engleski

Recommended models of education

Learning in profession is quite different of any other kind of learning because professionals, particularly medical scientist i.e. clinical chemist or other health care professionals, in their everyday life, live and work in a reach learning environmental, constantly involved in and surround by professional interaction and conversation, educational events and information and feedback. Clinical Laboratory sciences has developed on a broad front through the European countries, resulting in significant differences between countries what really clinical chemistry include or which laboratory disciplines cover. From this reason there is a need for continuous postgraduate education of clinical laboratory professionals in clinical chemistry and laboratory medicine. Strategy of education should help clinical chemists to adapt themselves to the changing patterns of health care and to equalize approaches of medical laboratories toward diagnostics, methodological, quality management criteria and laboratory organization. What are the goals of continuing education? The primary purpose of continuing education is to make laboratory professional more competent in their existing employment but also this is a process designed to assist laboratory professionals to adapt to and to take part in change. Laboratory professionals are thus seen not as technicians employed to carry out specific tasks but as mature, well educated professionals who can be expected to contribute significantly both in their immediate day-to-day responsibilities and, more broadly, together with their team beyond. Postgraduate continuous education should help in direction and supervision of medical laboratories at any level of health care, where laboratory professional role involves bridging the gap between rapidly developing laboratory sciences and technology and the growing knowledge on disease characteristics. Beside fundamental biochemical knowledge and skills to use this knowledge on most appropriate way in answer to clinical requirements, the clinical chemists must be able to function as a consultant to his clinical colleagues and cooperate with them in the interpretation of laboratory results. The models of education include postgraduate studies and trainings, seminars, workshops as well as continuous education courses, which can be organizes as long or short term courses. New models, including self-directed learning methods, should be developed and individual members of the health teams should be given the opportunity to learn medical problems common to all members of the team. There is technology based approach to learning which allows an application of audiovisual modes, communication and information technology, computer support system, distance learning, mass media, simulations, telemedicine and telementoring, videoconferencing and video review performance. The aims, strategies, tactics and methods as well as methodologies of evaluation of continuous postgraduate education in clinical chemistry and laboratory medicine will be discussed.

clinical laboratory; continuous postgraduate education; learning skills

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