CHAPTER 2RELATED LITERATURE AND STUDIES

This research study cited books, articles and laws, which are relevant to the present investigation. It is composed of related literature and studies, both local andforeign, which contain facts and information on the research problem at hand. It also provides explanations and logical connections between previous researches and the present work.

RELATED LITERATUREForeign

Medical Technology is a profession concerned with providing information basedon the performance of analytical tests on human body substances to detect evidenceof or prevent disease or impairment and to promote and monitor good health.(Clerc, 1992)The first report on the exercise of Medical Technology has been traced back to1500 BC by Jean M. Clerc as intestinal parasites such as taenia and ascaris werementioned in writings of this age. The description of red blood cells, protozoans and bacteria given by Anton Van Leeuwenhoek in the early 1700s supports claims thatmedical technology is one of the oldest allied health professions.The practice of medicine would be impossible without the tests performed in theclinical laboratory. Laboratory measurements and examinations provide the hardscientific data used to deal with problems identified by the clinical evaluation and are an

essential part of the information that contributes to the patient data base (Sanchez, et. al,1991).Medical technologists may work in all general areas within the laboratory or mayspecialize in certain areas like Clinical Chemistry, which is concerned with thedetermination of the presence and quantity of chemical substances in the blood) or inHematology, which deals with abnormal conditions and diseases affecting the blood.Other areas of specialization include Microbiology, primarily concerned with detection of bacteria, fungi, viruses, and other

organisms in the body; or Parasitology which isconcerned with the identification of parasites in stool and blood samples; andImmunohematology (blood banking), which is concerned with crossmatching andtransfusing blood products (Clerc, 1992). With these various areas of expertise, theeducation of medical technologists extends beyond that of medical technicians such thatthey not only perform laboratory procedures but are also able to correlate, interpret,compare and analyze them (Semrad, 1975).Clinical laboratory scientists or medical technologists, have severalresponsibilities in the clinical laboratory. They may perform supervisory or teachingroles or perform tests to detect disease and may also be involved in research. They areable to recognize a problem, identify the cause (technical, instrumental or physiologic),synthesize alternatives, and determine solutions. They are able to confirm and verifyresults through an indepth knowledge of techniques, principles, and instruments. Theycorrelate and interpret data based on knowledge of physiologic conditions affecting testresults, establish and monitor quality assurance programs, and establish and monitor safety protocols. Clinical laboratory scientists assume responsibility for and are heldaccountable for accurate results (Clerc, 1992)In the United States, certain requirements have to be met before one may beconsidered eligible to practice the profession. A clinical laboratory scientist or medicaltechnologist generally has a baccalaureate degree in Medical Technology, clinicallaboratory sciences, or one of the sciences and one of the following: (1) Completion of MT or CLS program accredited by the Committee on Allied Health Education andAccreditation (CAHEA); Medical Laboratory Technologist (MLT) or American Societyof Clinical Pathologists (ASCP) certification and three years of experience; (4) five yearsof work-related experience (Clerc, 1992).

Local

History of Medical Technology in the Philippines

In the Philippines, Medical Technology practice was introduced by the 26

th

Medical Laboratory of the 6

th

US Army. The US Army established the first clinicallaboratory in the Philippines at Quiricada Street, Sta. Cruz, and Manila where the ManilaPublic Health Laboratory is presently located. The laboratory offered training programsto high school graduates as early as February 1944 (Rabor, 1998).The Philippine Union College (PUC) and Medical Sanitarium offered the firstfour-year B.S. degree in Medical Technology. After two years (1956), PUC graduated itsfirst graduate, Dr. Jesse Umali, who is a successful OB-gynecologist.In the school year 1957 1958, Dr. Antonio Gabriel and Dr. Gustavo Reyes of the Faculty of Pharmacy, University of Santo Tomas offered Medical Technology as an elective to 4

th

and 5

th

year B.S. Pharmacy students. Because of the popularity of MedicalTechnology among Pharmacy students, Rev. Fr. Lorenzo Rodriguez decided to offer it asa course. It was in June 17, 1957 when

