Comprehensive Reviewer PDF

COMPREHENSIVE REVIEWER 19. The theory that suggests learner differences should be seen as resources rather than obstacles is 1. One significant impact of automation on laboratory constructivism...

COMPREHENSIVE REVIEWER 19. The theory that suggests learner differences should be seen as resources rather than obstacles is 1. One significant impact of automation on laboratory constructivism. workflows is enhanced efficiency and reduced 20. Vygotsky is most closely associated with the errors. learning theory known as social constructivism. 2. The primary goal of automation in medical 21. Which organization offers international certification for laboratories is to improve efficiency and reduce Medical Laboratory Scientists? The American human error. Society for Clinical Pathology (ASCP) provides this 3. In the 1970s, medical laboratory professionals were certification. expected to contribute to the interpretation and 22. What is one of the main challenges for medical assessment of laboratory results. laboratory professionals in the 21st century? 4. The Allied Health Professionals Council (AHPC) in Ensuring healthcare systems are patient-centered Pakistan was established to oversee the education and efficient is a significant challenge. and professional conduct of laboratory technologists. 23. The shift from viewing a learner as a "sponge" to a 5. According to Molinaro et al., laboratory findings "constructor of meaning" is associated with influence 60-70% of medical decisions. constructivism. 6. The first modern clinical laboratory was established in 24. The term that refers to the role of teachers 1896 at Johns Hopkins Hospital. diagnosing students' interpretations and helping them 7. The critical aspect of sociocultural learning theory is reshape their understanding is cognitive that learning takes place in the context of social scaffolding. interactions. 25. What is considered a central role of a teacher 8. AI and machine learning are expected to transform according to contemporary theories of learning? medical laboratory science by enhancing data Creating opportunities for students to actively analysis and improving diagnostic accuracy. construct knowledge is vital. 9. In the future, laboratory professionals will be 26. The research by Vosniadou and Brewer found that expected to collaborate with clinicians to enhance children’s naive theories about the world can patient outcomes. persist even after formal instruction. 10. Data analytics in clinical laboratories will likely 27. The diagnostic tool that has recently become more improve diagnostic accuracy and efficiency. accessible and accurate is genetic testing. 11. Which diagnostic tool has become more accessible 28. Teaching challenging content involves helping and accurate due to recent technological students understand the deeper relationships advancements? Genetic testing is the answer. between concepts. 12. The most comprehensive level of training for 29. The primary purpose of advancements in medical laboratory professionals is a bachelor's degree in laboratory science is to enhance patient outcomes Medical Laboratory Science. through accurate diagnoses. 13. Which theory focuses on learning as the process of 30. Reciprocal teaching is a method primarily used to active engagement? Constructivism is the correct improve reading comprehension. answer. 31. The concept of "teaching as inquiry" refers to 14. In Japanese classrooms, individual differences are teachers continuously asking questions to investigate viewed as beneficial characteristics that offer varied students' thinking and their own teaching practices. problem-solving approaches. 32. Which area does clinical laboratory science 15. The theory that knowledge is inseparable from specifically contribute to? It provides accurate practice and must be tested in authentic situations disease diagnosis and treatment support. refers to sociocultural theory. 33. The role of infection control officers, with specialized 16. The role of clinical laboratory professionals in modern training, is to monitor and prevent infections in healthcare involves performing diagnostic testing healthcare settings. and supporting patient care. 34. Which of the following factors will most likely 17. Despite its critical role, a key challenge faced by contribute to the transformation of medical laboratory laboratory medicine as a profession is poor visibility sciences in Pakistan? Advancements in compared to other medical fields. technology, automation, and new diagnostic tools 18. Phlebotomists typically undergo training that lasts a 35. According to constructivist theory, when students few months of specialized training. encounter new information, they actively construct their own understanding based on prior knowledge. 36. The approach that involves predicting, questioning, 50. Teaching and learning activities in OBE are summarizing, and clarifying to understand text is designed to be aligned to help learners achieve the reciprocal teaching. desired outcomes rather than being based solely on 37. What is one major idea emphasized by social the availability of resources. constructivism? Knowledge is constructed through 51. A well-written learning outcome example is: "By the social interactions. end of the course, students will be able to apply 38. The expectation placed on medical laboratory ethical principles in medical practices," rather than professionals in the 1970s included contributing to simply stating, “Students should study ethics.” the interpretation and assessment of laboratory 52. A commonly used template for writing learning results. outcomes in OBE is: “By the end of [time frame], 39. Which term refers to the transfer of learning from one students will be able to [action verb] + [task].” context to another? Application. 53. An action verb suitable for writing learning outcomes 40. The major idea that "teaching as varied work" is "analyze," as opposed to more passive verbs like suggests is that teachers must adapt their "understand" or "know." strategies to different students and contexts. 