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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
“ Every professional is forged on the anvil of education, he is as competent as the kind of education with which he is fashioned. That is why quality education for quality professionals has always been an advocacy of the Professional Regulation Commission.”
(Pobre, 2000 )
The Medical Technology profession may be considered as one of the most
important health care professions. Though medical technologists have limited contact
with patients the information they provide is critical to the appropriateness of care
provided by nurses, family physicians, surgeons, pharmacists and other health
professionals. Each depends, in part, on accurate laboratory data to help plan or
implement treatment and care for the individual patient (Clerc, 1992).
Clinical Laboratory Science or Medical Technology is a profession concerned
with providing information based on the performance of analytes on human body
substances to detect evidence of or prevent disease or impairment and to promote and
monitor good health. The four walls of the laboratory do not bind the profession because
the field is constantly changing in response to new technologies, health care cost-
containment pressures and variations in health care needs; the nature of the work for
medical technologists broadens each year (Clerc, 1992).
Technological and scientific advancements, changing social needs, awakened
social consciousness, changing medical practices, new attitude towards hospitalization
and resulting changes in the responsibilities of the medical technology graduate must
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necessarily demand innovations in the preparation of professional medical technologists.
If medical technologists do not make the corresponding changes they might find
themselves unemployed as their services may no longer be relevant.
In the same manner, educational planners for the medical technology profession
must be knowledgeable of these changes that directly and indirectly affect the medical
technologists so that steps can be taken to meet these changes. According to Rogers, the
wise are those who foresee the coming events and seek to shape their institutions to mold
the thinking of the people in accordance with the most constructive change.
To learn the practice of Medical Technology, the student must be provided
opportunities to gain knowledge through study and experiences, to apply knowledge in
the clinical setting and to acquire skills and appreciation needed to practice the
profession. College and clinical education (internship) are designed to prepare each
student to be a competent medical technologist (Semrad, 1975).
The academic world and the school community expect educational institutions of
higher learning to educate students with academic excellence in mind. The government
through its agencies encourages schools of medical technology to maintain or elevate
quality of education. One arm of the government is the Professional Regulation
Commission (PRC) which evaluates academic excellence through board, bar and civil
examinations. A graduate has to pass a corresponding test as a requirement for
professional practice. It also serves as an evaluation on the quality of students graduated
by schools and colleges through one of its department the Educational Statistics Task
Force (ESTF). (ESTF-PRC, 2000).
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Colleges and universities today are faced with many problems in the preparation
of students for the board examination and clinical practice. The maintenance of high
standards of academic excellence and the production of graduates competent enough to
practice the profession, are two of the major problems.
The performance of graduates in licensure examinations is associated with many
factors. Many authors agree that no isolated factor can be exclusively identified as the
major and singular factor affecting success in the medical technology licensure
examinations.
Many variables affecting board examination performance have been investigated;
however, no investigator has explored on academic, clinical and seminar ratings. It is in
this light that the researcher ventured to conduct a study on predictive values of
academic, clinical, seminar ratings and the board examination performance. It will
attempt to find out how much variation each of the variables cause on the board
examination performance of the medical technology graduates.
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Conceptual Framework
Figure 1 depicts the paradigm of the study, which is premised on the assumption
that the academic, clinical and seminar ratings of the Medical Technology graduates
contribute to their board examination performance.
The study attempts to give data on the predictive values of each of the
independent or predictor variables on the dependent variable. It also gives information
on how the combined independent variables relate to the dependent variable and as
separate variables.
The independent or predictor variables include academic, clinical and seminar
ratings. The academic ratings of the Medical Technology graduates would refer to the
general weighted average of the graduates in the different subject areas taken during third
year college. These subjects include Clinical Chemistry, Microbiology-Parasitology,
Hematology, Serology-Immunology, Clinical Microscopy and Histopathology-Medical
Technology Laws and Ethics. The term would also relate to the weighted average of the
board examinees in the different subject areas enumerated.
The effect of academic training in each of the subject areas mentioned, as
reflected by the graduates’ grades, on the board examination rating in the same subject is
also ascertained through this study.
The process box presents the processes used to meet the objective of the study.
First, the data needed in the study was obtained through documentary analysis of records
found at the College of Allied Medical Professions, the Office of the University Registrar
of Angeles University Foundation and at the Records Section of the Professional
Regulation Commission (PRC). To determine the predictive values of each of the
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independent variables on the board examination performance of the Medical Technology
graduates, the Pearson Product Moment Correlation Coefficient (Pearson r), linear and
multiple regression analysis using the Statistical Packages for the Social Sciences (SPSS)
version 9.05 was utilized. Based on the computed values, the researcher interpreted the
printouts of the program and then constructed a regression equation to be used in
predicting the board examination performance of the Medical Technology graduates.
