ASSESSMENT OF THE INTEGRATED MEDICAL LABORATORY SCIENCES [IMLS]

SEMINAR PROGRAM IN THE MEDICAL TECHNOLOGY CURRICULUM:

BASIS FOR A PROPOSED ENHANCE IMLS OF
ST. JUDE COLLEGE - MANILA

A Thesis Proposal Presented to the

School of Medical Technology, St. Jude College- Manila

In Partial Fulfillment of the Requirements for

Research I Subject

Alih, Alyssa S.
Alovera, Lisa Mae M.
Espenesin, Joy M.

2017
 TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iv

Table of Contents vi

List of Tables ix

List of Figures x

List of Appendices xi

Chapter I The Problem and its Background

Introduction 1

Theoretical Framework 2

Conceptual Framework 3

Statement of the Problem 4

Hypothesis 5

Significance of the Study 6

Scope and Limitation of the Study 8

Definition of Terms 10
Chapter II Review of Related Literature

Medical Technology in the Philippines 12

Medical Technology Curriculum 13

Enhancement Program 15

IMLS Seminar Program 17

Student Competencies 19

Different Methodology and Teaching Strategies 21

Instructional Materials 25

Schedule and Time Management 26

School Facilities 28

Synthesis 30

Chapter III Research Methodology

Research Design 31

Research Respondents 31

Instrumentation 32

Validation 32

Data Gathering Procedure 33

Statistical Treatment of Data 33

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Medical Technology is an allied healthcare profession who exercises technical

and scientific functions in clinical laboratory, where it provides information and services

needed for the diagnosis, monitoring, treatment and prevention of diseases affecting

human. It is a combination of science and technology that involves a series of stepwise

scientific process and investigation to come up with the findings.

According to the Manila Times (2013) PAMET President Romeo Ignacio, address

high demand of Medical Technologist in the country because of the industrys emphasis

on diagnosis and treatment of diseases. Several Universities and Colleges throughout

the country began offering the bachelors degree in Medical Technology.

St. Jude College - School of Medical Technology, is one of the newly established

Medical Technology schools in the country which started year 2012 with Board

Performance Rate of 83.33% August (2016) and 75% last February (2017) lifted from

the Philippine Data of the Professional Regulatory Commission (PRC). It is a four year

course consisting of general education and professional subjects and internship training

of six (6) months in an affiliated and accredited training hospital laboratory approved by

the Commission on Higher Education (CHED). In preparation for the students to

practice their profession. They need to pass the board examination. The school of
 Medical Technology prepares students through their IMLS seminar program

which serve as review class. Integrated Medical Laboratory Sciences (IMLS) Seminar

Program is included in the Medical Technology curriculum, where it started in year 2015,

which serves as a review program for senior year students. It is a three (3) unit seminar

conducted once a week every Saturday from 8am to 5pm. The topics discussed are in

relation to the professional or board subjects which include: Clinical Chemistry I, II and

III, Immunohematology, Histopathology, Medical Technology Laws and Ethics,

Laboratory Management, Pharmacology, Microbiology, Mycology and Virology, Clinical

Microscopy/Parasitology, Hematology, Immunology and Serology. The student

competency is assessed through comprehensive and practical examinations which are

coherent to the institutional schedule of the seminar program. Since the program is new,

there is no evaluation conducted to the assessment of IMLS seminar program.

Thus, there is a need to determine the assess level of efficiency as basis for the

enhancement of Medical Technology curriculum St. Jude College Manila.

THEORETICAL FRAMEWORK
 The assessment of the Integrated Medical Laboratory Sciences [IMLS] seminar

program in the Medical Technology Curriculum: Basis for a proposed enhance IMLS of

St. Jude College Manila was based on the theory by Martha L. A. Stassen, assistant

provost for Assessment and Educational Effectiveness at the University of

Massachusetts Amherst (1994) states the Assessment is most effective when it reflects

an understanding of learning as multidimensional, integrated, and revealed in

performance over time a study entitled Program Based Review and Assessment:

Tools and Techniques for Program Improvement, that will help to determine the extent

of whether seminar program efficiency is justified, feasible and likely to provide useful

information leading to better enhancement.

CONCEPTUAL FRAMEWORK
 Statistical analysis and interpretation of data will be gathered through a prepared

validated survey questionnaire and interview which includes the demographic profile of

the students in terms of gender, age and status of schooling. The demographic profile of

the faculty members in terms of gender, highest educational attainment and subjects

handled on the evaluation in terms of topic contents, competencies learned by the

students, methodology and teaching strategies, availability of audio visual and other

instructional materials, schedule and time management and availability of school

facilities as input of the study, which will be distributed to the Medical Technology

students and special lecturers to a assess the level of proficiency of the proposed

enhance IMLS seminar program in the School of Medical Technology of St. Jude

College Manila.

Assessment of the
level of Proficiency
of the IMLS seminar
Research Paradigm
program
 Demographic Profile
HOHO HO

Students Respondents:
1. Gender
2. Age
3. Status of Schooling

Teacher Respondents:
1 Gender
2 Highest Educational
Attainments
3 Subjects Handled Enhanced IMLS

Seminar program

HO

Figure 1

THE IMLS SEMINAR PROGRAM OF ST. JUDE COLLEGE

STATEMENT OF THE PROBLEM

 The study aims to determine the efficiency of the IMLS program of School of

Medical Technology, St. Jude College Manila.