a temporary permit was issued by the Departmentof Education for first to third year students, then in June 1960, the permit for theinternship program was issued. The full recognition of the 4year B.S. MedicalTechnology course was given on June 14, 1961.Many schools followed to offer the B.S. Medical Technology course. Todayaccording to the records of the Commission on Higher Education, there areapproximately 68 colleges and universities offering the course. The University of thePhilippines offers a similar course but the degree conferred is B.S. Public Health.Postgraduate studies are offered B.S. Medical Technology graduates. TheUniversity of Sto. Tomas Graduate School and the Philippine Womens University areoffering MS in Medical Technology. In addition, the University of the Philippines isoffering a one-year, non-thesis degree in Master in Public Health.The training of medical technologists has since then been clinical based. Itincluded theoretical aspects acquired in classrooms and applications of principles in thehospital. With the increasing realization of the contribution of the nurse, the training wasdeemed elevated as well.The Philippine government, aware of its responsibility to regulate the practice of professions as well as to promote the public health of the people, has created the MedicalTechnology Board in 1969 when the Philippine Legislature passed on June 1969Republic Act 5527 entitled The Medical Technology Act of 1969 . Duties andfunctions of board examiners are as follows:

a)Administer the provisions of this Act; b)Administer oath in connection with the administration of this Act;c)Issue, suspend and revoke certificates of registration for the practice of medical technology;d)Look into condition affecting the practice of medical technology in thePhilippines and, whenever necessary, adopt such measures as may be deemed proper for the maintenance of good ethics and standards in the practice of medical technology;e)Investigate such violations of this Act or of the rules and regulations issuedthereunder as may come to the knowledge of the Board and, for this purposeissue subpoena and subpoena duces tecum to secure appearance of witnessesand production of documents in connection with charges presented to theBoard; andf)Draft such rules and regulations as may be necessary to carry out the provisions of this Act; provided, that the same may be issued only after theapproval of the Professional Regulation Commission (P.D. 223)g)To prescribe the qualification and training of medical technologists as tospecial fields of the profession and supervise their specialty examinationconducted by the

professional organization of medical technologistsaccredited by the Professional Regulation Commission (PD 498).The governments effort would have been in vain if the academic world remainedtacit. The remarkable concerted efforts of Medical Technology administrators paved theway for further advancement of the Medical Technology education as both the Philippine

Association of Medical Technologists (PAMET) and the Philippine Association of Schools of Medical Technology and Public Health (PASMETH) adopted measures tofurther the development of the academic and clinical training of would-be medicaltechnologists. The same organizations conducted annual conventions to update andfurther develop the practicing medical technologists who are both in the academe and inthe laboratory.Republic Act no. 5527 also known as the Philippine Medical Technology Act of 1969 defined the practice of Medical Technology as a profession which aids the physician in the diagnosis, study and treatment of disease and in promotion of health ingeneral:1.Examination of tissues, secretions and excretions of the human body and bodyfluids by various electronic, chemical, microscopic, bacteriologic,hematologic, serologic immunologic, nuclear and other laboratory procedures and techniques other manual or automated;2.Blood banking procedures and techniques;3.Parasitic, Mycologic and Microbiologic procedures and techniques;4.Histopathologic and

Cytotechnology;5.Clinical research involving patients or human beings requiring the use of and/or application of medical technology knowledge and procedures;6.Preparation and standardization of reagents, standards, stains and others, provided such reagents, standards, stains and others are exclusively for the use of their laboratory;7.Clinical laboratory quality control;

8.collection and preservation of specimensThe same act under section two defined a Medical Technologist as a person whoengages in the work of medical technology under the supervision of a pathologist or licensed physician authorized by the Department of Health in places where there is no pathologist and who having passed a prescribed course (Bachelor of Science in MedicalTechnology/Bachelor of Science in Hygiene) on training and examination is registeredunder the provisions of this Act (Rabor, 1998).

