Curriculum comes from the Latin word currere means to run. Curriculum can be defined in many ways. Some of these are as follows: a. 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. b. It 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 the “ continuous reconstruction, moving from the child’s present experience out into that represented by the organized bodied of truth that we call studies… that various studies are themselves experience, they are that of the race.” 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. 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, and d. Is designed for students. MEDICAL TECHNOLOGY CURRICULUM May 18, 1994 -The CHED was established through the passage of Republic Act No. 7722, the Higher Education Act of 1992. CHED is the government agency under the Office of the President of the Philippines that covers institutions of higher education both private and public. The BSMT/BMLS course is a four-year program that consists of general education and professional courses that students are expected to complete within the first three years. The fourth year is dedicated to the students’ internship training in CHED-accredited training laboratories affiliated with their college/department. In the BSMT/BMLS curriculum, the policy of taking prerequisites for some courses is followed. A student taking the BSMT/BMLS program must be aware of the courses he or she needs to take in order to move on to more advanced courses in the curriculum. GENERAL EDUCATION COURSES 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 bigger 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 strengths. According to the CMO, the following are the included General Education Courses • Understanding the Self • Readings in Philippine History • The Contemporary World • Mathematics in the Modern World • Purposive Communication • The Life and Works of Rizal • Science, Technology, and Society • Art Appreciation • Ethics PROFESSIONAL COURSES Principles of Medical Laboratory Science 1: Introduction to Medical Laboratory Science, Laboratory Safety, and Waste Management - Deals with the basic concepts and principles related to Medical Technology/ Medical Laboratory Science profession. Its emphasis is on the curriculum, practice of the profession, clinical laboratories, continuing professionals education, biosafety practices, and waste management. Principles of Medical Laboratory Science 2: Clinical Laboratory Assistance and Phlebotomy - Clinical Laboratory Assistance encompasses the concepts and principles of the 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. Community and Public Health for MT/MLS - it emphasizes the promotion of community, public, and environmental health and the immersion and interaction of students with people in the community Cytogenetics - Focuses on the study of the concepts and principles of heredity and inheritance which include genetic phenomena, sex determination, and genetic defects rooted in inheritance, among others. Human Histology - Deals with the fundamentals of cells, tissues, and organs with emphasis on microscopic structures, characteristics, differences, and functions. Histopathologic Techniques with Cytology - Covers the basic concepts and principles of disease processes, etiology, and the development of anatomic, microscopic changes brought about by the disease process. Some of the tests that students perform for the laboratory component of the course in school-based laboratory are: ● Tissue Processing ● Cutting of processed tissue Staining ● Mounting of stained tissue for microscopic examination ● Performing biosafety and waste management Clinical Bacteriology - deals with study of the physiology and morphology of the bacteria and their role in infection and immunity. Its emphasis is on the collection of specimen 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 specimen on culture media Characterization of colonies of bacteria growing in culture media Performing different biochemical tests for identification of bacteria Biosafety and waste management Quality assurance and quality control Antimicrobial susceptibility testing Clinical Parasitology - Concerned with the study of animal parasites in humans and their medical significance in the country. It emphasizes on the pathophysiology, epidemiology, life cycle, prevention and 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. - Different methods of preparing smear for microscopic examination Immunohematology and Blood Bank - Tackles the concepts of inheritance, characterization, and laboratory identification of red cells 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 (direct and indirect) - Compatibility testing - Transfusion reaction work-up - Preparation of RBC suspension Mycology and Virology - The study of fungi and viruses as agents of diseases with emphasis on epidemiology, laboratory identification and characterization, and prevention control Laboratory Management - Deals with the concepts of laboratory management which are planning, organizing, staffing, directing, and controlling as applied in clinical laboratory setting. Medical Technology Laws and Bioethics - 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 health care. delivery and to human life in general. Hematology 1 - Deals with the concepts of blood like the formation, metabolism of cells, laboratory assays, correlation with pathologic conditions, special