chapter 2 related literature and studies this
TRANSCRIPT
CHAPTER 2
RELATED 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 and
foreign, 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 LITERATURE
Foreign
Medical Technology is a profession concerned with providing information based
on the performance of analytical tests on human body substances to detect evidence of 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 to
1500 BC by Jean M. Clerc as intestinal parasites such as taenia and ascaris were
mentioned 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 that
medical technology is one of the oldest allied health professions.
The practice of medicine would be impossible without the tests performed in the
clinical laboratory. Laboratory measurements and examinations provide the hard
scientific 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).
19
Medical technologists may work in all general areas within the laboratory or may
specialize in certain areas like Clinical Chemistry, which is concerned with the
determination of the presence and quantity of chemical substances in the blood) or in
Hematology, 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 is
concerned with the identification of parasites in stool and blood samples; and
Immunohematology (blood banking), which is concerned with crossmatching and
transfusing blood products (Clerc, 1992). With these various areas of expertise, the
education of medical technologists extends beyond that of medical technicians such that
they 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 several
responsibilities in the clinical laboratory. They may perform supervisory or teaching
roles or perform tests to detect disease and may also be involved in research. They are
able to recognize a problem, identify the cause (technical, instrumental or physiologic),
synthesize alternatives, and determine solutions. They are able to confirm and verify
results through an in-depth knowledge of techniques, principles, and instruments. They
correlate and interpret data based on knowledge of physiologic conditions affecting test
results, establish and monitor quality assurance programs, and establish and monitor
safety protocols. Clinical laboratory scientists assume responsibility for and are held
accountable for accurate results (Clerc, 1992)
20
In the United States, certain requirements have to be met before one may be
considered eligible to practice the profession. A clinical laboratory scientist or medical
technologist generally has a baccalaureate degree in Medical Technology, clinical
laboratory 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 and
Accreditation (CAHEA); Medical Laboratory Technologist (MLT) or American Society
of Clinical Pathologists (ASCP) certification and three years of experience; (4) five years
of 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 6th US Army. The US Army established the first clinical
laboratory in the Philippines at Quiricada Street, Sta. Cruz, and Manila where the Manila
Public Health Laboratory is presently located. The laboratory offered training programs
to high school graduates as early as February 1944 (Rabor, 1998).
The Philippine Union College (PUC) and Medical Sanitarium offered the first
four-year B.S. degree in Medical Technology. After two years (1956), PUC graduated its
first 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 4th and 5th year B.S. Pharmacy students. Because of the popularity of Medical
Technology among Pharmacy students, Rev. Fr. Lorenzo Rodriguez decided to offer it as
21
a course. It was in June 17, 1957 when a temporary permit was issued by the Department
of Education for first to third year students, then in June 1960, the permit for the
internship program was issued. The full recognition of the 4-year B.S. Medical
Technology course was given on June 14, 1961.
Many schools followed to offer the B.S. Medical Technology course. Today
according to the records of the Commission on Higher Education, there are
approximately 68 colleges and universities offering the course. The University of the
Philippines offers a similar course but the degree conferred is B.S. Public Health.
Postgraduate studies are offered B.S. Medical Technology graduates. The
University of Sto. Tomas Graduate School and the Philippine Women’s University are
offering MS in Medical Technology. In addition, the University of the Philippines is
offering a one-year, non-thesis degree in Master in Public Health.
The training of medical technologists has since then been clinical based. It
included theoretical aspects acquired in classrooms and applications of principles in the
hospital. With the increasing realization of the contribution of the nurse, the training was
deemed 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 Medical
Technology Board in 1969 when the Philippine Legislature passed on June 1969
Republic Act 5527 entitled “ The Medical Technology Act of 1969 “. Duties and
functions of board examiners are as follows:
a) Administer the provisions of this Act;
b) Administer oath in connection with the administration of this Act;
22
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 the
Philippines 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 issued
thereunder as may come to the knowledge of the Board and, for this purpose
issue subpoena and subpoena duces tecum to secure appearance of witnesses
and production of documents in connection with charges presented to the
Board; and
f) 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 the
approval of the Professional Regulation Commission (P.D. 223)
g) To prescribe the qualification and training of medical technologists as to
special fields of the profession and supervise their specialty examination
conducted by the professional organization of medical technologists
accredited by the Professional Regulation Commission (PD 498).