Bachelor of Science in Medical Technology (BSMT) Program

The four-year course programs main goal is to contribute objective and accuratelaboratory data that will aid in the diagnosis of various disease processes. As a paramedical profession, it includes the following areas: Hematology, Blood Banking,Immunology and Serology, Clinical Chemistry, Bacteriology, Parasitology, ClinicalMicroscopy and Histopathology. These are designed to develop students capabilities in performing laboratory tests designed to help the medical practitioner establish or confirmclinical diagnosis, or aid in making a differential diagnosis that will ultimately influencethe management of the patient (CAMP College Bulletin, 2000).The subject areas for the academic and clinical training of Medical Technologygraduates include Clinical Chemistry 1 & 2, Microbiology, Parasitology, Hematology,Serology, Blood Banking, Clinical Microscopy, Histopathology and Medical TechnologyLaws and Ethics. The course descriptions of the subject areas enumerated are as follows:

Clinical Chemistry I Pure Blood ChemistryThe course includes the application of basic chemistry principles to the analysis of various chemical metabolites in blood. The subject deals with basic procedures, principles involved, instrumentation and interpretation of the basic blood chemistry procedures. It also deals with the intrinsic and extrinsic factors affecting thedetermination.Clinical Chemistry 2 Endocrinology and ToxicologyThe course includes the study of clinical enzymes, electrolytes, endocrine glands,hormones and the most common toxins with regard to their specific characteristics,classifications, measurement and factors affecting enzyme-reactions, their clinicalsignificance and the methods used in their

determination.MicrobiologyThe subject includes study of microbes, which includes bacteria (Bacteriology),viruses (Virology), and fungi (Mycology). It deals with the basic structure andcharacteristics of microbes, such as morphology, biochemical and

physiologicalcharacteristics. Knowledge of the classification and medical significance as to the pathogenesis of disease is included. It also deals with their role in infection andimmunity. Emphasis is made on their isolation and identification as an aid to laboratorydiagnosis of patients.

ParasitologyThe subject emphasizes the study of the biology and ecology of parasites affectingman. It also includes the study of the morphology, life cycle, physiology and pathogenesis of the parasites affecting man.HematologyThis course deals with the fundamentals of blood as a tissue, including its physical characteristics. The mechanism of coagulation as the underlying basis of understanding and properly applying all laboratory tests associated with coagulationdefects. It also deals with the proper techniques of peripheral blood collection, marrowtissue, splenic and lymph node specimen, also morphology of blood cells and mechanicsof hematologic procedures associated with the diseases, abnormalities of red cells and thenecessary corrections.Serology and ImmunologyThe course deals with the study of antigen and antibody reactions as applied to thehuman body in both normal and in disease conditions. It also tackles the procedures andmethods for detection of antibodies, antigens, or antigen-antibody complexes in normalindividuals and in various diseases.Blood BankingThe subject deals with the study of the fundamentals of blood group specificantibodies and antigens, mechanics of

blood typing and crossmatching, Coombs test,detection of antibodies and measurement of titers, as well as the proper way of readingand reporting results. It also deals with certain screening tests done on prospectivedonors for blood donation, techniques in bleeding, proper labeling, storing and disposal

of blood donor. It includes blood component preparation in order to meet specificdemands of blood transfusion. It emphasizes the selection of high quality blood in order to protect the recipients as well as donors.General Pathology and Histotechniques (Histopathology)The course deals with the various factors affecting man on al morphological andhistological level. It is also the laboratory diagnosis of diseases. It also involves thedifferent procedures performed in the processing of tissue sections from either biopsy or autopsy, and staining techniques employed and the proper procedures in performingthem.Clinical MicroscopyThe subject deals with the macroscopic, chemical and microscopic study of thedifferent non-blood body fluids and their by products such as urine, feces, sputum, gastricand duodenal contents, cerebrospinal fluid, synovial fluid, transudates, exudates, sweat,seminal fluid, vaginal fluid and amniotic fluid. Macroscopic examination includesdescription of the physical characteristics of different specimens employing basic senses.Chemical examinations involve the detection of the presence of elements not normally present or absence of elements normally present in body fluids and their clinicalsignificance by using different chemical tests like colorimetric, turbidimetric, titrimetricand gravimetric tests. The microscopic study involves the closer inspection of thesediment or solid elements contained in these fluids. Automated and chromatographic procedures and techniques are also discussed to familiarize the students to modernknowledge.

