Dissertation submitted in compliance with the Master's Diploma in Technology: Medical Technology, Technikon Natal, 1994. / The arena with the for medical technologists result that educational is continually changing directive must change accordingly. A number of big issues have changed the role of the medical technologist. Cognisance of the identified issues is essential if the profession is to survive the year 2000. The future directions of medical technology ar~ analysed in this disseration in order to identify the knowledge and skills that the professional medical technologist will require for the 21st century. The factors which have up to now introduced dramatic changes in clinical pathology laboratories will also present certain opoortunities for laboratory professionals but taking cognisance of the necessity for change and professional ability. This study was thus conducted to explore the educational requirements necessary for the professional future of medical Africa. laboratory technologists in the Republic of South !'.C.,' . A t~eoretical sub-structure lays the foundation for the study. The literature review in Chapter 2 outlines medical technology eduction both in the Republic of South Africa and in certain other countries. The necessity for change in the education of medical laboratory technologists is addressed here. Chapter 3 examines the factors (gleaned from the literature) which are producing a need for such dramatic change for the century ahead. It also examines the role of the technikons and the roles of the technikons with regard to the training of medical technologists and the influence of academic drift. The methodology in Chapter 4 explains the structuring and administration of a questionnaire used to capture data from registered medical laboratory technologists in the Republic of South Africa. The processed data results are discussed in Chapter 5. Tables are presented at the conclusion of certain groups of major issues. Chapter 6 concludes with the findings / M

In 1974 the Ministry for Higher Education stated that every scientist in Vietnam must know one or two foreign languages (one of them being English), and be able to use it for his work. But even now, the number of people who have acquired the language as required is still small. This paper examines the causes of this problem and possible remedies. What has caused the situation to change so slowly? The reasons may be several, but the most striking one is that teachers do not understand the nature of EST, so they try to teach scientists the same language forms in the same way as they do with young students at Foreign Language Colleges. Consequently, the learners know a lot about the language, but can use only a little. The paper considers several aspects of the situation. Scientists and technologists need to learn only the language forms often used in scientific literature and the skills needed for their work. For this reason, teachers must first identify the learners' needs, then draw up a list of objectives of the course, look for relevant materials and use appropriate methods of teaching. To help teachers to do these things, a training programme is needed. The training will familiarize the teachers with key scientific concepts, characteristics of EST, and the way to place learners in appropriate groups. Several approaches to ESP/EST are examined, but EST learners in Vietnam are rather different from those in other countries, so a special model for an EST course is designed ; an example of a reading course to illustrate the model is given for teachers to refer to. Finally, some suggestions are offered to solve problems arising from present EST courses.

Thesis (Ph. D.)--Lehigh University, 2002. / Includes vita. Includes bibliographical references (leaves 117-131).

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 155-161).

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 160-168). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 160-168). Also available on the Internet.

M.Tech. (Radiography) / Knowledge and skills are related to time and become obsolete if no effort is made to update them on an ongoing basis. Continuous Professional Development (CPD) is, therefore, the effort of committed professional practitioners to maintain and broaden the knowledge and skills related to their profession, following completion of formal training. The legal obligation of healthcare professional practitioners is to provide a high standard of care and act in the best interest of patients. To achieve this, radiographers must maintain and strive to improve their professional knowledge and competence. The main aim of this study was thus to assess the diagnostic radiographers‟ CPD participation in Kenya. The study was empirical in nature and therefore relied heavily on perceptions, experiences and observations. Mail questionnaires were sent to 250 radiographers working in Kenya during the time of the study. Self- addressed and stamped envelopes accompanied the questionnaires for ease of reply. Data analysis was done using Statistical Package for Social Sciences (SPSS) version 14.0 and the results were presented in frequency and percentage tables. Cross tabulations were employed to demonstrate and test relationships between variables. Results revealed that a large number (69%) of diagnostic radiographers in Kenya are not participating in CPD due to various barriers. The study, therefore, recommended that CPD for radiographers should be declared compulsory and penalties are introduced for non-adherence to CPD requirements. This could encourage radiographers to keep up to date with modern techniques. The SORK should provide a legal framework for CPD and legitimize the organization and implementation of CPD structures...

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Seventeen students' professional year performance variables were employed to predict their scores on the MT-ASCP certification examination. The purpose of the study was designed to address three principal questions: 1. What is relationship, if any, between students' theory section and combined grades in key subjects (blood bank, hematology, microbiology, and clinical chemistry) and analogous sub-scores on the MT-ASCP examination? 2. What is the relationship, if any, between the seventeen predictor variables and MT-ASCP total scores? and 3. Which of the seventeen predictor variables, individually or in combination, best predict MT-ASCP total scores at the different academic decision points? The sample consisted of 1985-1987 (N=103) and 1988-1991 (N=147) graduates from the six hospital-based medical technology programs in the Commonwealth of Virginia. Data required for analysis were taken from the graduates' academic records at the six institutions. Descriptive statistics, correlation coefficients, and stepwise regression analyses were used to test eight hypotheses, with results generally as follows: With the exception of numerical grades in hematology in 1985-1987, there were statistically significant relationships (p<.05) between the four major MT courses and MT-ASCP subsection scores. All seventeen independent variables were statistically (p<.05) correlated with 1985- 1991 MT-ASCP total scores, regardless of the method of reporting the scores. Four significant (p<.05) multiple linear regression equations were computed between the MT-ASCP total scores and the seventeen predictors included in the study at different critical points during professional year education for 1985-1987 and 1988-1991 graduates. About 50% of the total variance in the 1988-1991 MT-ASCP scaled scores was accounted for by three of the 17 potential professional year predictor variables. The addition of three preprofessional and personal predictors extended the variance explained to 61%. The research warranted the conclusion that the MT-ASCP examination validly reflects the content and laboratory methods offered in the hospital-based professional training Programs in the sample of Virginia institutions. / Ph. D.

published_or_final_version / Urban Studies / Master / Master of Social Sciences