A ladder curriculum in clinical microbiology

Area of Science:

• Medical Education
• Clinical Microbiology
• Curriculum Development

Background:

• A structured, four-course microbiology curriculum was established for medical technology majors at Northeastern University.
• The curriculum employed a systems approach, aligning content with career-entry capabilities and clinical practice.

Purpose of the Study:

• To describe the development and structure of a continuum of microbiology courses for medical technology students.
• To outline the rationale behind the course sequencing and content integration.
• To detail the ongoing reevaluation of the curriculum based on experience and professional competency standards.

Main Methods:

• A systems approach to curriculum design was utilized.
• Career-entry capabilities were identified by academic and clinical faculty.
• Subject content was delineated and organized into a four-course ladder curriculum.
• The curriculum was reviewed based on four years of experience and the 1978 American Society for Medical Technology (ASMT) Competency Statements.

Main Results:

• The curriculum comprises four distinct courses: basic clinical microbiology, advanced microbiology and cellular physiology, hospital-based clinical rotation, and a didactic course on host-pathogen interactions.
• The courses progressively build knowledge from basic techniques to complex theoretical concepts and clinical applications.
• The program is currently reexamining the continuum for completeness, appropriateness, reinforcement, and to eliminate redundancy.

Conclusions:

• The developed continuum provides a comprehensive microbiology education for medical technology students.
• The systems approach ensures alignment with professional competencies and clinical practice.
• Continuous reevaluation is essential for maintaining curriculum relevance and effectiveness.