Medical Technology Laws and Ethics with Laboratory ManagementThe course includes the study of the history of the Medical Technology profession both local and abroad, history of the Philippine Association of Medical Technologists,Philippine laws, Presidential Decrees in relation to the practice of the MedicalTechnology profession, such as the Medical Technology Law of 1969, R.A. 6138, P.D.1534, Clinical laboratory law, Blood Banking law, letters of

instructions, AdministrativeOrders from the Ministry of Health, also the study of the Medical Technology Code of Ethics, and Laboratory management, Laboratory Operations, Personnel Management,Material Management and Professionalism.

Medical Technology Internship Program

The Medical Technology Internship Program provides the training for thedevelopment of medical technologists who possess the knowledge, technical skills andattitude to perform scientific laboratory investigation in aid of diagnosis treatment andresearch required in health care delivery in the country and the global community (MTInternship Manual AY 2000 2001).The internship program strives to fulfill the following objectives:1.To prepare the interns as responsible future professionals and become effective partners in the delivery of health care services.2.To equip the interns with technical skills and manual proficiency throughobservation and actual performance of different laboratory procedures andexaminations.

3.To provide scientific principles and specialized knowledge to perform testing procedures in the field of diagnostic laboratory.4.To instill in the interns a high degree of professionalism, love of learning and pride in the chosen course.The Internship Program entails actual exposure of the Medical Technology intersat the Angeles University Foundation Medical Center, laboratory Department and other accredited laboratories in Medical Centers where affiliation is established.The interns undergo twelve (12) months of comprehensive rigorous hands-ontraining in the various sections of the clinical laboratory. They rotate in the differentsections of the

laboratory for a prescribed period of time, where they perform actuallaboratory work under the supervision of licensed and experienced MedicalTechnologists. The actual performance of laboratory tests develops and perfects their technical skills in the field of clinical laboratory. The theoretical knowledge acquired inthe basic and clinical year helps the interns understand disease processes in relation tolaboratory or diagnostic medicine.The Medical Technology interns acquire a final grade from each of the affiliationcenters after the rotation period and after all the requirements have been fulfilled. Thisfinal grade shall be computed by the Clinical Internship Coordinator and submitted to theDean of the College of Allied Medical Professions, Angeles University Foundation.Separate grades are given for Internship I and Internship 2.

Internship 1It is the first phase (first six months) of internship training for 4

th

year MedicalTechnology students. Rotation in the different sections namely: Hematology, BloodBanking, Clinical Chemistry, Microbiology, Clinical Microscopy,

Parasitology,Histopathology, and ECG, EEG, is undertaken by the interns within a prescribed periodof time. During the rotation, they are made to do actual laboratory work under thesupervision of licensed and experienced Medical Technologists. The actual performanceof laboratory tests will develop and perfect their technical skills in the field of ClinicalLaboratory. Community service is also rendered by the interns to develop awareness of their responsibilities towards society.Internship 2This is the second phase (last six months) of internship training. The internsrotate in the different sections of the clinical laboratory as specified in Internship 1. Theinterns undergo the same comprehensive, hands-on training in another hospital. The purpose of this is to maximize their exposure to the various methods, procedures andapparatuses utilized in the laboratory.In addition to the clinical training of the fourth year BSMT students, the coursecurriculum also placed Seminar subjects with six placement units.Seminar 1

Lectures are conducted every last Saturday of the month by Resource Speakerswho are highly specialized in their respective fields. This is done to update and reviewthe interns on their theoretical and clinical knowledge in the various laboratory sections.Comprehensive examinations are given after every seminar and is complemented by thecontinuing lectures, quizzes, oral and practical examinations given by the clinicalInternship Coordinators during weekly visits to the Affiliation Centers.Seminar 2Lectures are conducted every last Saturday of the month by another set of invitedResource Speakers to update and review the interns on their theoretical and clinicalknowledge in the different laboratory sections. Comprehensive examinations are givenafter every seminar and is also supplemented by the continuing lectures, quizzes, oral and practical examinations given by the Clinical Internship Coordinators during weekly visitsto the Affiliation Centers.