Specifically it will determine the following questions:

1. What is the demographic profile of the respondents in terms of?

A. Students:

1.1 Gender;

1.2 Age;

1.3 Status of Schooling;

B. Special Lecturer

1.1 Gender;

1.2 Highest Educational Attainment;

1.3 Subject Handled?

2. What is the level of efficiency of the IMLS

2.1 Topic contents

2.2 Competencies learned by the student

2.3 Methodology and Teaching Strategies of Faculty Members

2.4 Schedule and Time Management

2.5 Availability of Audio Visual and other Instructional Materials

2.6 Availability of School Facilities

3. Is there a significant relationship among the criteria on the efficiency of the seminar

program profile?
4. What are the recommendations are given by the respondents to enhance the IMLS

program?

5. Base on the findings of the study, what are the enhancements of the program can be

proposed?

Hypothesis

There is no significant relationship among the criteria on the efficiency of the

IMLS seminar program based on the response of the subjects when grouped according

to their demographic profile.

SCOPE AND LIMITATION

 This study focuses on the assessment of the IMLS seminar program with regard

to the topic contents, competencies learned by the students, methodology and teaching

strategies of faculty members, schedule and time management, availability of audio

visuals and other instructional materials, availability of school facilities and the

recommendation for the proposed enhancement of the IMLS. The respondents of this

study will be 5 (five) special lecturers and all twenty one (21) graduate students of

Medical Technology who have finished IMLS 1 and 2 seminar program only from SY

2015-2017.

SIGNIFICANCE OF THE STUDY

 The efficiency of the IMLS program of Medical Technology curriculum, may offer

benefits to the following sectors:

Medical Technology Students

The finding of this research will be beneficial for students who are enrolled in,

upon the implementation of the proposed enhancement of the IMLS seminar program

so as to promote a better outcome.

Medical Technology Educators/Professionals

The finding of this research will be beneficial as to provide excellent training,

productive learning and skills for the student. This will also provide a venue to organize

a better and improve curriculum for better understanding of the subject.

School Administration

The finding of this research will be a basis for determining what aspects of

seminar program that needs to develop. And will provide a improve educational material

and environment for a productive learning.

Researchers
 The finding of this research will be beneficial to us researchers that will help to

enhance or develop our knowledge and skills in preparation for board examination.

Future Researcher

This will benefit to other researcher with a related study as where they can gather

some information from the findings that will serve as a guide to modify their study.

DEFINITION OF TERMS
 The following terms were defined conceptually and operationally for an easy

reference and better understanding of facts pertaining to this study.

Attitude

This refers to the behavior or style of students on how they manage or balance

their studies. And the state of understanding the situation they apply base from

experience or learning. Merriam Webster Dictionary (1828)

Curriculum

This refers to the academic subjects content that are offered in School of Medical

Technology that is accredited by the Commission on Higher Education (CHED).

Knowledge

This refers to the understanding or information that the student had gain from the

IMLS seminar program based on the activities that are conducted.

Methodology and Teaching Strategies

This refers to the system of methods used in a particular area of study or activity

to help students learn the desired course contents and be able to develop achievable

goals in the future.

Program Enhancement
 This refers to the strategies or outcome base activities for senior year intern

which will help to improve their academic knowledge and practical skills which pertains

to seminar program.

School Facilities and Teaching Materials

This refers to the availability of an innovative learning environment and useful

educational materials for Medical technology students that are provided by the school

and/or faculty for a better quality education.

Seminar Program

This refers to a review class for Medical Technology students to improve learning

competency and in preparation for Board Licensure Examination.

Skills

This refers to the ability of a student to properly perform tasks that are given

through practical or comprehensive examinations.

Status of Schooling

This refers to either students are first or second courser. IPS Assessment

program for enhancement (2015)

CHAPTER II
 REVIEW OF RELATED LITERATURE

This chapter includes a variety of related studies and literatures either local or

foreign. All data gathered provides additional information about the topic chosen for

study so as to help the researchers gain better understanding of its aspects. Unique

approaches from the varying minds of different researchers and authors that is been

collected, organized and utilize further enhance the efficiency of this study thus the

provision of better results.

Medical Technology in the Philippines

Medical Technology was first established in the Philippines as professionals

when its law was approved on June 21, 1969, as R.A. 5527 by the late Ferdinand E.

Marcos, through the assistance of PAMET (Philippine Association of Medical

Technologists Inc.) officers under the leadership of Prof. Nardito Moraleta who was then

president of the said organization.

Medical Technology Curriculum

Bachelor of Science in Medical Technology/Bachelor of Medical Laboratory

Science is a four-year program consisting of the following instances: General Education

Subject which has the total of 84 units; Core Subject which has the total of 16 units;

Professional Subject which has the total of 50 units with the total of 150 units. Whereas

second semester of the fourth year level is the internship program of six (6) months in

an accredited training laboratory with rotational duties in different sections of the

hospital laboratory department which includes: Microbiology, Blood Bank, Immunology,

Clinical Microscopy, Parasitology and Histopathologic/Cytologic technique and at the

same time a 3 unit subject called Seminar.

