Bachelor of Science in Medical Technology

Overview

Bachelor of Science in Medical Technology (BSMT) is a four-year undergraduate program which aims to produce competent future medical practitioners through a rich learning environment of combined didactic and clinical experiences. Introduced in 2008, BSMT is geared towards developing learners’ skills and technical know-how in scientific inquiry and technological advancements in the field of medical practice.

The program has been granted Level I accreditation status by the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA) in 2016. Under the new 2018 curriculum, learners pursuing this program must complete 192 units of study, consisting of a one-year clinical internship (24 units or 1664 hours) and 168 units (3,024 hours) of course work inclusive of research endeavors.

BSMT graduates belong to Level VI (Baccalaureate) of the Philippine Qualifications Framework (PQF) under qualification code number 60914 as well as under the ASEAN Qualifications Reference Framework (AQRF). They are also qualified to take the Medical Technology Licensure Examination under the Professional Regulation Commission (PRC), along with any other certification assessments for global professional practice in the field.

The program welcomes all interested students from any senior high school track who pass the FEU College Admission Test.

Click the sections below to learn more about this program.


BSMT adheres with the prescribed objectives for medical technology and medical laboratory science education, as indicated in the Commission on Higher Education (CHED) memorandum order (CMO) no. 13, series of 2017. Under this mandate, the program aims to produce graduates who can:

  • Apply the knowledge, skills, and values in the performance of clinical laboratory procedures
  • Demonstrate critical thinking skills in Medical Technology
  • Engage in research and community service related activities
  • Exemplify professional attribute and actively engage in life-long learning undertakings.
  • Exhibit collaborative and leadership skills

Ultimately, the program aspires to produce medical professionals committed to providing quality and adequate health care services to communities in dire need of such.


Upon completing this program, graduates can:

  1. Demonstrate technical competence in the performance of clinical laboratory tests in aid of diagnosis, treatment, and management of disease vis-à-vis biosafety and waste management
  2. Employ analytical and critical thinking skills in the workplace
  3. Engage in the collection, analysis, and projection of health information for improving the health
    care management system
  4. Manifest inter-personal skills, leadership qualities, and ethical practice of the profession
  5. Apply research skills in relevant areas of Medical technology practice
  6. Practice in community-oriented activities
  7. Engage in activities which foster life-long learning
  8. Apply effective teaching and communication skills


BSMT opens a wide range of professional career paths for our learners, preparing them for dynamic, global work environments in the medical field. These career pathways include:

  1. Licensed Medical Technologists / Medical Laboratory Scientists
  2. Public Health Practitioner
  3. Educator
  4. Research Scientist
  5. Diagnostic Molecular Scientist
  6. Health Policy Maker
  7. Health Service Leader/Entrepreneur
  8. Diagnostic Product Specialist

Ultimately, the program aspires to produce medical professionals committed to providing quality and adequate health care services to communities in dire need of such.


This program utilizes an adaptive and proactive approach in professional medical technology education, with varied teaching-learning strategies, modes of delivery and assessments.

Program Curriculum

The first two years of BSMT focuses mostly on General Education (GE) courses designed to hone learners’ core competencies such as critical and analytic thinking, oral and written communication skills and independent learning. Using a liberal approach to education, GE courses such as Scholarly Inquiry and Purposive Communication prepare learners for advanced professional courses and research work required later in the curriculum.

Meanwhile, basic professional courses such as Human Anatomy and Physiology with Pathophysiology, Cytogenetics, Biochemistry, Principles of Medical Technology Practice, and Community and Public Health, among others are also offered during these crucial two years which provide learners with foundational knowledge in the medical and scientific field.

Finishing all required coursework for the first two years and meeting the required QPA qualifies learners to take the battery examination, a form of assessment which gauges the knowledge, skills and abilities they have acquired from their key professional courses. Additionally, the battery examination helps ensure that learners are adequately equipped and prepared for advanced coursework, since they will not be allowed to proceed to third and fourth-year level courses without first passing these tests.

