MODULE IN

PRINCIPLES AND STRATEGIES

IN TEACHING MEDICAL
LABORATORY SCIENCE
MLS 213

Department of Medical Laboratory Science

SCHOOL OF NATURAL SCIENCES

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
 MLS 213

COURSE LEARNING OUTCOMES

At the end of the course, you should be

able to:
1. Apply education principles as a health
educator in the field of medical
laboratory science;
2. Analyze medical laboratory science
educational issues and concerns in the
Philippine setting;
3. Evaluate medical laboratory science
education policies and programs;
4. Employ medical laboratory education
strategies in the clinical setting;
5. Prepare teaching units applicable in
medical laboratory science;
6. Create effective instructional materials
PRINCIPLES AND for medical
education;
laboratory science

STRATEGIES IN TEACHING 7. Construct effective evaluative tools in

medical laboratory science
MEDICAL LABORATORY education;

SCIENCE 8. Demonstrate appropriate practice in

clinical setting;
9. Communicate effectively orally and in
writing using English and Filipino;
10. Adhere to sound educational
principles in the practice of medical
laboratory science teaching; and,
11. Value the teaching profession in the
holistic development of professionals.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1
 COURSE INTRODUCTION

Dear future Registered Medical Technologists,

It is our desire to continue facilitating your learning despite the absence of the usual
classroom learning setting and fully take advantage of learning via distance
education. This course aims to provide you an avenue for discussion of medical
laboratory science education in general, its philosophical, socio-anthropological,
legal, and psychological foundations, as well as the processes and procedures that
it entails. Through this course, you should be able to define the role of the medical
laboratory scientist as a health educator, to discuss effective health education and
health promotion, and to explain clinical teaching and microteaching that simulates
the actual health education interaction in the medical laboratory setting.

With the on-going COVID-19 pandemic, it is now more than ever that you should fully
realize your role as a health educator. This is the time for you to envision yourself as a
provider of an extremely valuable service to our compatriots. Through learned
principles, it is your role to strategize effective health education through a variety of
media in order to educate the broadest group of people possible from educational
venues to public and community settings.

With these, we wish you all the best. May you have a very productive semester via
distance education.

Happy learning!

MLS213 Core Group

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 2
 MODULE CONTENTS
Module Introduction 2
Module Contents 3
Module Self – Monitoring Form 4
ENGAGE ………………………………………………………………….. 5
EXPLORE ………………………………………………………………….. 6
EXPLAIN …………………………………………………………………… 10
ELABORATE ………………………………………………………………. 11
EVALUATE ………………………………………………………………… 13
References 13
Annex A and B (See separate files)

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 3
 MODULE SELF MONITORING FORM
DONE
ACTIVITIES
YES NO

Read the Module Introduction and Module Contents ☐ ☐

Read ENGAGE ☐ ☐

Read Annex A ☐ ☐

Read Annex B ☐ ☐

Do EXPLORE ☐ ☐

Do EXPLAIN ☐ ☐

Do ELABORATE ☐ ☐

Do EVALUATE ☐ ☐

Submit ELABORATE Activity ☐ ☐

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 4
 MODULE 5 – HIGHER ORDER THINKING SKILLS
This module aims to describe the characteristics of higher order thinking skills and their
utilization in instructional design and implementation within the Medical Laboratory Science
Education framework.

MODULE STUDY SCHEDULE: OCTOBER 19-24, 2020 (1 WEEK)

ENGAGE
Provided below are the program learning outcomes (PLOs) from CMO No. 13, s2017
vis-à-vis the SLU SNS MLS program learning outcomes. Analyze these outcome statements.
Which of these, do you think, involve higher order thinking skills? Your answer in this activity
is not graded and will not be submitted.

Table 1. Comparison between the program learning outcomes expected of a BS MT/MLS

graduate from CMO No.13, s 2017 and the SLU SNS MLS department-set PLOs

CMO No. 13, s 2017 BS MT/MLS PLOs SLU SNS MLS (BS MLS) PLOs
The graduates have the ability to: At the end of the program, the Louisian MLS
1. Demonstrate technical competence in Graduates should be able to:
the performance of clinical laboratory 1. Integrate knowledge of physical, social,
tests in aid of diagnosis, treatment, and natural, chemical, humanities, and
management of diseases vis-à-vis health sciences in the practice of
biosafety and waste management; Medical Laboratory Science;
2. Demonstrate analytical and critical 2. Communicate effectively orally and in
thinking skills in the workplace; writing using English and Filipino with
3. Engage in the collection, analysis, and cultural sensitivity when interacting with
projection of health information for peers, patients, and other health care
improving the health care professionals;
management system; 3. Demonstrate technical competence
4. Demonstrate inter-personal skills, (safe, appropriate, and accurate
leadership qualities, and ethical testing) in the performance of laboratory
practice of the profession; tests to aid in the diagnosis, treatment,
5. Apply research skills in relevant areas of and management of diseases;
Medical Technology/Medical 4. Engage in medical laboratory science
Laboratory Science practice; related researches and projects that
6. Participate in community-oriented would help the community;
activities; 5. Practice analytical and critical thinking
7. Engage in life-long learning activities; skills in making sound judgment in
and, dealing with implausible laboratory
8. Demonstrate effective teaching and results and take appropriate actions;
communication skills.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 5
 6. Manifest dedication and commitment
as well as management skills in the
laboratory operation to deliver quality
laboratory services;
7. Engage in lifelong learning for
professional advancement to be
globally and technologically
competent;
8. Work effectively and independently in
multi-disciplinary and multi-cultural
teams while preserving and promoting
Filipino historical cultural heritage;
9. Demonstrate professional, social, and
ethical responsibility for the protection
and preservation of the environment
through the practice of proper biosafety
and waste management;
10. Practice the principles of social
accountability (relevance, equity,
quality, and cost effectiveness) in the
delivery of health care to patients,
families, and communities; and,
11. Apply the latest developments in
Medical Laboratory Science ethically to
all patients in general.