The government’s effort would have been in vain if the academic world remained
tacit. The remarkable concerted efforts of Medical Technology administrators paved the
way 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 to
23
further the development of the academic and clinical training of would-be medical
technologists. The same organizations conducted annual conventions to update and
further develop the practicing medical technologists who are both in the academe and in
the 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 in
general:
1. Examination of tissues, secretions and excretions of the human body and body
fluids 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 specimens
24
The same act under section two defined a Medical Technologist as a person who
engages 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 Medical
Technology/Bachelor of Science in Hygiene) on training and examination is registered
under the provisions of this Act (Rabor, 1998).
Bachelor of Science in Medical Technology (BSMT) Program
The four-year course program’s main goal is to contribute objective and accurate
laboratory 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, Clinical
Microscopy and Histopathology. These are designed to develop students’ capabilities in
performing laboratory tests designed to help the medical practitioner establish or confirm
clinical diagnosis, or aid in making a differential diagnosis that will ultimately influence
the management of the patient (CAMP College Bulletin, 2000).
The subject areas for the academic and clinical training of Medical Technology
graduates include Clinical Chemistry 1 & 2, Microbiology, Parasitology, Hematology,
Serology, Blood Banking, Clinical Microscopy, Histopathology and Medical Technology
Laws and Ethics. The course descriptions of the subject areas enumerated are as follows:
25
Clinical Chemistry I – Pure Blood Chemistry
The 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 the
determination.
Clinical Chemistry 2 – Endocrinology and Toxicology
The 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 clinical
significance and the methods used in their determination.
Microbiology
The subject includes study of microbes, which includes bacteria (Bacteriology),
viruses (Virology), and fungi (Mycology). It deals with the basic structure and
characteristics of microbes, such as morphology, biochemical and physiological
characteristics. Knowledge of the classification and medical significance as to the
pathogenesis of disease is included. It also deals with their role in infection and
immunity. Emphasis is made on their isolation and identification as an aid to laboratory
diagnosis of patients.
26
Parasitology
The subject emphasizes the study of the biology and ecology of parasites affecting
man. It also includes the study of the morphology, life cycle, physiology and
pathogenesis of the parasites affecting man.
Hematology
This 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 coagulation
defects. It also deals with the proper techniques of peripheral blood collection, marrow
tissue, splenic and lymph node specimen, also morphology of blood cells and mechanics
of hematologic procedures associated with the diseases, abnormalities of red cells and the
necessary corrections.
Serology and Immunology
The course deals with the study of antigen and antibody reactions as applied to the
human body in both normal and in disease conditions. It also tackles the procedures and
methods for detection of antibodies, antigens, or antigen-antibody complexes in normal
individuals and in various diseases.
Blood Banking
The subject deals with the study of the fundamentals of blood group specific
antibodies and antigens, mechanics of blood typing and crossmatching, Coomb’s test,
detection of antibodies and measurement of titers, as well as the proper way of reading
and reporting results. It also deals with certain screening tests done on prospective
donors for blood donation, techniques in bleeding, proper labeling, storing and disposal
27
of blood donor. It includes blood component preparation in order to meet specific
demands 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 and
histological level. It is also the laboratory diagnosis of diseases. It also involves the
different procedures performed in the processing of tissue sections from either biopsy or
autopsy, and staining techniques employed and the proper procedures in performing
them.