During the last year of the program, learners acquire field experience by rendering 1664 hours (24 units) under clinical internship with a partner CHED-accredited training laboratory.

Well-being and work-life balance is also a key feature of the BSMT curriculum. Throughout their stay in the university, learners are encouraged to plan their own Wellness and Recreation Program (WRP), a university-wide course which intends to develop their physiological and psycho-social fitness as well as encourage social responsibility and community involvement.


Teaching-Learning Approaches

The BSMT program has been carefully crafted to empower our students into becoming independent, lifelong learners as future professionals and medical practitioners. As such, this program utilizes the following varied teaching-learning approaches focused on learners’ needs and capabilities:

  • Student-Centered Learning

The BSMT program adheres with the University’s educational philosophy and learning paradigm which emphasizes active and dynamic learning to develop the higher-order thinking skills of our learners. This entails designing engaging activities and encouraging collaboration between teacher and student inside the classroom to facilitate effective higher learning.

  • Didactic Approach

The program utilizes a variety of lectures, discussions and demonstrations in developing theoretical and foundational knowledge in medical technology and its allied health and scientific fields.

  • Interdisciplinary Approach

BSMT offers a glimpse of professional medical technology practice through the lens of various science and health-related disciplines. Coupled with the liberal GE courses which expose learners to the humanities and social sciences, the program hopes to produce well-rounded, adaptable and analytical medical professionals and practitioners.

  • Blended Learning

The BSMT program recognizes the changing technological landscape which our current generation of learners must navigate. Geared towards ubiquitous and independent learning, some courses are delivered through a mix of online virtual classrooms, self-study modules and face-to-face sessions. The University utilizes Canvas, a world-class learning management system to facilitate this mode of delivery.

  • Research-Based Approach

Aside from didactic and demonstrative approaches, the program utilizes case studies and research-based materials to ensure that learners are provided with updated knowledge and practices in the field. Moreover, the program encourages learners to develop an inclination towards research and scientific thought.


Assessment and Research Work

Throughout the course of the program, varied assessments and assessment-related tasks are deployed depending on the negotiation between the teachers and the learners. Teachers are encouraged to develop relevant formative assessments designed to help learners prepare for capstone summative assessments.

Assessments are a combination of traditional pen-and-paper tests, return demonstrations, practical examinations, research work and performance-based tasks. These include quizzes and summative tests, reports and presentations, case analyses, research-based writing, return demonstration and peer assessments. Apart from course-based assessments, research is also integrated into the curriculum such as the course Medical Technology Research Paper Writing and Presentation.

The required battery examination at the end of the second year is a standardized pen-and-paper test which assesses the learners’ acquired knowledge and technical know-how in their professional courses.


Internship

Learners cannot complete the program without internship, which comprises 24 units (1664 hours) of their coursework. Clinical Internship 1 and 2 are two six-month internship engagements for learners under a CHED-accredited training laboratory.

During internship, BSMT learners are expected to undertake rotational duties in different laboratory sections, such as clinical chemistry, hematology, urinalysis and microbiology, among others.


Learners must complete a total of 3,024 hours of course work and 1664 hours of field work under internship. They also must have a minimum quality point average (QPA) of 2.4 by the end of their four-year program.


MEDICAL TECHNOLOGY DEPARTMENT
Science Building, Far Eastern University
Nicanor Reyes Street, Sampaloc, Manila
[T] 02 87777338 loc. 240

Institute of Arts and Sciences

LAP Hall, Ground Floor, ARFA Building

CONTACT DETAILS
LAP Hall, Ground Floor, ARFA Building

Office Hours: M-F, 8:00AM-5:00PM

Tel (02) 8849-4122; (02) 8849-4000 loc 224/225

Fax (02) 8849-4122

Email ias@feu.edu.ph

Dr. Rowena C. Reyes

Dean, Institute of Arts and Sciences

Mr. Mark Salvador Ysla

Associate Dean, Institute of Arts and Sciences

  • Nicanor Reyes Street, Sampaloc, Manila
  • Tel No: +63 (2)-87777-338 (trunkline)

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