Medical Technology Board Examination

The primary objective of the professional licensure examination is to obtain validand reliable information as to whether examiners possess the technical competencerequired for admission to the profession. Technical competence includes technicalknowledge, the ability to apply such knowledge skillfully and with good judgment and anunderstanding of professional responsibility. (Resolution # 338 Series of 1994 Art. I Sec.I)

Article I Section 2 of Resolution no. 338 series of 1994 states that theexamination should test whether a candidate merits the minimum standard of technicalcompetence expected of a newly qualified member of the profession. A relativelyuniform standard should be established and consistently followed to ensure the reliabilityof examination results. Sections two and three of the above-mentioned resolution sets thenature and difficulty of board examination questions. It emphasized that technicalknowledge that is currently relevant to the profession concerned, and adequatelydiscussed in textbooks and other professional literature. Trivial, outdated, unsettled,

andcontroversial questions should be avoided. Section three of the resolution mentioned thatthe examination should measure technical competence at the level of new entrants to the profession. Questions should neither be too easy nor too difficult. Between twoextremes, a difficulty scale should be adopted so that there is a suitable mixture of easy, moderate, and difficult questions.The last two sections of Article I of Resolution no. 338, expressed thatexamination questions should not be limited to merely recalling memorized informationto provide sufficient depth and a meaningful measure of technical competence. Thesection further stressed that it should include adequate tests of higher cognitive abilitiessuch as comprehension, interpretation, application, analysis, problem solving and other higher order thinking skills. The last section declared that each subject should have anapproved syllabus, which must be harmonized with the curriculum in the undergraduatelevel. The examination question/problems shall be confined to topics listed in thesyllabus for each subject.

To meet such objectives the Board of Medical Technology, a regulatory boardunder the Professional Regulation Commission, shall jointly have charge over theconduct of the examinations given by former according to the rules and regulationsstipulated under Section 19 Article III of P.D. 223.The same board in January 17, 1994, resolved to revise Board Resolution No. 02,S. 1994 by adopting the revisions and/or changes incorporated and indicated by theunderscored or underlined topics or items including the weight in percent in the revisedguidelines appended to the Resolution no. 15 series 1996 as Annex A. The resolutionindicated the weight of following board subjects: Hematology = 20%; Microbiology andParasitology = 20%; Clinical Chemistry = 20%; Blood Banking and Serology = 20%;Clinical Microscopy = 10%; and Histopathologic Techniques & MTLE = 10%.Combined subjects like Microbiology and Parasitology shall constitute 70% and 30%respectively. Blood Banking and Serology shall each constitute 50% of the exam andHistopathology allotted 85% while MTLE 15%.In order to pass the examination, a candidate must obtain a general average of atleast seventy-five (75) percent in the written test with no rating below fifty percent in anyof the major subjects; provided, that the candidate has not failed in at least sixty percentof the subjects computed according to their relative weights.The Board of Medical Technology shall establish test banks for all licensureexaminations, which shall be set up using computer facilities and

specially authorizedcomputer expert personal of the Professional Regulation Commission. The questions to be deposited into the test bank should categorized according to (1) topic or concept in theapproved syllabus for the subject; (2) level of difficulty: easy, moderate and difficult; (30

cognitive level; memory; comprehension, interpretation, computation, application,analysis, problem solving, and other high order thinking skills or abilities; (4) knowledgeand proficiency level; and (5) question types objective, essay, problem solving, or design/drawing shall have four (4) items for the choice of one (1) correct answer. Thequestions for each category must be represented of the mass. Every question shall befully edited to avoid clerical error. A test construction expert shall appraise it, if necessary, as to clarity, objectivity, validity, relevance, reliability, and effectiveness. Itshall be specific calling only for one definite correct answer. (Resolution # 338 Series of 1994 Art. II Sec. 8)At least five hundred (500) test questions/problems shall initially be deposited inthe Test Bank by each Board Member of each of his /her assigned subjects. At eachsubsequent examination he/she shall deposit at least three hundred (300) additionalquestions in the Test Bank until it shall reach the ideal level of three thousand (3,000)questions/problems. Based on a problem, questions extracted or drawn from the TestBank to be used in each examination subject shall be representative in each topic in thesyllabus to ensure a comprehensive and balanced coverage and categorized according tothe level of difficulty easy, moderate and difficult. No single topic or topics shallreceive undue weight in the examination. Two (2) sets of differently arranged questionsshall be drawn and assembled in an encrypted disk before printing.