IMLS Program Topic Contents

IMLS program is an important subject offered at the same time with the

internship. The course provides the students with in-depth knowledge and

understanding of the principles of special diagnostic methods that are performed in the

different areas of the clinical laboratory. The seminar subject includes the curriculum

mandated in the CHED memo 14, Series of 2016. The seminar is a general subject that

is offered by all schools with BSMT program and tackles special topics for the course.

Several schools have different innovative approaches to seminar topics included are

Microbiology, Bacteriology, Mycology/Virology, Clinical Chemistry, Histology, Clinical

Microscopy, Pharmacology, Cytogenetics, Med Tech Laws & Bioethics, Laboratory

Management, Parasitology, Immunology & Serology, Blood Banking, Hematology,

General Pathology, Histopathology. At St. Jude College, the seminar is also known as

the IMLS. The important subject offered at the same time with internship training. It is a
3 unit subject that is usually scheduled every Saturday from 8-5 pm; the course includes

topics on the new frontiers or breakthroughs in the Medical Laboratory Science

profession and emphasis for all professional subjects of the board examination.

The distinct characteristic of seminar is that, it is a review topic class to improve

the performance in the board examination. A set of invited resource speakers or

professional reviewer are invited to update and review the interns on their theoretical

and clinical knowledge in the different laboratory sections. Comprehensive

examinations are given at the end of seminar which is supplemented by the continuing

lectures and assist quizzes, oral and practical examinations given by the Clinical

Internship Coordinators during weekly visits to the Affiliation Centers.

The IMLS program is designed to prepare students for a career in the profession

of medical laboratory science by acquiring theoretical knowledge and practical skills in

various disciplines of the specialty. Besides presenting theoretical knowledge, the

program is dedicated to training students in the reliable performance of physical,

chemical and biological tests by utilizing routine and automated techniques. In addition

students are trained to develop the ability to interpret generated laboratory results and

hence contribute to the diagnosis of disease. Continuing ones education, and updating

skills and knowledge, as well as medical professional ethics, is emphasized. (Ramia,

2010)

The Professional subjects in IMLS program are also the following: Microbiology,

Bacteriology, Mycology/Virology, Clinical Chemistry, Routine Clinical Chemistry, Special

Chemistry, Endocrinology, Toxicology and Drug Testing, Histology, Analysis of Urine

and Other Body Fluids (Clinical Microscopy), Cytogenetics, Med Tech Laws & Bioethics,

Laboratory Management, Parasitology, Immunology & Serology, Immunohematology

(Blood Banking), Hematology, General Pathology, Histopathologic/Cytologic

Techniques,

What is Assessment?

Assessment is defined as systematic collection and analysis of information to

improve students learning (AAHE, 2004). Assessment works best when the program is

seeks to improve have clear, explicitly stated purposes. Assessment can facilitate

improvement through variety of venues. When faculty members are directly involved in

the development, implementation, and analysis of assessment activities, a number of

benefits can obtain. Faculty member can designed instruction to target the knowledge

and skill levels student should have upon finishing a course and better determine the

levels of thinking or reasoning appropriate for the course. Also, faculty members can

rely less on the comments that appear in student evaluations as indicator of success in

teaching.

According in OAPA handbook, Program based- Review and Assessment

(2004), when developing and implementing assessment strategies, academic units

should have at least one of three purposes in mind: to improve, to inform and to prove.

The results from an assessment process should provide information that can be used to

determine whether or not intended outcomes are being achieved and how the program
can be improved. Developing an effective assessment plan begins with being clear

about the faculty are trying to accomplish. A clear statement of learning goals and

objectives serves as the foundation for the entire plan, shaping the kind of questions the

researcher will ask. Making good use of assessment data is the most important phase

of assessment, as the central purpose of assessment is to provide information needed

to improve student learning.

Student Competencies

Competency is a general statement that describes the desired knowledge,

applied skills, and behaviors of a student graduating from a program. It is successfully

perform in professional, educational, and other life contexts. In education it is

considered as construction of knowledge as well as competency, and potential

development, and it is transform radically. Students are expected to be able to learn

without the limitation of time and place. It is another important issue is to provide

opportunities for students to think while they are solving problems, analyzing, and

synthesis their knowledge at every level of their studies (Sootipon, 2010). On the other

hand teachers need to manage effective teaching and learning process so that students

know how to learn and utilize their knowledge appropriately in their daily life and live in a

society with contentment. Therefore, teachers need to develop their competencies as

well as in accordance with educational transformation in practice as well as professional

activities effectively (Surasak, 2013).

 The competency of an individual that involving his/her work, can be detected

through the work behavior and that will be a success indicator for the organization

rather than his/her educational level or intelligence. According to Poonsook (2013), a

successful transformational leader should develop teachers competency so that

teachers would change their working style. The main factor that affecting the quality of

instructional management including the good relationships between teacher and

students as well as learning climate management. In addition, teachers work morale

was able to motivate them to provide instructional management (Woranan, 2007). In

this line of reasoning, teachers competencies are essential to improve the quality of the

students. Therefore life skills development is a major concern in students learning

process. The life skills are expected to be included through students learning process

encompassed the transmission of knowledge, skill, attitude, value system on

themselves and others, and self-management. All these activities are expected to be

occurred through teachers instructional activity management (Ministry of Education,

2009).