The end result, as presented in the output box, would be a report on the predictive
values of the independent variables on the board examination performance of Medical
Technology graduates.
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INPUT PROCESS OUTPUT
Figure 1. Paradigm of the study
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Academic Ratings of Medical Technology graduates in: Clinical Chemistry, Microbiology-Parasitology, Hematology, Serology-Blood Banking, Clinical Microscopy, Histopathology- MT Laws and Ethics
Clinical and Seminar Ratings of graduates
Board Examination Ratings of Medical Technology Graduates
1. Documentary Analysis
2. Statistical Analysisa. Linear Regressionb. Multiple
Regression
3. Interpretation
Report on the
Predictive Values of
Academic, Clinical and
Seminar Ratings on the
Board Examination
Performance of Medical
Technology Graduates
Statement of the Problem
The study attempted to determine the predictive values of academic, clinical and
seminar ratings on the board examination performance of Medical Technology graduates.
It was specifically designed to answer the following questions:
1. How may the Medical Technology graduates be described in terms of the following:
1.1 Academic Ratings
1.2 Clinical Ratings
1.3 Seminar Ratings
1.4 Board Examination Performance?
2. How may the academic ratings of the Medical Technology graduates be described in
the following areas:
2.1 Clinical Chemistry
2.2 Microbiology-Parasitology
2.3 Hematology
2.4 Serology-Blood Banking
2.5 Clinical Microscopy
2.6 Histopathology-Medical Technology Laws and Ethics?
3. How may the board examination performance of the Medical Technology graduates
be described in the following areas:
3.1 Clinical Chemistry
3.2 Microbiology-Parasitology
3.3 Hematology
3.4 Serology-Blood Banking
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3.5 Clinical Microscopy
3.6 Histopathology-Medical Technology Laws and Ethics?
4. Do the following variables have predictive values on the board examination
performance of the Medical Technology graduates:
4.1 Academic Ratings
4.2 Clinical Ratings
4.3 Seminar Ratings?
5. Do the academic ratings of the Medical Technology graduates in the following
subject areas have predictive values on the board examination performance in the
corresponding subject areas:
5.1 Clinical Chemistry
5.2 Microbiology-Parasitology
5.3 Hematology
5.4 Serology-Blood Banking
5.5 Clinical Microscopy
5.6 Histopathology-Medical Technology Laws and Ethics?
6. How may the results of this study improve Medical Technology education?
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Null Hypothesis
1.The following variables have no predictive values on the board examination
performance of the Medical Technology graduates:
a. Academic Ratings
b. Clinical Ratings
c. Seminar Ratings
2.The academic ratings of the Medical Technology graduates in the following subject
areas have no predictive value on the board examination performance in the
corresponding subject areas:
a. Clinical Chemistry
b. Microbiology-Parasitology
c. Hematology
d. Serology-Blood Banking
e. Clinical Microscopy
f. Histopathology-Medical Technology Laws and Ethics
Assumptions
The researcher in this study considered the following set of generalizations:
1. The content of the licensure examination has been made part of the curriculum.
2. The graduates of the course Bachelor of Science in Medical Technology were
able to successfully meet the demands of the course.
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3. The board of examiners for Medical Technology prepared the licensure
examination questions following accepted and valid set of guidelines.
4. All the board examinations administered were at the same level of difficulty.
5. The board of examiners for Medical Technology set the passing score for each of
the board examination participated in by the graduates using the same set of
guidelines.
Significance of the Study
The national government agency charged with the regulation and supervision of
professions like Medical Technology is the Professional Regulation Commission. The
latter dictates that before anyone may practice the profession, he/she must have passed a
licensure examination given by the Board of Medical Technology, a regulatory board
under it.
In this regard, obtaining the degree BSMT does not automatically qualify anyone
to practice the profession. As dictated by R.A. 5527, no one without a valid license will
be allowed to work as Medical Technologist; hence, the objective “ to help in the
promotion of optimal health and function through application of scientific principles to
effectively meet the existing and emerging health care needs” may not become a reality
(Rabor, 1998).
The result of this study would suggest means to improve the board examination
performance of the school through the reduction in the number of failures in every
examination. Only through the identification of the factors or forces that contribute to the
emergence of such an event can one have ultimate control. Rogers wrote “ The wise are
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those who foresee the coming events and seek to shape their institutions to mold the
thinking of the people in accordance with the most constructive change.”
The primary objective of this investigation is to provide valuable information to
the instructors, professors, deans and administrators for further improvement of pre-board
examination preparations. All would be possible through close monitoring of academic
predictors, which are the subject of this research.
The study will give the true predictive values of the variables in question.
Previous studies undertaken did not perform true predictive analysis; instead, the
predictive value of the relationship and not of the individual ratings or scores was
achieved and presented.