(Resolution # 338Series of 1994 Art. II Sec. 9 10)The licensure examination shall be given on the first Saturday and Sunday of September or as otherwise specified by the Board of Medical Technology of thePhilippine Regulation Commission. Clinical Chemistry,

Microbiology/Parasitology and

Hematology are given during the first day of the exam in the same order whileSerology/Blood Banking, Clinical Chemistry and Histopathology/MTLE are scheduledon the last day of the examination in the same order as presented in this text.Medical technologists have earned a baccalaureate degree program from collegeor university recognized by the Commission on Higher Education, including clinicalinternship in a training laboratory accredited by the Bureau of Research and laboratoriesof the Department of Health and have passed the licensure examination administered bythe Board of Medical Technology of the Professional Regulation Commission.Under PRC #223 Article III, Sec. 1, before an applicant for admission as a professional may be admitted to the first subject of the licensure examination he isapplying for, he must on the first day of examination possess all the qualification prescribed by law and the rules and regulations for the said examination.Every applicant for examination must be a Filipino citizen, in good health and isof good moral character, must have completed a course of at least four years of Bachelor of Science in Medical Technology or Bachelor of Science in Public Health conformed byrecognized school or college (R.A. # 5527).

RELATED STUDIES

There are a number of studies, both local and foreign, related to the investigation.

Foreign

Taylow et al, cited by Cabalu (1995), attested that scholastic general percentageaverage and scores from intelligence in achievement test batteries are no accurate

seminar ratings on the board examination performance of the Medical Technologygraduates of Angeles University Foundation.Cruz, Rustico (1986) compared the academic achievement and National EntranceAdmission Test (NEAT) scores of private and public school graduates. It also determinedthe relationship between academic achievement of the graduates and their NEAT scores.The study proved that Science and HEKASI have predictive value in the NEAT and that private school graduates performed better than their public school counterparts.It can be seen that both studies dealt with predictive values. However, they differ in terms of the subjects, research locale and variables whose predictive values weredetermined. Further, the present study did not attempt to compare ratings of graduatesfrom different schools, which the previous study did.Dr. Gaddi (1986), explained in her dissertation entitled that the mean performancein the board examinations of the schools with maximum admission requirements is higher than the mean board examination performance of schools with minimum admissionrequirements. Schools A, B, C, and D have a mean of 81.38%, 80.38%, 80.12% and78.07% respectively. Schools E, F, G have a mean board examination performance of 74.33%, 75.1% and 78.0%% respectively. Her study also affirmed that admission ratingsare significant for they are predictors of success in board examinations and clinicalinternships.The aforecited work is similar to the present study since both dealt with predictivevalues of certain variables on board examination performance. The two studies differ inthe subjects and the variables, which were correlated. The previous work looked into thecorrelation of admission ratings on academic performance and board examination ratings

40

of Nursing graduates while the present study attempted to determine the predictive valuesof academic, clinical and seminar ratings on the board examination performance of Medical Technology graduates. Non-intellectual variables were correlated to the academic performance, clinical performance and nurses board examination performance by Gorospe (1986). Thevariables included in the study are age, sex, civil status, residence, type of HS where thestudent graduated from and religion. The results of the investigation showed that sex,civil status, religion and type of high school all have predictive value to the academic performance. Two variables, type of high school and residence, have predictive value onthe clinical performance. Only three variables namely civil status, residence and religionhave predictive value on the nurses board examination performance.Both studies deal with the predictive value of certain variables on the boardexamination performance of graduates. However, they differ in that Gorospes studymade use of non-intellective variables such as age, status, sex, religion as predictors of the Nursing graduates academic, clinical and board examination performance while the present study focused on the predictive value of academic, seminar and clinical ratings onthe board examination performance of Medical Technology graduates.In a study conducted by the CAMP College Research Council headed by Mergaland Dizon which included 122 graduates who took the board from 1995 1998 and 64from 1999 2000.The group found out that there was significant difference in the boardexamination performance of the two groups. The study further proved that the firstgroup, batch 1995, 1996, 1997, and 1998 performed better in the licensure examination

41

with a mean rating of 77.5%. Assuming equal variances, the T-test for independentsamples showed that the second group composed of MT graduates of 1999 & 2000 didnot perform as well as the other group who took the examination from l995 to l998. Thisstudy is similar with the present one since both dealt with board examination performance of Medical Technology graduates. The previous study, however, did notattempt to determine the predictive values of certain variables that may affect boardexamination performance, which the present study did.

