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

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.

Notes

Notes

[1] Terminology as suggested by the Swedish professional organization, http://www.ibl-inst.se/

[2]] Terminology as suggested by the Swedish professional organization, http://www.ibl-inst.se/

Additional information

Notes on contributors

Gudrun Edgren

GUDRUN EDGREN, PhD MMedEd, is a senior lecturer at the Faculty of Medicine, Lund University, Sweden. She has a background as a teacher in biomedical laboratory science, but is now mainly involved in curriculum development, problem-based learning and faculty development in the Centre for Teaching and Learning.