EXPLORE
Read the provided references (Annex A – King, F.J., Goodson, L. & Rohani, F.
(n.d.). Higher order thinking skills. Center for Advancement of Learning and
Assessment, Florida State University and Annex B – Brookhart, S.M. (2010). How to
assess higher-order thinking skills in your classroom. VA: ASCD). Use the reading guide
provided below. Assimilate the materials that you read from the references by
completing the corresponding spaces in the table.

Your output in this section will not be submitted and graded but the outline
that you will prepare should serve as your study guide in the future.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 6
 Table 2. Reading guide for two references on higher order thinking skills

Item 1: Definition of higher order thinking skills

King, Goodson & Rohani – page 1 Brookhart – pages 3-8

Item 2: What are the major concepts associated to higher order thinking skills?
[King, Goodson & Rohani – pages 11-18]
Concepts Definitions

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 7
 Item 3: How are higher order thinking skills developed? [King, Goodson & Rohani
– pages 37-40]
Levels Activities

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 8
 Item 4: What are some general guidelines to follow to assess higher order thinking
skills? [Brookhart – pages 17-38]

Item 5: What are some specific guidelines to follow to assess…

…analysis, evaluation, and creation?

[Brookhart – pages 39-60]

…logic and reasoning? [Brookhart –

pages 61-83]

…judgment? [Brookhart – pages 84-97]

…problem solving? [Brookhart – pages

98-123]

…creativity and creative thinking?

[Brookhart – pages 124-141]

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 9
 EXPLAIN
Go back to your answers in the “Engage” section of this module and provide
explanations as to why your answers are such guided by what you have assimilated
so far about higher order thinking skills. Your output in this section will not be submitted
and is ungraded.

Table 3. Explanation for program learning outcome classification

PLOs considered as higher order

thinking skills (You may just note the
Explanation
PLO number here instead of writing the
whole outcome.)
From CMO No.13, s2017:

From SLU SNS MLS:

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 10
 ELABORATE
Assume that you are a faculty member of the Department of Medical
Laboratory Science, School of Natural Sciences, Saint Louis University and you were
tasked to teach Biostatistics and Epidemiology. Complete the following table to
show how you will develop higher order thinking skills among your learners on the
topic Descriptive Statistics. You may adjust the table size to fit your contents. Your
output in this section will be graded following the rubric provided and will be
submitted following set standards for the class.
Table 4. Plan for developing higher order thinking skills on descriptive statistics

TOPIC: DESCRIPTIVE STATISTICS (1st year university stage)

LEVEL 3: HIGHER ORDER THINKING
SITUATIONS SKILLS OUTCOMES

LEVEL 2: BRIDGES
LINKAGES SCHEMATA SCAFFOLDING

LEVEL 1: PREREQUISITES
CONTENT AND CONTEXT LOWER ORDER THINKING DISPOSITIONS AND
SKILLS ABILITIES

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 11
 Table 5. Rubric for evaluating the plan on developing higher order thinking skills on
descriptive statistics (total score = 80)
5 10 15 20
 Information is  Information  Information  Information is
not organized is not is organized organized in a
Organization in a logical entirely in a logical logical
manner. organized in manner. manner and is
a logical presented
manner concisely.
 Objective was  Objective  Objective  Objective was
not addressed. was was completely
 Items were not addressed. addressed. addressed.
supported by  Some items  Most items  Items were
facts or were were clearly
examples. supported supported supported by
 Most content is by facts by facts and many facts
Content not accurate. and examples. and detailed
 Table entries examples.  Most examples.
are irrelevant.  Some content is  All content is
content is accurate. accurate.
accurate.  Most table  All table
 Some table entries are entries are
entries are relevant. relevant.
relevant.
 Major errors or  Major errors  Some errors  Few errors of
grammar and of grammar of grammar grammar and
usage make and usage and usage; usage; minor
meaning of begin to errors do not errors do not
Mechanics
entries unclear. interfere interfere interfere with
with with meaning
meaning of meaning of entries.
entries. entries.
 Output was  Information  Output  Output
prepared only was factual preparation demonstrated
as prescribed, but showed used existing student’s own
or was little student materials interpretation
based/copied input. from other and expression
entirely on  Chart was sources with of material.
Creativity source unclear. one-half of  Chart was
material. the material done clearly
 Chart was devised by and creatively.
copied from a the student.
source.  Chart was
done
clearly.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 12
 EVALUATE
Based on a single specific class that you have had, reflect on how higher order
thinking skills were developed and assessed. Answer the following questions as part
of your reflection. Your output for this section is ungraded and will not be submitted.
1. What specific activities were used by the teacher to develop higher order
thinking skills in you in that particular class?
2. Do you think that the desired higher order thinking skills were developed in you
in that particular class? Why?
3. As a learner, what specific actions did you do or take to facilitate the
development of higher order thinking skills in that particular class?
4. Were these actions effective? How so?
5. How did the teacher assess higher order thinking skills in that particular class?
6. As a current and life-long learner, how will you ensure the development of
higher order thinking skills in any class that you take?

REFERENCES/SOURCE MATERIALS
Brookhart, S.M. (2010). How to assess higher-order thinking skills in your classroom. VA:
ASCD
King, F.J., Goodson, L. & Rohani, F. (n.d.). Higher order thinking skills. Center for
Advancement of Learning and Assessment, Florida State University

ANNEXES
Annex A – King,Goodson,Rohani

Annex B – Brookhart

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 13