory
3. Researcher/research scientist
4. Members 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
An 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

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