If variables like academic performance and seminar grades are significantly
related to the dependent variable and were found to be predictors of the latter, more
attention will be allotted to these subject areas and consultations will have to be made to
improve existing practices in the said areas.
The study would also be used as basis for apportioning lecture and coaching hours
during in-house reviews. Subjects where most of the graduates got low grades in, if
proven to be significantly related would be given extra coaching and lecture hours. It
should be noted that 185 hours is allotted to coaching and lecture activities of the yearly
in-house review for Medical Technology.
The research will also form basis for recommending and/or advising students to
take the licensure examination. Indirect evaluation and assessment of course contents
and teaching strategies will be made possible.
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Pre-board examination activities will also be modified to improve further the
licensure examination. Mock board examinations in subject areas where graduates are
found to be weak at will be given more emphasis.
Research studies will also spring from this investigation. If clinical performance
is correlated and has a predictive value, a further study would be conducted on which
affiliation center produces better graduates using the board examination ratings as basis.
Lastly, the results of the study may lead to modifications in teaching-learning
situations, projects and activities implemented to contribute to the improvement of
Medical Technology education and the upliftment of the profession.
Scope and Delimitation of the Study
This study was undertaken to establish the predictive values of the independent
variables, on the board examination performance of Medical Technology graduates of
1995 to 2000. The independent variables include the academic, clinical and seminar
ratings.
The academic ratings are represented by the grades of the graduates in clinical
subjects given during their third year in college. The subjects include Clinical Chemistry,
Microbiology & Parasitology, Hematology, Serology & Blood Banking, Clinical
Microscopy and Histopathology & Medical Technology Laws & Ethics. Microbiology
and Parasitology grades were combined such that the former would be 70% of the
combined grade and Parasitology 30%. The combined grade in Serology and Blood
Banking was represented by 50% of each. For Histopathology and MTLE, 85% was the
weight of Histopathology and the remainder for MTLE. The academic ratings of the
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graduates in these subject areas were correlated to the board examination performance of
the same subjects in the corresponding subject areas and their individual predictive values
determined.
The average of the academic ratings was computed based on their weights. All
subjects were given 20% weight while Clinical Microscopy and Histopathology-MTLE
both had a weight of 10%, for the sum to constitute a 100%. The general weighted
average in the clinical subjects was used during the multiple regression analysis.
The combined relationships of academic, clinical and seminar ratings were
computed using the multiple regression analysis. The variable with the greatest effect
was identified and a regression equation was formulated to predict the board examination
rating of the graduates as affected by the variables under study.
The seminar ratings were represented by the average of the grades of the
graduates in Seminar I and II. The clinical ratings represented the internship grades of
the graduates given during their fourth year. Variables like mock board examination
results, affiliation centers and admission ratings were not included in this study.
The target population for the study consists of the Medical Technology graduates
of Angeles University Foundation who graduated from 1995 – 2000. The subjects in this
study are all Medical Technology graduates who have taken the licensure examination
once and on the same year as their graduation, regardless of whether they passed or not.
Graduates from April 1994 were not included since their academic ratings are not
expressed in percentage but in the point system.
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Respondents included 169 Medical Technology graduates of 1995 to 2000.
Graduates who were once irregular students and those who took the board examination
more than once were not included in this study.
Definition of Terms
To provide a common frame of reference, the following terms are defined
according to how they are used in the study.
Academic Ratings. In this study, it refers to the general weighted average of the
graduates in the clinical subjects during third year college.
Affiliation Centers. Refers to the hospitals from which the Medical Technology
graduates were trained in actual laboratory determinations. (Medical Technology
Internship Manual, 2001)
Bachelor of Science in Medical Technology. The four-year course program whose
main goal is to contribute objective and accurate laboratory data that will aid in
the diagnosis of various disease processes. As a paramedical profession, it
includes the following areas: Hematology, Blood Banking, Immunology and
Serology, Clinical Chemistry, Bacteriology, Parasitology, Clinical Microscopy
and Histopathology. These are designed to develop students’ capabilities in
performing laboratory tests designed to help the medical practitioner establish or
confirm clinical diagnosis, or aid in making a differential diagnosis that will
ultimately influence the management of the patient (CAMP Bulletin, 2000).
Blood Banking. This subject area deals with the study of fundamental of blood group
specific antibodies and antigens, mechanics of blood typing and crossmatching,
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Coomb’s test, detection of antibodies and measurement of titers, as well as the
proper way of reading and reporting results. (CAMP Bulletin, 2000)
Board Examination. This term may be synonymously used with the term licensure
examination and refers to the examination given by the Board of Medical
Technology of the Professional Regulation Commission, which is designed to
measure the examinee’s academic and clinical expertise about Medical
Technology. (Rabor, 1998)
Board Examination Performance. The general rating in the examination given by the
Board of Medical Technology for the practice of Medical Technology, expressed
in percentage. Computed by multiplying the scores by the percentage allotment
in each subject, the summation of which will result in the board examination
rating. This term will also relate to the ratings of the examinee in each of the
following subject areas: Clinical Chemistry, Microbiology-Parasitology,
Hematology, Serology-Blood Banking, Clinical Microscopy and Histopathology-
Medical Technology Laws & Ethics.