Clinical Microscopy
The subject deals with the macroscopic, chemical and microscopic study of the
different non-blood body fluids and their by products such as urine, feces, sputum, gastric
and duodenal contents, cerebrospinal fluid, synovial fluid, transudates, exudates, sweat,
seminal fluid, vaginal fluid and amniotic fluid. Macroscopic examination includes
description 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 clinical
significance by using different chemical tests like colorimetric, turbidimetric, titrimetric
and gravimetric tests. The microscopic study involves the closer inspection of the
sediment or solid elements contained in these fluids. Automated and chromatographic
procedures and techniques are also discussed to familiarize the students to modern
knowledge.
28
Medical Technology Laws and Ethics with Laboratory Management
The 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 Medical
Technology profession, such as the Medical Technology Law of 1969, R.A. 6138, P.D.
1534, Clinical laboratory law, Blood Banking law, letters of instructions, Administrative
Orders 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 the
development of medical technologists who possess the knowledge, technical skills and
attitude to perform scientific laboratory investigation in aid of diagnosis treatment and
research required in health care delivery in the country and the global community (MT
Internship 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 through
observation and actual performance of different laboratory procedures and
examinations.
29
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 inters
at 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-on
training in the various sections of the clinical laboratory. They rotate in the different
sections of the laboratory for a prescribed period of time, where they perform actual
laboratory work under the supervision of licensed and experienced Medical
Technologists. The actual performance of laboratory tests develops and perfects their
technical skills in the field of clinical laboratory. The theoretical knowledge acquired in
the basic and clinical year helps the interns understand disease processes in relation to
laboratory or diagnostic medicine.
The Medical Technology interns acquire a final grade from each of the affiliation
centers after the rotation period and after all the requirements have been fulfilled. This
final grade shall be computed by the Clinical Internship Coordinator and submitted to the
Dean of the College of Allied Medical Professions, Angeles University Foundation.
Separate grades are given for Internship I and Internship 2.
30
Internship 1
It is the first phase (first six months) of internship training for 4 th year Medical
Technology students. Rotation in the different sections namely: Hematology, Blood
Banking, Clinical Chemistry, Microbiology, Clinical Microscopy, Parasitology,
Histopathology, and ECG, EEG, is undertaken by the interns within a prescribed period
of time. During the rotation, they are made to do actual laboratory work under the
supervision of licensed and experienced Medical Technologists. The actual performance
of laboratory tests will develop and perfect their technical skills in the field of Clinical
Laboratory. Community service is also rendered by the interns to develop awareness of
their responsibilities towards society.
Internship 2
This is the second phase (last six months) of internship training. The interns
rotate in the different sections of the clinical laboratory as specified in Internship 1. The
interns undergo the same comprehensive, hands-on training in another hospital. The
purpose of this is to maximize their exposure to the various methods, procedures and
apparatuses utilized in the laboratory.
In addition to the clinical training of the fourth year BSMT students, the course
curriculum also placed Seminar subjects with six placement units.
Seminar 1
31
Lectures are conducted every last Saturday of the month by Resource Speakers
who are highly specialized in their respective fields. This is done to update and review
the interns on their theoretical and clinical knowledge in the various laboratory sections.
Comprehensive examinations are given after every seminar and is complemented by the
continuing lectures, quizzes, oral and practical examinations given by the clinical
Internship Coordinators during weekly visits to the Affiliation Centers.
Seminar 2
Lectures are conducted every last Saturday of the month by another set of invited
Resource Speakers to update and review the interns on their theoretical and clinical
knowledge in the different laboratory sections. Comprehensive examinations are given
after every seminar and is also supplemented by the continuing lectures, quizzes, oral and
practical examinations given by the Clinical Internship Coordinators during weekly visits
to the Affiliation Centers.
Medical Technology Board Examination
The primary objective of the professional licensure examination is to obtain valid
and reliable information as to whether examiners possess the technical competence
required for admission to the profession. Technical competence includes technical
knowledge, the ability to apply such knowledge skillfully and with good judgment and an
understanding of professional responsibility. (Resolution # 338 Series of 1994 Art. I Sec.