42

Hematology are given during the first day of the exam in the same order whileSerology/Blood Banking, Clinical Chemistry and Histopathology/MTLE are scheduledon the last day of the examination in the same order as presented in this text.Medical technologists have earned a baccalaureate degree program from collegeor university recognized by the Commission on Higher Education, including clinicalinternship in a training laboratory accredited by the Bureau of Research and laboratoriesof the Department of Health and have passed the licensure examination administered bythe Board of Medical Technology of the Professional Regulation Commission.Under PRC #223 Article III, Sec. 1, before an applicant for admission as a professional may be admitted to the first subject of the licensure examination he isapplying for, he must on the first day of examination possess all the qualification prescribed by law and the rules and regulations for the said examination.Every applicant for examination must be a Filipino citizen, in good health and isof good moral character, must have completed a course of at least four years of Bachelor of Science in Medical Technology or Bachelor of Science in Public Health conformed byrecognized school or college (R.A. # 5527).

RELATED STUDIES

There are a number of studies, both local and foreign, related to the investigation.

Foreign

Taylow et al, cited by Cabalu (1995), attested that scholastic general percentageaverage and scores from intelligence in achievement test batteries are no accurate

36

predictors. They suggest that the usual psychological measures of motivation interestand personality of student nurse contribute little to the predictor of success or failure.Myers as quoted by Dela Cruz (1999), considers school attainment of works bythe pupils as an important measure of pupils intelligence. The results of this study onnursing students reveal a positive correlation between the two variables of attitude or mental ability and achievement.Voh (1970), determined the validity of the college qualification test as a predictor of first year college success for freshmen in a teacher education program and revealedthat: (1) the junior high school index was but a single predictor of college grades and thecollege qualification test was the next best simple predictor, and (2) the independentvariables were only capable of predicting college success on the basis of what had been produced in the past. Some of the critical factors and motivation are, therefore, notassessed.Rulz, Thurston and Poschede as referred to by Cabalu in 1995,

investigatedcertain personal characteristics of graduates of nursing school from Topek, Kansas in1963 as they relate to performance in their licensure examination. They found out that ingeneral, the graduate potential as gauged from her relative rank in the graduating classwas the most reliable product of success.

LOCAL

Dela Cruz, Shirley et al. PT student of AUF conducted study entitledDeterminant of the Board Examination Performance of AUF PT Graduates. Batches 96

37

and 97: Implication to AUF PT Education. Their study showed that academic performance was found to be a significant determinant in the Board Examination of Batch 96 and 97. The researchers recommended that a greater emphasis be placed onthe academic performance and pre-board examination preparations. The group found outthat clinical performance is a significant determinant in the board examination performance; thus, the internship program must be enhanced to facilitate continuation of the learning process.Their study is similar to the present research investigation in terms of the researchlocale. It is also similar in the sense that the board examination performance of thegraduates was the focus of the study. However, it differs from it in terms of the subjectsof the study and the determinants used to predict board examination performance.Further, unlike the aforementioned study, the present research did not consider preboardexamination preparations of the graduates.Alabata as cited by Gaddi (1986), made a

correlational study on the AcademicAchievement, Nursing Aptitude and Board Examination rating of Nursing Graduates of Philippine Union College. She found out that academic achievement cannot be used asvalid criteria in predicting success in the board examination rating which led her toconclude that the aptitude test result cannot be a used as a predictor of success in NursingBoard Examinations.The abovementioned study is similar to the study at hand since both focus on the board examination performance and academic ratings of graduates. They differ in theaspect of target population. The previous study dealt on Nursing graduates while thestudy at hand dealt with Medical Technology graduates. Moreover, the present study did