54. Aligning teaching, learning activities, and 41. Outcomes-Based Education (OBE) primarily focuses assessments is important in OBE because it leads on achieving specific learning outcomes by the to meaningful education and the achievement of learners rather than on teacher-centered instruction, learning outcomes. standardized tests, or memorization of facts. 55. The concept of clear and measurable outcomes in 42. OBE can be best defined as a learner-centered OBE is best reflected by the statement: "Students approach that aims at achieving predefined will demonstrate an understanding of ethical outcomes rather than focusing solely on teaching principles in a clinical setting." methodologies or completing the curriculum. 56. Institutional Learning Outcomes (ILO) focus on the 43. By the end of a course or program, OBE emphasizes overall goals of an educational institution, while that learners should achieve knowledge, skills, and Course Learning Outcomes (CLO) pertain to specific values instead of just high test scores or the courses. completion of assignments. 57. Learning outcomes in OBE should be clear, specific, 44. A key principle of OBE is to define clear and measurable rather than vague and open to expectations of what learners should know and interpretation. do, rather than prioritizing content or promoting 58. The purpose of Program Learning Outcomes (PLO) passive learning. is to define what learners should achieve upon 45. Institutional Learning Outcomes (ILO) refer to broad completing a program instead of assessing individual outcomes that reflect the educational mission of student performance. the institution, as opposed to outcomes expected 59. In OBE, the role of the teacher is viewed as a from individual topics or specific programs. facilitator who guides students to achieve specific 46. The distinction between Program Learning Outcomes outcomes rather than merely delivering content. (PLO) and Course Learning Outcomes (CLO) is that 60. Writing learning outcomes in OBE primarily focuses PLOs are program-specific learning goals, while on defining what students should be able to CLOs focus on course-specific achievements. demonstrate by the end of a course. 47. A Topic Learning Outcome (TLO) specifies the 61. Assessments in OBE are designed to measure the outcomes expected from a particular unit or lesson achievement of learning outcomes rather than to rather than defining the skills learners should acquire test general knowledge unrelated to the course at the end of a program. outcomes. 48. The first step in the OBE process involves 62. A significant benefit of Outcomes-Based Education identifying the desired outcomes rather than (OBE) is that it establishes clear expectations of selecting learning materials or defining assessment what learners should achieve. tools. 63. Aligning assessments with learning outcomes in OBE 49. In the OBE process, assessments should directly ensures that learners meet the defined outcomes align with the learning outcomes rather than being and gain meaningful learning experiences. disconnected or focused solely on theoretical 64. A correct reflection of a Course Learning Outcome knowledge. (CLO) is: "By the end of the semester, students will be able to design a research project based on ethical principles." 65. Teachers in OBE should primarily focus on ensuring 80. If a student asks for clarification on a difficult concept that students achieve specific outcomes rather after class, providing scaffolding with additional than simply completing the curriculum. examples, hints, or visual aids will help them grasp 66. When planning your first lesson for a new course, the the concept. first step is to determine the learning objectives for 81. When creating a lesson plan for a 90-minute class, the course. plan each activity with extra time built in for 67. If your students seem disengaged during a lesson, questions and unexpected delays to ensure the presenting a relevant, real-life problem or an timing is realistic. icebreaker activity can immediately capture their 82. To close the lesson effectively with a few minutes left attention. at the end of class, summarizing key points and 68. To help confused students after explaining a new encouraging students to reflect on how the topic, you should use analogies or real-life material connects to other concepts is a good examples to illustrate the concept differently. strategy. 69. To assess whether students have met the lesson’s 83. If most students already understand the material, objectives, create assessment tasks that directly enhancing their learning further can be achieved by align with the lesson’s learning objectives. asking them to explain how the material could be 70. After presenting new content, providing guidance applied to a real-life situation or to a different through examples and encouraging students to context. practice applying the knowledge is the best next step. 71. To effectively introduce a challenging concept, begin by asking students to recall a related topic from a previous lesson. 72. When planning a challenging group activity, you should provide students with clear instructions, examples, and learning guidance before starting the activity. 73. If students struggle to connect new material with previous lessons, asking them how last week’s topic relates to what they are learning now can stimulate recall. 74. To help students retain new vocabulary, using the vocabulary in a real-life context or providing additional opportunities for students to use it in class discussions is most effective. 75. At the end of the class, summarizing the main points, asking reflective questions, and allowing students to share what they learned will help consolidate their learning. 76. When teaching a lesson on problem-solving, structure it by providing a relevant scenario and guiding students through solving the problem using the new concept. 77. If some students struggle to apply lesson content during activities, providing immediate feedback on their work and offering guidance on how to improve is the most effective way to help them. 78. If a group is off-task and disengaged during a group activity, guide them by asking questions that link back to the lesson objectives and clarify the task’s purpose. 79. To avoid cognitive overload when teaching a complex topic, chunk the information into smaller, manageable sections and provide breaks for reflection.