The Different Methodology and Strategies in Teaching

Most universities and colleges use ideal teaching strategies which are

recognizable in the competency of the program of study these different types of

approach includes;
Problem-based Learning (PBL)

The basis of this strategy is that knowledge exceeds because of the presence of

a problem learning is gained from a given problem which assists the students to find out

a clarification for the difficulties encountered. According to Barrows & Tamblyn (1980)

and Egidius (1999a), PBL is a full system or comprehensive approach requiring an

intensive curriculum shift as well as cooperation and full support from both teaching staff

and administration. Barrows implementation at McMaster University was a paradigm

shift in the way the school operated in response to students disenchantment and

boredom with the current course load which they also felt had little relevance to

medical practice (Barrows & Tamblyn, 1980). Barrows & Tamblyn point out that PBL is

not simply presenting problems to students but a rigorous, structured approach to

learning. Victor Forrester & Juliana Chau (1999, p. 10) also suggest that PBL represents

a paradigm shift in the way that teachers teach, creating active questioners instead of

passive acceptors. It is further suggested by Sandra Kemp (2011) that the adaptation

of PBL requires implicit and explicit commitments to the method in terms of stages, roles

and assessment methods. The first of these stages requires the teacher to accept the

social constructivist theoretical base on which PBL is based and an understanding of

constructivism, which is essential to implementation (p 48f). Woei Hung, David

Jonassen & Rude Liu (2008, p. 493) further emphasize the need for a dogmatic

approach to the tutors roles, knowledge and assessment. Mark J. Newmans (2005)

article, Problem Based Learning: An Introduction and Overview of the Key Features of

the Approach, provides empirical research into both the effectiveness

of the approach as well as a concise summary of the necessity of the key features.

Antonia Scholkman & Bianca Roters (2009) study shows that the use of an inductive

method, such as PBL, has a positive influence on students self-assessment abilities.

Lastly, Gatan Breton (2010) provides empirical data based on the implementation of

PBL using very strict parameters which follow the core values of the method and

reflect the necessity of adhesion to the core elements.

Egidius (1999a) is one of the few advocates of the view that PBL must not be the

only teaching method used in the classroom, but it may also be used as a complement

to lectures and lessons on condition that it is used consistently. Bokonjic, (2009) has

also mentioned this view and the possibility to modify the seven jumps according to

ones will and learning aim. However, Egidius argues for the importance of using PBL as

a complement consistently throughout the school year (1999a).

Cooperative Learning

This describes a strategy in which students exert effort as one to understand the

spirit of team building but opposing in competing for ranks or grades. According to Roth

and Roychoudhury (1993:143), cooperative learning is the suitable method to maintain

the construction of individual knowledge of the members in a variety of ways. When

learners are required to explain or defend their position, they make a deep

understanding because they have to assess, incorporate, and elaborate upon their

existing 10 knowledge. Learning through cooperative problem solving gives rise to

insights and solutions that would not come about without them. This view is supported

by Hertz-Lazarowitz, Baird and Lazarowitz (1994:70) and Wise (1996:338), when they

indicate that cooperative learning creates a classroom learning environment which

contributes to the positive perception students have towards social and cognitive

aspects of the learning process, since learners are able to make more friends and

practice more helping behavior. Communication abilities of listening and questioning as

well as the learners polite interaction are improved. Since cooperative learning requires

learners to be both physically and mentally engaged, it makes them to construct

knowledge.

Inquiry-based Approach

This strategy explains and convinces a student to be interested in questioning

facilitators and searching for results to be able to come up with a solution from a person

who supports students by lending them information to develop an appropriate student-

teacher communication. This theory of learning goes back many centuries, but in more

recent times the research of John Dewey (1933), Jerome Bruner (1990) and Lev

Vygotsky (1978), together with Jean Piagets (1972) work on developmental psychology,

has resulted in the broad approach of constructivism. There are two main forms of

constructivism: cognitive and social. Cognitive constructivism draws mainly on Piagets

(1972) theory of cognitive development. Piaget proposed that individuals must construct

their own knowledge and that they build knowledge through experience. These

experiences allow creation of schemas or mental modes and thus lead to learning. In

contrast to cognitive constructivism, social constructivists place more

emphasis on the social context of learning. Vygotsky is the main proponent of social

constructivism and suggested that cultural history, social context and language play an

important role in the pattern and rate of development of children. Vygotskys concept of

the zone of proximal development argues that individuals can, with the help of a more

experienced peer, master concepts and ideas that they cannot understand on their own

(Vygotsky, 1978).

A Swedish researcher Saljo (1979, reported in Ramsden, 2003:27-28),

interviewed adults to find out about their interpretation of learning and then identified

five ranked categories. At the lower end were surface approaches including 1 -

learning as a quantitative increase in knowledge (acquiring information), 2 - learning as

memorizing (storing information that can be reproduced) and 3 - learning as acquiring

facts, skills, and methods that can be retained and used as necessary. At the other end

of the continuum was 4 - learning as making sense or abstracting meaning (involves

relating parts of the subject matter to each other and to the real world) and 5 - learning

as interpreting and understanding reality in a different way, which characterize deep

approaches. Similar to Perry (1970), Ramsden (2003) suggests that the higher order

deep approaches should be gained by university students. Teachers can encourage

students to take a deep approach to learning by teaching to bring out the structure of

the topic; by actively involving the students through questioning or giving problems

rather than teaching a rigid body of facts; by building on what students already know; by

emphasizing depth of learning rather than coverage and by using teaching methods and

assessment strategies that support the learning outcomes of the course (Biggs, 2003).
Inquiry-based learning, if carefully constructed and implemented, provides an excellent

avenue for the development of deep approaches to learning.

