The Bachelor of Science in Medical Laboratory and Technology degree was introduced to meet the requirements of medical diagnostic laboratory profession course.
It is presented with concepts of forensic science public health vaccinology biostatistics bioinformatics and methods research to ensure that professionals wholesome in the performance of laboratory tests applying the outcomes in diagnosis research and different features of healthcare progress. The program that runs for four years and involves a comprehensive background in health sciences with training specialized in some laboratory disciplines that comprises of hematology clinical chemistry histopathology cytopathology immunology microbiology parasitology blood transfusion molecular diagnostics quality assurance and laboratory management. Through assessments the competency of the student in the course is revealed while through instructions students engage in the process of learning (Halupa 2016). Therefore to ensure that the elements of assessments learning objectives and and instructional strategies require being closely aligned so that they reinforce one another (Carnegie Mellon Eberly Center n.d).
Introduction
As a result of the fast development in the field of biomedicine and the consistent variations in the approach of biomedical laboratories calls for careful planning of the education of biomedical scientists. Therefore learning objectives should undergo different kinds of activities which will depend on the method of assessment. The assessment method selected for the course is problem-based learning (PBL) (Genareo & Lyons 2015). It is a stimulating way to learn an undergraduate degree program in healthcare and can be readily integrated into large classes in a lecture hall environment. PBL engages students in solving practical case problems in an undergraduate degree program in health care stimulating discussion among students and reinforcing learning. A problem-based learning environment imitates the workplace and cultivates learners who are self-directed. The PBL is desirable to an environment that is emulative in which students only watch learn and practice what they learned.
This paper focuses on analyzing assessment about the competencies of the undergraduate course in laboratory practice. The variation given is suitable for application for an undergraduate degree program in healthcare and applies to a class of any size and education level. PBL is an instructional method that utilizes practical and active learning geared towards research and resolution of disordered problems in the real-world (Genareo & Lyons 2015). The approach is instructional and the design of the curriculum method mostly practiced in higher education. Problem-based learning has the following features; learning is focused towards problems that are challenging and open ended without a correct answer case problems are precise to the context through groups students can individually direct themselves in solving problems and research in groups that are collaborative (Genareo & Lyons 2015). Also the main issue is recognized and an answer is decided upon and applied while the lecturer takes the role of facilitating promoting and guiding the process of learning through creating an inquiry environment.
Through administering of written and oral examinations to assess recall capacity of the student the required competencies that students should acquire in the course can be assessed (Halupa 2016). Also practical examinations are critical in testing the capability of the student to evaluate and apply the skills and knowledge attained.
Assessment Alignment
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