Distance training of medical laboratory professionals in Sub-Saharan Africa: Concern over assessment method

[2] Secondly, many tertiary care institutions offer courses for health professionals wherein much of the course material is delivered through distance education but for teaching practical components, students are required to attend residential schools and clinical placements. For medical laboratory...

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Bibliographic Details
Published in:Education for health (Abingdon, England) England), 2015-05, Vol.28 (2), p.156-157
Main Authors: Nwose, Ezekiel U, Bwititi, Phillip T
Format: Article
Language:English
Subjects:
Africa South of the Sahara
Biomedical technicians
Boarding schools
Clinical placements
Cognition & reasoning
Critical thinking
Distance Education
Distance learning
Education, Distance - methods
Education, Distance - standards
Educational Environment
Educational Measurement - methods
Educational Measurement - standards
Evaluation
Higher education
Humans
Inservice training
Internet
Medical education
Medical laboratories
Medical Laboratory Personnel - education
Medical personnel
Medical personnel training
Methods
Online instruction
Problem based learning
Professional training
Quality control
Students
Teachers
Teaching
Teaching Methods
Thinking Skills
Training
Undergraduate Study
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Summary:[2] Secondly, many tertiary care institutions offer courses for health professionals wherein much of the course material is delivered through distance education but for teaching practical components, students are required to attend residential schools and clinical placements. For medical laboratory professionals interested in distance learning as part of their in-service training, external quality assurance program (QAP) and internal quality control (QC) programs can be employed as a form of in-service problem-based learning, whereby a participant's performance becomes the assessment of what they have learned. How the impacts of these learning activities on the learners are best assessed requires faculty and teachers to consider the validity of assessment approach to the intended domain of knowledge.
ISSN:1357-6283
1469-5804
DOI:10.4103/1357-6283.170127