Oral Presentations

This strategy involves the use of visual aids, projecting presentations and

handouts indicate a well-prepared presentation and can aid understanding and be

visually engaging. As Brown (1994) and Richards (1990) viewing, they divide oral

communication into monologues (planned and unplanned) and dialogues (interpersonal

and transactional). Interpersonal conversation "lubricates the social wheels," (McCarthy

1991: 136) develops social roles and relationships and is relatively unpredictable. It

ranges from an informal chat to a more formal and predictable meeting or interview.

Transactional conversations, on the other hand, tend to be much more predictable as

information is exchanged in order to fulfil a need such as at a doctor's appointment or

buying oranges at a greengrocers' or a market stall. Other types of genre, such as story

narratives, have a predictable pattern and an example can be found in Hedge (2000

265).

According to Nunan (1989) successful oral communication involves a number of

important features. These include the development of fluency and the ability to manage

both transactional and interactional dialogues, using both fillers as well as long and

short turn. This negotiation of meaning requires effective listening skills and speaking

skills. Furthermore, it includes successful articulation of sounds, as well as "mastery of

stress, rhythm, intonation patterns." (Hedge 2000:296).

 Brown (1994) identified certain typical speaking difficulties characteristics of spoken

language that most learners find difficult. The following features as typical problem

items: clustering of words into chunks, breathe groups or phrases; redundancy of

language; reduced forms such as contractions, elisions, reduced vowels; performance

variables such as hesitations, pauses, fillers, backtracking, and corrections;

colloquialisms, idioms, slang and colloquial phrases; delivery speed; stress, rhythm, and

intonation (as English is stress-timed intonation patterns convey important messages)

and interaction with conversational negotiation.

Modular Approach in Teaching

This strategy utilizes pre- and post- test including discussion between the two. It

illustrates the classification of the concepts and elaborates the mechanisms of

instructional modules and how they are modeled from the planning stage to the stage of

assessment of the learners and certification. Modular teaching approach is an extension

and advanced shape of programmed instruction/learning. The trend of using modules

as teaching-learning approach is becoming very popular in recent times. In this

approach the teacher uses teaching modules prepared for specific purposes instead of

traditional textbook. Moon (1988) describes module as a unit of teaching activity and

learning expressed as an approximate number of hours of study. The module will be

self-contained although certain combinations of modules may represent a progression

through the curriculum. This change is due to the reason that in about last decade

learning theories have moved from a stimulus-response point to information processing.

It assists students in understanding complex and difficult concepts. In educational

context, now the shift has moved from traditional teaching approach to modular

teaching approach. Modular approach dates from B.F. Skinners and others research in

1950s which led to the formulation of different principles of teaching and which later on

became main characteristics of programmed instruction such as division of subject

matter into small steps, active participation of students, immediate feedback, and self-

pacing. These are all the principles that are used in modules making. Moon (1988)

describes that the modular studies syllabus seeks to facilitate an approach to learning,

which is experiential, practical, and related to life in the community and wider world. The

differences can be shown more systematically by identifying key conditions for effective

learning and comparing how these conditions are met or not met by conventional

teaching and by modular instruction (Meyer, 1988). Modular approach has proven to be

an effective and efficient tool to help students learn. Most subjects can be taught with

this approach. (Husen &et.al, 1986).

The concept whether a teacher can do it in the teaching learning method is

described as teaching effectiveness. Such description has been derived from the theory

of effectiveness of Bandura (1977) which is the principle of a person to attain a certain

goal or finish certain tasks. Teaching effectiveness is to evaluate the teachers credence

that what they are exerting in their profession matters in the student-learning (Joseph,

2010; Cheng, 2011). A teachers sense of self-effectiveness determines how successful

will the teaching-learning method be. Teachers with high self-effectiveness particularly

towards knowledge will deliver the lesson better than those with low self-effectiveness.

There are different sources of teaching-effectiveness (Bandura, 1977 as cited by Oh,

2010). First is the mastery skill. This factor has something to do with the pre-service

teachers experience in a classroom. A successful teaching activity enables a pre-

service teachers to develop high teaching effectiveness. In difference, a decrease in

teaching-effectiveness may expand if pre-service teachers supposed that their teaching

skill is a failure. Thus, cooperating teachers of pre-service teachers should guarantee

the readiness of the pre-service teachers before they stand in front of the class and

manage learning instructions. Another aspect that influences teaching effectiveness is

explicit experiences. These experiences are obtained from observing other people

doing a particular job. It is obvious that pre-service teachers evaluate their abilities by

comparing themselves with the experts they are looking up to (Poulou, 2007 as cited by

Oh, 2010). Thus, it is necessary that cooperating teachers during seminar or class

should demonstrate mastery in teaching profession in both content and background

because it also enhances a pre-service teachers self-effectiveness. Social or verbal

influence is also a factor that affects teaching effectiveness. These factors are

combinations of different activities such as coursework, workshops, trainings, and even

cooperating teachers evaluation. A continuous system support that enriches the

competence of pre-service teachers is needed to enhance their teaching-effectiveness.