not consider achievement tests of graduates as a determinant of board examination performance but rather focused on academic, clinical and seminar ratings.Domingo Fontanilla as referred to by Gaddi conducted a study at the Universityof Santo Tomas, College of Nursing for the School Year 1971-1972. The objective of thestudy was to determine the correlation between the college freshmens mental ability,aptitude for nursing to their academic success. The study showed significant correlation between college freshman grade average and the following: 1) aptitude for nursingoverall score, r = 0.51 less than 0.01 2) mental ability, 4 = 0.43 less than 0.01 3) over allmultiple correlation ranging from 4 - 0.64 to r = 0.67 using combined effects of aptitudeand mental ability at less than 0.01.The above-mentioned study differs from the present research investigation interms of the locale and target population. Although both studies have correlationalresearch design, the cited study focused on nursing aptitude than on board examination performance, which is the focus of the current investigation.The study completed in March 1995 by Cabalu, et. al., showed that all thevariables of their study have significant relationship indicating that students who performed well during the first four years of their college also perform well during their clinical internship.The aforementioned study differs with the present research investigation since theformer did not look into the board examination performance of the graduates but rather focused on the relationship of academic performance with clinical internship performance. Further, the subjects of the study are Physical Therapy graduates while the present study attempted to determine the predictive value of academic, clinical and

seminar ratings on the board examination performance of the Medical Technologygraduates of Angeles University Foundation.Cruz, Rustico (1986) compared the academic achievement and National EntranceAdmission Test (NEAT) scores of private and public school graduates. It also determinedthe relationship between academic achievement of the graduates and their NEAT scores.The study proved that Science and HEKASI have predictive value in the NEAT and that private school graduates performed better than their public school counterparts.It can be seen that both studies dealt with predictive values. However, they differ in terms of the subjects, research locale and variables whose predictive values weredetermined. Further, the present study did not attempt to compare ratings of graduatesfrom different schools, which the previous study did.Dr. Gaddi (1986), explained in her dissertation entitled that the mean performancein the board examinations of the schools with maximum admission requirements is higher than the mean board examination performance of schools with minimum admissionrequirements. Schools A, B, C, and D have a mean of 81.38%, 80.38%, 80.12% and78.07% respectively. Schools E, F, G have a mean board examination performance of 74.33%, 75.1% and 78.0%% respectively. Her study also affirmed that admission ratingsare significant for they are predictors of success in board examinations and clinicalinternships.The aforecited work is similar to the present study since both dealt with predictivevalues of certain variables on board examination performance. The two studies differ inthe subjects and the variables, which were correlated. The previous work looked into thecorrelation of admission ratings on academic performance and board examination ratings

of Nursing graduates while the present study attempted to determine the predictive valuesof academic, clinical and seminar ratings on the board examination performance of Medical Technology graduates. Non-intellectual variables were correlated to the academic performance,

clinical performance and nurses board examination performance by Gorospe (1986). Thevariables included in the study are age, sex, civil status, residence, type of HS where thestudent graduated from and religion. The results of the investigation showed that sex,civil status, religion and type of high school all have predictive value to the academic performance. Two variables, type of high school and residence, have predictive value onthe clinical performance. Only three variables namely civil status, residence and religionhave predictive value on the nurses board examination performance.Both studies deal with the predictive value of certain variables on the boardexamination performance of graduates. However, they differ in that Gorospes studymade use of non-intellective variables such as age, status, sex, religion as predictors of the Nursing graduates academic, clinical and board examination performance while the present study focused on the predictive value of academic, seminar and clinical ratings onthe board examination performance of Medical Technology graduates.In a study conducted by the CAMP College Research Council headed by Mergaland Dizon which included 122 graduates who took the board from 1995 1998 and 64from 1999 2000.The group found out that there was significant difference in the boardexamination performance of the two groups. The study further proved that the firstgroup, batch 1995, 1996, 1997, and 1998 performed better in the licensure examination

4 with a mean rating of 77.5%. Assuming equal variances, the T-test for independentsamples showed that the second group composed of MT graduates of 1999 & 2000 didnot perform as well as the other group who took the examination from l995 to l998. Thisstudy is similar with the present one since both dealt with board examination performance of Medical Technology graduates. The previous study, however, did notattempt to determine the predictive values of certain variables that may affect boardexamination performance, which the present study did.