I)
32
Article I Section 2 of Resolution no. 338 series of 1994 states that the
examination should test whether a candidate merits the minimum standard of technical
competence expected of a newly qualified member of the profession. A relatively
uniform standard should be established and consistently followed to ensure the reliability
of examination results. Sections two and three of the above-mentioned resolution sets the
nature and difficulty of board examination questions. It emphasized that technical
knowledge that is currently relevant to the profession concerned, and adequately
discussed in textbooks and other professional literature. Trivial, outdated, unsettled, and
controversial questions should be avoided. Section three of the resolution mentioned that
the examination should measure technical competence at the level of new entrants to the
profession. Questions should neither be too easy nor too difficult. Between two
extremes, 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 that
examination questions should not be limited to merely recalling memorized information
to provide sufficient “depth” and a meaningful measure of technical competence. The
section further stressed that it should include adequate tests of higher cognitive abilities
such as comprehension, interpretation, application, analysis, problem solving and other
higher order thinking skills. The last section declared that each subject should have an
approved syllabus, which must be harmonized with the curriculum in the undergraduate
level. The examination question/problems shall be confined to topics listed in the
syllabus for each subject.
33
To meet such objectives the Board of Medical Technology, a regulatory board
under the Professional Regulation Commission, shall jointly have charge over the
conduct of the examinations given by former according to the rules and regulations
stipulated 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 the
underscored or underlined topics or items including the weight in percent in the revised
guidelines appended to the Resolution no. 15 series 1996 as Annex A. The resolution
indicated the weight of following board subjects: Hematology = 20%; Microbiology and
Parasitology = 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 and
Histopathology allotted 85% while MTLE 15%.
In order to pass the examination, a candidate must obtain a general average of at
least seventy-five (75) percent in the written test with no rating below fifty percent in any
of the major subjects; provided, that the candidate has not failed in at least sixty percent
of the subjects computed according to their relative weights.
The Board of Medical Technology shall establish test banks for all licensure
examinations, which shall be set up using computer facilities and specially authorized
computer 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 the
approved syllabus for the subject; (2) level of difficulty: easy, moderate and difficult; (30
34
cognitive level; memory; comprehension, interpretation, computation, application,
analysis, problem solving, and other high order thinking skills or abilities; (4) knowledge
and 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. The
questions for each category must be represented of the mass. Every question shall be
fully edited to avoid clerical error. A test construction expert shall appraise it, if
necessary, as to clarity, objectivity, validity, relevance, reliability, and effectiveness. It
shall 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 in
the Test Bank by each Board Member of each of his /her assigned subjects. At each
subsequent examination he/she shall deposit at least three hundred (300) additional
questions 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 Test
Bank to be used in each examination subject shall be representative in each topic in the
syllabus to ensure a comprehensive and balanced coverage and categorized according to
the level of difficulty – easy, moderate and difficult. No single topic or topics shall
receive undue weight in the examination. Two (2) sets of differently arranged questions
shall be drawn and assembled in an encrypted disk before printing. (Resolution # 338
Series 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 the
Philippine Regulation Commission. Clinical Chemistry, Microbiology/Parasitology and
35
Hematology are given during the first day of the exam in the same order while
Serology/Blood Banking, Clinical Chemistry and Histopathology/MTLE are scheduled
on the last day of the examination in the same order as presented in this text.
Medical technologists have earned a baccalaureate degree program from college
or university recognized by the Commission on Higher Education, including clinical
internship in a training laboratory accredited by the Bureau of Research and laboratories
of the Department of Health and have passed the licensure examination administered by
the 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 is
applying 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 is
of 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 by
recognized 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 percentage
average and scores from intelligence in achievement test batteries are no accurate
36
predictors”. They suggest that the usual psychological measures of motivation interest
and 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 by
the pupils as an important measure of pupils’ intelligence. The results of this study on
nursing 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 revealed
that: (1) the junior high school index was but a single predictor of college grades and the
college qualification test was the next best simple predictor, and (2) the independent
variables 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, not
assessed.