Constructive assessment from an after-presentation or giving suggestions how they can

improve their work enables teacher to evaluate their capabilities and think on ways how

to improve. In doing so, pre-service teacher enhances their teaching-effectiveness. The

last factor that affects the teaching effectiveness of pre-service teachers is their

physiological and/or emotional states. These factors guide a person on how to make
sense of their physical and emotional reactions. Problems encountered by a person

arise from the lack or poor perception of ones ability while contentment and satisfaction

results from an accomplished task.

Instructional Materials

Instructional materials refer to the materials and facilities that can be used to

ease, encourage, improved and promote teaching and learning activities. They are

whatever materials used in the process of instruction. They are a broad range of

resource which can be used to facilitate effective instruction. According to Phyllis (2011),

instructional materials possess some inherent advantages that make them unique in

teaching. For one thing, they provide the teacher with interesting and compelling

platforms for conveying information since they motivate learners to want to learn more

and more. Also, by providing opportunities for private study and reference, the learners

interest and curiosity are increasingly stimulated. Further, the teacher is assisted in

overcoming physical difficulties that could have hindered his effective presentation of a

given topic. They generally make teaching and learning easier and less stressful. They

are equally indispensable catalysts of social and intellectual development of the

learners.

Bolick (2003) pointed to a good relationship between effective teachings and

using of instructional materials. He argued that while some educators have been

captivated by the potential of instructional materials to enhance teaching and learning,

teachers lagged behind in using instructional materials during teaching and learning.
Others expressed doubts that instructional materials will ever incite teaching reform on

participation. Instructional materials are integral components of teaching-learning

situations; it is not just to supplement learning but to complement its process. It then

shows that, if there must be an effective teaching learning activity, utilization of

instructional materials will be necessary Kibe (2011).

Ema (2004) assert that, teaching equipment and materials have changed over

the years, not only to facilitate teaching learning situation but also to address the

instructional needs of individuals and groups. Instructional materials are made up of

objects such as printed, audio, visual that aid in the successful delivery of lesson Chuba

(2000). To this end, instructional materials are said to be objects or things the teacher

can use in the classroom while teaching in order to ease off his teaching activities.

However, instructional materials cannot address all the teaching-learning problems but it

can go a long way in solving them, simply because, they are additional apparatus that

can influence the reality of teaching and learning activities.

Joof (2005) explained that, the concept of teaching aids has gone through

several evolutionary stages from the simple aids, instructional technology, and media to

communication and educational technology. This however, tells us that instructional

materials are not just objects or equipments used during teaching learning process but

there those objects improvised by the teacher to make conceptual abstraction more

concrete and practical to the learners. Instructional materials are the relevant materials

utilized by a teacher during instructional process for the purpose of making the contents

of the instructions more practical and less vague Chuba (2000).

Schedule and Time Management

Time Management refers to managing time effectively so that the right time is

allocated to the right activity. Effective time management allows individuals to assign

specific time slots to activities as per their importance. According to Orlikowsky and

Yates (2002), the temporal dimension of work has become more important because of

expanding global competition and increased demands for immediate availability of

products and services. Garhammer (2002) has pointed at the increased pace of life

shown in doing things faster (acceleration), contracting time expenditure (e.g. eat faster,

sleep less), and compressing actions (making a phone call while having lunch). Other

studies have examined the perception of time in organizational contexts (e.g. Palmer

and Schoorman, 1999) and the experience of time pressure among employees (e.g.

Jackson and Martin, 1996; Major et al., 2002; Teuchmann et al., 1999). Some of the

authors discussed the need for better incorporating time in theoretical models and

research designs (e.g. Ancona et al., 2001; George and Jones, 2000; Wright, 2002).

Others focused on the ways in which people in organizations manage their time and on

ways in which these efforts can be improved (e.g. Macan, 1994). In this article we will

address time from the second perspective, and review the empirical studies on time

management. Particularly the review of time management, discuss methods for

studying time management, summarize empirical findings on time management and the

use and effectiveness of time management methods, identify gaps in the current

research, and give suggestions for future research. The importance in time

management is by no means new. The problem of how to manage time was already
discussed in the 1950s and 1960s, and several authors proposed methods on how to

handle time issues on the job (e.g. Drucker, 1967; Lakein, 1973; Mackenzie, 1972;

McCay, 1959). They suggested simple remedies such as writing work plans down on

paper (so-called to-do lists) in order to increase job performance. At the same time,

some authors (e.g. Drucker, 1967) recognized that planning tasks and activities does

not always lead to the completion of planned work, especially when time pressure is

high. McCay (1959) produced a concept for a time-management training program,

which is still being used. Important fundamentals are: giving insight into time-consuming

activities, changing time spending, and increasing workday competence by teaching

people how to make a daily planning, how to prioritize tasks, and how to handle

unexpected tasks. Many books and articles were written to express these and similar

ideas to manage, capable of greater effectiveness while using less time (e.g. Blanchard

and Johnson, 1982). Over the years the focus of time management publications and

training courses has shifted from major target group to a wide audience of working

people. The term time management is actually misleading. Strictly speaking, time

cannot be managed, because it is an unreachable factor. Only the way a person deals

with time can be influenced. Time management can be viewed as a way of monitoring

and controlling time (e.g. Eilam and Aharon, 2003). In this regard, it would be more

appropriate to speak about self-management with regard to the performance of multiple

tasks within a certain time period. But in the term self-management has a different

meaning. It refers to monitoring and regulating oneself, but without any specific

reference to techniques for monitoring time use.