hematology evaluation are given emphasis. Hematology 2 - Deals with the concepts and principles of hemostasis, and abnormalities involving red blood cells, white blood cells, and platelets. Clinical Microscopy - The study of urine and other body fluids (excluding blood). Clinical Chemistry 1 - Encompasses the concepts and principles of physiologically active soluble substances and waste materials present in body fluids particularly in the blood. Clinical Chemistry 2 - Continuing of Clinical Chemistry 1, further dealing with the concepts in CC1 and also covers the study of endocrine glands and hormones and their formation, laboratory analyses, and clinical correlation. Seminars 1 and 2 - Discusses the current laboratory analyses used in the practice of medical technology. It is normally during the student’s fourth year in the program. Molecular Biology and Diagnostics - The nucleic acid and protein molecule interaction within the cell to promote proper growth, cell division and development -The local board examination is normally administered twice every year, in March and September. It is composed of six subjects: Microbiology-Parasitology, Clinical Chemistry, Hematology, Serology-Immunology Blood Bank, Clinical Microscopy and Histopathology- Medtech Laws and Ethics. Section 19 of RA 5527 dictates that in order to pass, one must get a general weighted average equivalent to 75% and no grade below 50% in any major subject. The Medical Technology Board -Is composed of a chairman who is a pathologist and two members who are registered medical technologists. They are appointed by the President of the Republic of the Philippines upon the recommendation of the Professional Regulation Commission. The chairman and members of the board shall hold office for three years after appointment. Conduct of Examination - The Board Exam is a two-day written exam composed of 100-item multiple choice questions. The examinee is required to have completed a four year course leading to the Degree of either Bachelor of Science in Public Health, Bachelor of Science in Medical Technology or Bachelor of Medical Laboratory Science. The examinee must also be in good health and of good moral character. -The examination questions shall cover the following subjects with their corresponding relative weight: Major Subjects Relative Weights Clinical Chemistry 20% Microbiology and Parasitology 20% Hematology 20% Blood Banking & Serology 20% Minor Subjects Clinical Microscopy (Urinalysis and other body fluids) 10% Histopathologic Techniques, Cytotechnology, Medical Technology Laws and its Implementing Rules, and the Code of Ethics 10% Criteria to Pass -In order to pass the examination, a candidate must obtain a general average of at least 75% in the written test, with no rating below fifty percent in any major subjects, provided that the candidate has not failed in at least 60% of the subjects computed according to their relative weights. Basic Concepts on Laboratory Biosafety and Biosecurity Brief history laboratory biosafety So tracing back the history of lab biosafety and biosecurity, it actually originates North America and Western Europe 1943 - the origin of biosafety in the US biological weapons program. Pres. Franklin Roosevelt • Richard Nixon 1943 - Ira L. Baldwin - first scientific director of Camp Detrick (became Fort Detrick) Camp Detrick became the permanent installation of biological research and development after second World War Newell A. Johnson - designed modifications for biosafety at Fort Derrick. He engaged some of Camp Detrick's leading scientists about the nature of their work, and developed specific technical solutions such as Class III safety cabinets and laminar flow hoods to address specific risks. 1984 -Consequent meetings eventually led to the formation of the American Biological Safety Association (ABSA) . And soon class they did this annually. 1907 and 1908 - Arnold Wedum was not from the US but also he contributed to the basic concepts of lab biosafety. He also described the use of mechanical pipettors to prevent laboratory-acquired infections . 1909 -developed a ventilated cabinet to prevent infection from Mycobacterium tuberculosis 1974 - the CDC published the Classification of Etiological Agents on the Basis of Hazard, that introduced the concept of establishing ascending levels of containment associated with risks in handling groups of infectious microorganisms that present similar characteristics. Two years later (1976) - the National Institutes of Health (NIH) of the United States published the NIH Guidelines for Research Involving Recombinant DNA Molecules. - This progress in biosafety practice continued until the emergence of a community of "biosafety officers" who adopted the administrative role of ensuring that the proper equipment and facility controls are in place based on the specified biosafety level of the laboratory 1944 -Arnold Wedum, director of Industrial Health and Safety at the US Army Biological Research Laboratories , was recognized as one of the pioneers of biosafety that provided the foundation for evaluating the risks of handling infectious microorganisms and for recognizing biological hazards and developing practices, equipment, and facility safeguards for their control. 