Rulz, Thurston and Poschede as referred to by Cabalu in 1995, investigated
certain personal characteristics of graduates of nursing school from Topek, Kansas in
1963 as they relate to performance in their licensure examination. They found out that in
general, the graduate potential as gauged from her relative rank in the graduating class
was the most reliable product of success.
LOCAL
Dela Cruz, Shirley et al. PT student of AUF conducted study entitled
“Determinant 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 on
the academic performance and pre-board examination preparations. The group found out
that 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 research
locale. It is also similar in the sense that the board examination performance of the
graduates was the focus of the study. However, it differs from it in terms of the subjects
of the study and the determinants used to predict board examination performance.
Further, unlike the aforementioned study, the present research did not consider pre-board
examination preparations of the graduates.
Alabata as cited by Gaddi (1986), made a correlational study on the “Academic
Achievement, Nursing Aptitude and Board Examination rating of Nursing Graduates of
Philippine Union College.” She found out that academic achievement cannot be used as
valid criteria in predicting success in the board examination rating which led her to
conclude that the aptitude test result cannot be a used as a predictor of success in Nursing
Board 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 the
aspect of target population. The previous study dealt on Nursing graduates while the
study at hand dealt with Medical Technology graduates. Moreover, the present study did
38
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 University
of Santo Tomas, College of Nursing for the School Year 1971-1972. The objective of the
study was to determine the correlation between the college freshmen’s 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 nursing
overall score, r = 0.51 less than 0.01 2) mental ability, 4 = 0.43 less than 0.01 3) over all
multiple correlation ranging from 4 - 0.64 to r = 0.67 using combined effects of aptitude
and mental ability at less than 0.01.
The above-mentioned study differs from the present research investigation in
terms of the locale and target population. Although both studies have correlational
research 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 the
variables 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 the
former 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
39
seminar ratings on the board examination performance of the Medical Technology
graduates of Angeles University Foundation.
Cruz, Rustico (1986) compared the academic achievement and National Entrance
Admission Test (NEAT) scores of private and public school graduates. It also determined
the 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 were
determined. Further, the present study did not attempt to compare ratings of graduates
from different schools, which the previous study did.
Dr. Gaddi (1986), explained in her dissertation entitled that the mean performance
in the board examinations of the schools with maximum admission requirements is higher
than the mean board examination performance of schools with minimum admission
requirements. Schools A, B, C, and D have a mean of 81.38%, 80.38%, 80.12% and
78.07% 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 ratings
are significant for they are predictors of success in board examinations and clinical
internships.
The aforecited work is similar to the present study since both dealt with predictive
values of certain variables on board examination performance. The two studies differ in
the subjects and the variables, which were correlated. The previous work looked into the
correlation of admission ratings on academic performance and board examination ratings
40
of Nursing graduates while the present study attempted to determine the predictive values
of 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). The
variables included in the study are age, sex, civil status, residence, type of HS where the
student 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 on
the clinical performance. Only three variables namely civil status, residence and religion
have predictive value on the nurses’ board examination performance.
Both studies deal with the predictive value of certain variables on the board
examination performance of graduates. However, they differ in that Gorospe’s study
made use of non-intellective variables such as age, status, sex, religion as predictors of
the Nursing graduate’s academic, clinical and board examination performance while the
present study focused on the predictive value of academic, seminar and clinical ratings on
the board examination performance of Medical Technology graduates.
In a study conducted by the CAMP College Research Council headed by Mergal
and Dizon which included 122 graduates who took the board from 1995 – 1998 and 64
from 1999 – 2000.
The group found out that there was significant difference in the board
examination performance of the two groups. The study further proved that the first
group, 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 independent
samples showed that the second group composed of MT graduates of 1999 & 2000 did
not perform as well as the other group who took the examination from l995 to l998. This
study is similar with the present one since both dealt with board examination
performance of Medical Technology graduates. The previous study, however, did not
attempt to determine the predictive values of certain variables that may affect board
examination performance, which the present study did.
42