School Facilities

School facilities assess normally conjures up thoughts of designers, architects,

engineers and other professionals trained specifically to evaluate buildings. However, a

growing trend considers that the users of a building such as teachers, students and

community members, are the most reliable people to assess school facilities (Sanoff,

2001). This involvement of building occupants helps to ensure that facility quality

assessment is an ongoing process rather than one only done when design

professionals visit the building (Lackney, 1999). School facility assessment can focus on

many factors of educational adequacy and excellence. Most obvious are an

investigation of the environmental factors that impact academic performance and the

delivery of curriculum (Sanoff, 2001). However, schools are increasingly evaluating the

safety and security of their campuses. Efforts to improve safety and security should

consider facility systems as well as policies and preparedness (Vigue, 2002). Vigue

(2002) reports that a site survey assessing campus safety and security should address

the schools perimeter integrity, internal access control and entry ways. Facility

assessment can determine the likelihood that building design may contribute to

misbehavior and violence by examining sightline obstruction, door hardware security

and space for student circulation (Reid, 2000).

Facility assessments can often prove to be expensive and time-consuming.

However, formative facility assessments can be executed by school administrators

during the normal course of their job duties. Software and other assessment

instruments have been developed to assist the layperson in determining building

condition (Oualline & Rabenaldt, 2002). Other technological advances, such as hand-

held computers containing facility condition history, have made data access more

efficient for building managers as they assess the physical environment (Bhimani &

Pantaleo, 2001). The aforementioned justifications for facility assessment and the

advanced technology assisting with building evaluation are but two reasons that

educational leaders should be knowledgeable regarding campus assessment.

Additionally, an extensive and accurate assessment of current facilities can assist in

persuading elected officials and taxpayers to financially support improved and

innovative construction (Rabenaldt, 2000).

Effectiveness of Enhancement Program

Enhancement Program is a process of gathering, analyzing and reflecting on

evidence to make informed and consistent judgments to improve student learning. It is

a phase where to prove the effectiveness of a students performance which is important

in attaining the quality education. It ensures student competency in the application of

their chosen field of expertise. An enhancement program provides the opportunity and

knowledge for the students to develop and strengthen the necessary skills to gain and

maintain, and advance in chosen area (Berger, 2005).

According to Montebon (2015), stated that the Enhancement Program that was

being implemented at the PNU ITL. The existing Enhancement Program is a seminar-

type program where lecturer are being given a short period of time to discuss topic,
course, and strategies in education. Such method has been professed by Montebon

(2015) to be shallow in terms of the impact that it will leave on students. Thus, the

review of the program was made. Also, the seminar-class has been designed upon the

needs assessment survey that was also conducted by Montebon (2015) to ensure a

responsive professional development program. The Enhancement Program includes

different activities such as seminar workshop, lesson plan writing sessions, dry run and

assessment of demonstrations. These activities were carefully designed to impact the

teaching effectiveness of pre-service teachers (OECD, 2009).

Synthesis

This research in association of the related literature or studies correlated to the

provided topic by the researcher. The cited literature and research studies gave the

researcher a comprehensive analysis, additional explanation assessments and inputs

regarding to the study. But there is no concrete study yet about the Assessment of the

Integrated Medical Laboratory Science (IMLS) Program since it is newly established

and exclusive in St. Jude College- Manila, School of Medical Technology.

BIBLIOGRAPHY

1
Bandura, A. (1977). Self-effectiveness: Toward a unifying theory of behavioral change.

Psychological Review, 84(2) 191-215.

2
Cheng, E. C. (2013). Enhancing the Quality of Pre-service Teachers Learning in

Teaching Practicum. Unpublished manuscript, The Hong Kong Institute of National

Library.
3
Joseph, J. (2010). Does intention matter? Assessing the Science teaching efficacy

beliefs of pre-service teachers as compared to the general student population.

Electronic Journal of Science Education, 14(1), 2-14.

4
Oh, S. (2010). The sources that influence student teachers sense of efficacy.

Unpublished doctoral dissertation, Iowa State University.

5
Stassen, M. L.A (1994). Program - Based Review and Assessment: Tools and

Techniques for Program Improvement, Academic Planning and Assessment.

6
Turkkahremar, M.L., 2012. Rule of Education in Societal Development. Journal of

Educational and Institutional Studies in the World. 2 (4).

 COVER LETTER FOR THE QUESTIONNAIRE FOR RESPONDENTS

April 6, 2017

Dear respondents,
Greetings!!!
We, the undersigned 4th year B.S Medical Technology students currently conducting a

study titled, Assessment of the Integrated Medical Laboratory Sciences (IMLS)

Seminar Program in the Medical Technology Curriculum: Basis for a Proposed

Enhance IMLS of St. Jude College Manila.