1966 -Wedum and microbiologist Morton Reitman, colleagues at Fort Detrick, analyzed multiple epidemiological studies of laboratory-based outbreaks Brief history of Laboratory Biosecurity 1996 -US government enacted the Select Agent Regulation to monitor the transfer of a select list of biological agents from one facility to another. • Amerithrax • The revision of the Select Agent Regulations in 2012 sought to address the creation of two tiers (read as tirr) of select agents. Tier 1 agents are materials that pose the greatest risk of deliberate misuse, and the remaining select agents. • Singapore’s Biological Agents and Toxins Act • South Korea’s The Act on Prevention of Infectious Disease • Japan’s Infectious Disease Control Law • In Canada, Canadian Containment of Level 3 and 4 facilities • In 2008, the Danish Parliament Some Tier 1 Select Agents • Bacillus anthracis - Anthrax • Yersinia pestis - Plague • Francisella tularensis - Tularemia • Clostridium botulinum - Botulism • Variola major - Smallpox • Ebola and Marburg viruses Viral hemorrhagic fevers Local and Internationl Guidelines on Laboratory Biosafety and Biosecurity •February 2008, - the Comité Européen de Normalisation (CEN) a European Committee for Standardization published the CEN Workshop Agreement 15793 (CWA 15793). Different organizations in the field of Biosafety: 1984 -American Biological Safety Association (ABSA) - A regional professional society for biosafety and security - It promotes biosafety as a scientific discipline and provides guidance to its members on the regulatory regime present in North America 2005 -Asia-Pacific Biosafety Association (A-PBA) - includes Singapore, Brunei, China, Indonesia, Malaysia, Thailand, Philippines and Myanmar. - active members of the International Biosafety Working Group are required to directly contribute to the development of the best biosafety practices June 1996 -European Biological Safety Association (EBSA) - a nonprofit organization that aims to provide a forum for discussions and debates on issues of concern and to represent those working in the field of biosafety. Philippine Biosafety and Biosecurity Association (PhBBA) - goal is to assist the Department of Agriculture (DA) and DOH in their efforts to create a national policy and implement plan for laboratory biosafety and biosecurity. Biological Risk Association Philippines (BRAP) - A non-government and non-profit association that works to serve the emergent concerns of biological risk management in various professional field such as health, agriculture, and technology sectors throughout the country. Fundamental Concepts of laboratory Biosafety and Biosecurity BIOSAFETY • “The containment principles, technologies, and practices that are implemented to prevent unintentional exposure to pathogens and toxins or their accidental release” BIOSECURITY • “The protection, control, and accountability for valuable biological materials within laboratories, in order to prevent their unauthorized access, loss, theft, misuse, diversion, or intentional release. Charles Baldwin 1966 -he created the biohazard symbol used in labelling biological materials carrying significant health risk. Classification of Microorganisms according to Risk Group Categories of Laboratory Biosafety according to levels Biorisk Management Biorisk -Is the risk associated to biological toxins or infectious agents • The source of risk may be unintentional access, accidental release or loss, theft, misuse, diversion, or intentional unauthorized release of biohazards. Biorisk Management - Is the integration of biosafety and biosecurity to manage risk when working with biological toxins and infectious agents. • The system or process to control safety and security risk associated with the handling or storage and disposal of biological agents and toxins in laboratories and facilities (CEN WORKSHOP AGREEMENT 15793:2011) Biorisk Management and the AMP Model Key Components of Biorisk Management 1. Risk Assessment Hazard —refers to anything in the environment that has potential to cause harm Risk –the possibility that something bad/unpleasant will happen Steps in Risk Management • 1. Define the situation - the risk assessment team must identify the hazards and risks of the biological agents to be handled. • 2. Define the risk - must include a review of how individuals inside and outside the laboratory may be exposed to the hazards. • 3. Characterize the risk - to characterize the overall biosafety risks, the risk assessment team needs to compare the likelihood and the consequences of infection - either qualitatively or quantitatively. • 4. Determine if risk are acceptable or not - this process of evaluating the biorisk arising from a biohazard takes into account the adequacy of any existing controls, and deciding whether or not the biorisk is acceptable. 2. Mitigation Procedures • Elimination -the most difficult and most effective control measure, involves the total decision not to work with a specific biological agent or even not doing the intended work. • Substitution —> is the replacement of the procedures or biological agent with a similar entity in order to reduce the risks. • Engineering controls —> includes physical changes in work stations, equipment, production facilities. • Administrative controls —> refers to the policies, standards, and guidelines used to control risks. • PPE 3. Performance evaluation -it is a systematic process intended to achieve organizational objectives and goals. • Performance management - is simply a reevaluation of the overall mitigation strategy
