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http://dx.doi.org/10.15324/kjcls.2018.50.3.320

Study on the Education Curriculum and Clinical Practice of Medical Technologists  

Yang, Byoung-Seon (Department of Medical Laboratory Science, Jinju Health College)
Choi, Se-Mook (Department of Medical Laboratory Science, Jinju Health College)
Shim, Moon-Jung (Department of Clinical Laboratory Science, Ansan University)
Kim, Chung-Hwan (Department of Biomedical Laboratory Science, Masan University)
Bae, Hyung-Joon (Department of Clinical Laboratory Science, Daejeon Institute of Science and Technology)
Yook, Keun-Dol (Department of Clinical Laboratory Science, Daejeon Health Institute of Technology)
Kim, Yoon-Sik (Department of Biomedical Laboratory Science, Dongkang College University)
Lim, Yong (Department of Clinical Laboratory Science, Dong-eui University)
Kang, Ji-Hyuk (Department of Biomedical Laboratory Science, DaeJeon University)
Kim, Hong-Sung (Department of Medical Laboratory Science, Korea Nazarene University)
Kim, Dong-Chan (Seoul National University Hospital Healthcare System Gangnam Center)
Shin, Gyeonghee (Department of Laboratory Medicine, Korea University Anam Hospital)
Lee, Sang-Hee (Department of Laboratory Medicine, Asan Medical Center)
Publication Information
Korean Journal of Clinical Laboratory Science / v.50, no.3, 2018 , pp. 320-330 More about this Journal
Abstract
This study analyzed the curriculum and clinical practicum of the department of clinical laboratory science in Korea. The 2017 educational curricula of all 3-year and 4-year universities were analyzed. Clinical practice was conducted by a questionnaire. As a result of curriculum analysis, the 3-year curriculum was able to grasp the curriculum that focused on the national examinations of medical technologists, and the 4-year curriculum was open to a variety of subjects reflecting the changes in the future, but only at a few universities. In addition, the autonomous enrollment application made it possible to take a national examination without enrolling in courses that students find difficult in major courses. In the case of clinical practice, it was difficult to standardize in various practical institutes, practice periods, and practice credits. Therefore, it will be necessary to standardize the composition of the credits according to the duration of clinical practice and the duration of education. Moreover, is necessary to revise the curriculum in consideration of medical technologist job analysis and clinical field, and it will be necessary to standardize the curriculum and clinical practice model through the Medical Technologist Evaluation Center.
Keywords
Clinical practice; Education curriculum; Medical technologist;
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