Clinical Chemistry. Subject area, which deals with the analysis of various chemical
metabolites in the blood and includes also the study of clinical enzymes,
electrolytes, endocrine glands, hormones and the most common toxins. This
subject is offered as Clinical Chemistry 1 and 2. (CAMP Bulletin, 2000)
Clinical Chemistry Ratings. For the purpose of this study, the term refers to the subject
area in the board examination, which consists of questions in Clinical Chemistry
and constitutes 20% of the board examination ratings of the graduates.
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Clinical Microscopy. The subject area deals with the macroscopic, chemical and
microscopic study of the different non-blood fluids and their by-products such as
urine, feces, sputum, gastric and duodenal contents, cerebrospinal fluid, synovial
fluid, transudates, exudates, sweat, seminal fluid, vaginal and amniotic fluid.
(CAMP Bulletin, 2000)
Clinical Microscopy Ratings. For the purpose of this study, the term refers to the subject
area in the board examination, which consists of questions in Clinical Microscopy
and constitutes 10% of the board examination ratings of the graduates.
Clinical Ratings. In this study it would refer to the knowledge or skills acquired in the
clinical area or community attained through observation and scores in written
examination expressed in percentage. It is computed as the average grade
obtained from 12 months internship training as rated by the staff of each
affiliation centers and the clinical instructors for Medical Technology.
Hematology. This subject area deals with the fundamentals of blood as a tissue,
including its physical characteristics. (CAMP Bulletin, 2000)
Hematology Ratings. For the purpose of this study, the term refers to the subject area in
the board examination, which consists of questions in Hematology and constitutes
20% of the board examination ratings of the graduates.
Histopathology. Alternately used with Histopathologic techniques or Histopath. It is a
subject area which involves the different procedures performed in the processing
of tissue sections from either biopsy or autopsy, and staining techniques employed
and the proper procedures in performing them.
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Histopathology-Medical Technology Laws & Ethics Ratings. For purpose of this study,
the term refers to the subject area in the board examination, which consists of
questions in Histopathology and Medical Technology Laws and Ethics. The
average is computed by multiplying the grade in Histopathology with 0.85 and
0.15 for MTLE. (Rabor, 1998)
Medical Technology. Also known as Clinical Laboratory Science, it is a profession
concerned with providing information based on the performance of analytical
tests on human body substances to detect evidence of or prevent disease or
impairment and to promote and monitor good health (Clerc, 1992).
Medical Technology Laws and Ethics (MTLE). This subject area includes the study of
the history of the Medical Technology profession both local and abroad, and other
professional organizations for Medical Technologists. It also studies deeply the
Medical Technology Law of 1969 and other related laws. (Rabor, 1998)
Microbiology. The subject includes study of microbes: bacteria (Bacteriology), virus
(Virology), and fungi (Mycology). (CAMP Bulletin, 2000)
Microbiology-Parasitology Ratings. In this study, it would refer to the subject area given
in the board examination, which includes questions in Microbiology and
Parasitology. The average grade is computed by multiplying the grades by 0.7
and 0.3 respectively.
Mock-Board Examination. An examination given to both Medical Technology and
Physical Therapy graduates after the in-house review and a month before the
actual board examination. The purpose of the test is to measure their readiness
before the scheduled licensure examination.
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Parasitology. The subject area emphasizes the study of the biology and ecology of
parasites affecting man. It also includes the study of the morphology, life cycle,
physiology, and pathogenesis of the parasites affecting man. (CAMP Bulletin,
2000)
Performance. The execution of an action; an act or process of carrying out something.
Predictive Value. Operationally defined as how well the academic, clinical and seminar
ratings can forecast board examination performance. It also referred to how much
of the variation in dependent variable, board examination performance, is caused
by the academic, clinical and seminar ratings.
Seminar ratings. In this study it would represent the average grade to course Seminar I
and II given during fourth year college. Each seminar grade is computed based
from the average monthly revalida grade (50%), research study (30%), behavior
(5%) and attendance (15%). (Medical Technology Internship manual, AY 2000
– 2001)
Serology and Immunology. This subject area deals with the study of antigen and
antibody reactions as applied to the human body in both normal and in disease
conditions. (CAMP Bulletin, 2000)
Serology-Blood Banking Ratings. This subject area in the licensure examination
represents the rating of the graduates Serology and Blood Banking. It consists of
fifty questions in Serology and the same number of questions in Blood Banking
and is computed by adding the values or grades in each subject then the sum
divided by two. (Rabor, 1998)
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