In this regard, we are humbly asking your permission and support by allowing us
to conduct our study and give your honest answer to the questions in the attached
survey questionnaire. Rest assured that the data gathered will be strictly for research
purpose only and will be kept with utmost confidentiality.

Thank you very much,

Very truly yours,

Alih, Alyssa S.
Alovera, Lisa Mae M.
Espenesin, Joy

Noted by;

Ma. Cristina Mina G. Dagunan

Dean, School of Medical Technology
 SURVEY QUESTIONNAIRE

ST. JUDE COLLEGE MANILA

Dimasalang St. Cor. Don Quijote St. Sampaloc Manila

SCHOOL OF MEDICAL TECHNOLOGY

I. PROFILE OF THE STUDENT RESPONDENT

Direction: Please provide accurate information by writing the answer in the blank
provided and checking the appropriate ( ) that corresponds to your answer.

Name: (optional) ____________________________

Age: __________________
Gender: Male ( ) Female ( )
Status of Schooling: 1st courser ( ) 2nd courser ( )
II. EFFICIENCY OF IMLS PROGRAM

Instruction: Put a check ( ) on the corresponding box as to your agreement to the

following statement regarding the IMLS program which you have completed. Please

refer to the legend below:

VALUE SCALE MEAN RANGE INTERPRETATION

4 3.26 4.00 Very Great Extent

3 2.51 3.25 Great Extent

2 1.76 2.50 Moderate Extent

 1 1.oo 1.75 Negligible Extent

I. IMLS 4 3 2 1
Curriculu
m/Topic
Content
A. The IMLS program offers an excellent or good quality
training performance for students in Medical field of studies.

B. The subjects cover a broad extent of discussions and

understanding that are needed both in scientific theories
and technical skills.

C. It provides competent comprehensive and practical

activities to enhance acquired knowledge.

D. IMLS program/seminar clearly conveys all significant

information, materials and objective that are relevant or
necessary for student learning process.

E. The progression on higher level courses comprehensively

assists students preparation in future Medical practice.

II. Student Competencies 4 3 2 1

A. The IMLS program/seminar, provide a profound knowledge
to professional and core subjects that are recommend to the
profession.
B. IMLS program/seminar, contribute and acquire a sufficient
knowledge and skills to subjects in preparation for board
examination particularly in:
B.1 Clinical Chemistry I, II and III
B.2 Microbiology/Bacteriology
B.3 Medical Technology Law & Bioethics
B.4 Laboratory Management
B.5 Clinical Microscopy/Parasitology
 B.6 Mycology & Virology
B.7 Immunology & Serology
B.8 Hematology
B.9 Pharmacology
B.10 Immuno-Hematology/Blood Banking
B.11 Histo-Pathology

C. The activities enhance skills and behavior in dealing with

school requirements and analyzing instead of memorizing
every single detail.
D. The prepare practical examination is preferable in which it is
further accessible to learn.
E. The prepare comprehensive examination is preferable in
which it is further accessible to learn.
III. Methodol 4 3 2 1
ogy &
Teaching
Strategy
of Faculty
Members
A. Use effective teaching method and strategy to enhance
student learning process.
B. Lectures are clearly and utterly prepare and organize for a
better understanding.
C. Well discuss subject matter in mastery and deliver
productivity.
D. Help stimulate students to strengthen positivity toward
success in future...
E. Evaluate students class performance to determine aspects
of learning process are necessary to consider or give strict
attention.

IV. Availability of Audio Visuals & Institutional Materials 4 3 2 1

A. Provide complete materials that are necessary to perform
safe laboratory activities.
B. How often do your lecturers use audio-visual resources in
teaching?
C. How adequate is the colleges collection of audio-visual
materials?
 D. Is the time allotted used with productivity?
E. High quality institutional materials

V. Availability of School Facilities 4 3 2 1

A. Establish educational environment that will contribute to a
broad and creative learning outcome.

B. Laboratory rooms, media rooms, libraries etc. are convenient

to develop and guide students accomplish school
requirements.
C. Do school facilities affect academic outcomes?
D. Life safety requirements (e.g. emergency lighting, warning
system, exit signs, etc.)
E. Does this school have air-conditioning in instructional
classrooms and laboratory?
III.RECOMMENDATRION

What is/are your recommendation/s for the proposed enhancement of the IMLS

program Of St. Jude College Manila, School of Medical Technology? Please provide

your answer/s in the space below.

SURVEY QUESTIONNAIRE

ST. JUDE COLLEGE MANILA

Dimasalang St. Cor. Don Quijote St. Sampaloc Manila

SCHOOL OF MEDICAL TECHNOLOGY

I. PROFILE OF THE FACULTY MEMBER RESPONDENT

Direction: Please provide accurate information by writing the answer in the blank
provided and checking the appropriate ( ) that corresponds to your answer.
Name: ________________________________________________________________
Gender: Male ( ) Female ( )
Highest Educational Attainment: _________________________________________
Subjects Handled:

1 Clinical Chemistry I, II and III

2 Microbiology/Bacteriology
3 Medical technology Law & Bioethics
4 Laboratory Management
5 Clinical Microscopy/Parasitology
6 Mycology & Virology

7 Immunology & Serology

8 Hematology
9 Pharmacology
10 Immuno-Hematology/Blood Banking
11 Histo-Pathology

CURRICULUM VITAE