Bachelor of Medical Laboratory Sciences Degree Programme Introduction - University Of Ruhuna

                                                         Paramedical Sciences

Bachelor of Medical Laboratory Sciences Degree Programme Introduction
Aim of this programme is to teach and train undergraduates in Medical Laboratory Science which will enable them to develop academic and technical competence in clinical laboratory practice and to manage a clinical laboratory in cooperation with the laboratory personnel and other healthcare professionals.
The Medical Laboratory Science Degree Programme of the Faculty of Medicine, University of Ruhuna awards the Special Degree Bachelor of Medical Laboratory Science (B.Sc. ML Science). It is a degree course which runs for 4 years. The designing of the curriculum of the Medical Laboratory Science Degree programme was initiated by the committee appointed by the Board of the Faculty of Medicine, University of Ruhuna. The committee worked on developing the curriculum together with invited resource persons from the Faculty of Medicine and Faculty of Science, University of Ruhuna, the Medical Research Institute and the National Hospital of Sri Lanka. The curriculum was finalized at the two week workshop held in March 2007, conducted by Prof. David Rogers, Professor of Biomedical Sciences, University of Portsmouth, United Kingdom as the consultant.

Graduate Profile
The University of Ruhuna B.Sc. (Medical Laboratory Sciences) Graduate:
Will have the knowledge and the skills to carry out, develop and evaluate laboratory test processes in the Pathology laboratories in Sri Lanka.
He or she will be a quality manager with the ability to apply and monitor quality laboratory processes and also ensure safety in the laboratories.
He or she will be a scientist at the interface of modern laboratory science and medical science assisting the pathologists and clinicians in diagnosing, monitoring and screening of both communicable and non-communicable diseases.
They will be readily employable in Medical Research Laboratories to carry out research.
He or she will be a professional in the true sense of the word and a lifelong learner and an important member of the team delivering health care in this country.
They will have the capability in training the future undergraduates in Medical Laboratory Science and contribute to the development in the field of Medical Laboratory Science in practice and teaching.

Entry Requirements
The 2006/2007 UGC hand book on Admission to Undergraduate courses of the Universities of Sri Lanka states that 'in order to be eligible for admission to a course of study in Medical Laboratory Sciences, a candidate should have obtained at least "S" Grades in Physics, Chemistry and Biology at the G.C.E. (A/L) Examination.
In addition candidates should have obtained at least a pass (S) in English at the G.C.E. (O/L) Examination. Candidates are required to submit a duly certified copy of the original G.C.E. (O/L) Certificate along with the application for university admission. Failure to submit it will result in rejection of the application for Medical Laboratory Science'.
Students are selected by the University Grants Commission on the Z Score achieved at the Advanced Level Examination. For the inaugural batch, 25 students will be selected from the A/L examination held in August 2007.

Curriculum Design and Awarding a Degree

The Medical Laboratory Science degree programme was credit rated according to the common credit scheme agreed at a workshop conducted by the University Grants Commission held in June 2005. The total number of credits obtained by following this course will be 120 which make them eligible for the special degree B.Sc.ML Science. This special degree program will have an exit at the end of the Year 3 provided they obtain 90 credits1. They will be awarded a B.Sc. (General Degree).

The curriculum designing has followed the backward approach by defining the final learning outcomes as the first step. It is mainly outcome based and it will be the assessment blueprint. The curriculum of the Medical Laboratory Science degree programme exemplifies adult learning theory which promotes active self directed learning to achieve set learning outcomes. It also promotes deep learning over surface learning by introducing various forms of learner centered teaching learning activities and incorporating self directed learning hours into each unit. Emphasis and opportunity for self directed learning will increase as the course/programme progresses. Therefore students will gain self learning skills and by the Year 3 and they will be ready in terms of self learning skills to pursue hands on experience at the work placement which will be mostly self directed but under proper guidance.

The curriculum addresses all 3 domains of learning; cognitive, attitudes and skills, to achieve the final learning outcomes.

The structure of the Medical Laboratory Science curriculum inclines towards the Spiral Model as it makes students revisit the main themes on a number of occasions through out the course at increasing levels of difficulties/complexities.

Medical Laboratory Practice is a unit which integrates the basic sciences during the first year. It introduces the students to the concepts of Medical Laboratory Science from the outset. It will increase the students' motivation and satisfaction as it shows the relevance of the course to ultimate practice.

During the Years 2 & 3 students learn the different disciplines of Medical Laboratory Science; haematology, microbiology etc. with practical experience. They will gain a sound theory and practical knowledge. The unit Laboratory Management integrates most of different disciplines of Medical Laboratory Science to give a comprehensive knowledge on the laboratory managerial aspects and prepare the students for the Work Placement. The work experience of one year in a medical laboratory will give them the opportunity to enhance their theory knowledge and acquire competence in carrying out tests and managing a medical laboratory.

The curriculum ensures the development of rational and critical thinking among the undergraduates as it includes a research project. Students design it during the Year 3 as part of the Statistics and Research Methodology Unit and will conduct the project during the last term of the Year4. Communication skills, ethics and professionalism are included early in the course and discussed several times in different units.

The assessment system has been designed taking into account the students approach to learning; assessment driven learning. Formative assessments have been included in order to give feedback to the students on their performance, guide them on what is important and to give opportunity for improvement. Summative assessment comprises both continuous assessment and examinations. A variety of assessment methods and combinations of assessment methods will be used to test knowledge, skills and attitudes. Assessment methods have been carefully chosen to assess the learning outcomes.

Evaluation of teaching will be done following the completion of each unit. The evaluation tools include self administered questionnaires and focus group discussions with the students.

Evaluation of the curriculum will be done two years after the commencement of the course and every 4 years thereafter.

Contact, Faculty of medicine, Po box 70. Galle. Sri Lanka 

(Quote from faculty website)