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Developing a competence-based core curriculum in biomedical laboratory science: a Delphi study.

Edgren, Gudrun LU (2006) In Medical Teacher 28(5). p.409-417
Abstract
In this study the Delphi technique has been used to develop a core curriculum for education of the biomedical scientist. The rapid development in biomedicine and the corresponding changes in methodology in biomedical laboratories demand careful planning of the education of biomedical scientists. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Twenty-six experts from different kinds of hospital and university laboratories took part in the investigation. They suggested and assessed necessary competences for a recently graduated biomedical scientist, and if 75% or more of the participants agreed on a competence, it was included in the core curriculum. The final list consisted of 66... (More)
In this study the Delphi technique has been used to develop a core curriculum for education of the biomedical scientist. The rapid development in biomedicine and the corresponding changes in methodology in biomedical laboratories demand careful planning of the education of biomedical scientists. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Twenty-six experts from different kinds of hospital and university laboratories took part in the investigation. They suggested and assessed necessary competences for a recently graduated biomedical scientist, and if 75% or more of the participants agreed on a competence, it was included in the core curriculum. The final list consisted of 66 competences of varying depth, in three categories. This list contained several generic competences, concerning for example basic laboratory methods, handling of samples, dealing with apparatus and applying relevant rules and laws; basic knowledge in chemistry, preclinical medicine and laboratory methods; and finally attitudes that the panel expected in the recently graduated person. The core was sufficiently restricted to be used in a three-year programme and still leave space for about one year of electives/special study modules. It became rather traditional, e.g. it did not include competences that many recent reports consider important for the future professional. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
SoTL
categories
Higher Education
in
Medical Teacher
volume
28
issue
5
pages
409 - 417
publisher
Taylor & Francis
external identifiers
  • pmid:16973452
  • wos:000241164600003
  • scopus:33749003090
  • pmid:16973452
ISSN
0142-159X
DOI
10.1080/01421590600711146
language
English
LU publication?
yes
id
3a4a8161-e615-4f2c-aab3-cc00fe4811b1 (old id 160966)
alternative location
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=16973452&dopt=Abstract
date added to LUP
2016-04-01 12:04:20
date last changed
2020-04-01 03:04:02
@article{3a4a8161-e615-4f2c-aab3-cc00fe4811b1,
  abstract     = {In this study the Delphi technique has been used to develop a core curriculum for education of the biomedical scientist. The rapid development in biomedicine and the corresponding changes in methodology in biomedical laboratories demand careful planning of the education of biomedical scientists. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Twenty-six experts from different kinds of hospital and university laboratories took part in the investigation. They suggested and assessed necessary competences for a recently graduated biomedical scientist, and if 75% or more of the participants agreed on a competence, it was included in the core curriculum. The final list consisted of 66 competences of varying depth, in three categories. This list contained several generic competences, concerning for example basic laboratory methods, handling of samples, dealing with apparatus and applying relevant rules and laws; basic knowledge in chemistry, preclinical medicine and laboratory methods; and finally attitudes that the panel expected in the recently graduated person. The core was sufficiently restricted to be used in a three-year programme and still leave space for about one year of electives/special study modules. It became rather traditional, e.g. it did not include competences that many recent reports consider important for the future professional.},
  author       = {Edgren, Gudrun},
  issn         = {0142-159X},
  language     = {eng},
  number       = {5},
  pages        = {409--417},
  publisher    = {Taylor & Francis},
  series       = {Medical Teacher},
  title        = {Developing a competence-based core curriculum in biomedical laboratory science: a Delphi study.},
  url          = {http://dx.doi.org/10.1080/01421590600711146},
  doi          = {10.1080/01421590600711146},
  volume       = {28},
  year         = {2006},
}