ArticleBMC medical education2025
Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- A Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development.Medical science educator · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTechnological Literacy (TL) is crucial in Biomedical Laboratory Science (BLS) for navigating the evolving Healthcare 4.0 landscape. This study explores TL's conceptualization, operationalization, and implications for BLS education and practice.
methodsUtilizing a mixed-methods approach, the study examined BLS curricula from University Colleges in Denmark. The research employed an explanatory sequential design, starting with quantitative data from questionnaires distributed to recent BLS graduates to identify trends and gaps. This was followed by qualitative interviews to gain deeper insights into these findings.
resultsThe study finds a strong focus on application-oriented technology in BLS education. It identifies challenges such as curricular constraints, limited exposure to emerging trends, and the need for critical thinking skills. Recommendations include integrating critical thinking, ethical considerations, and experiential learning opportunities for supporting TL in BLS education. The research highlights the impact of hands-on experiences and authentic learning environments on student engagement with TL and stresses the importance of educator competencies, advocating for ongoing teacher training and professional development.
conclusionThis study highlights the need for BLS programs to bridge theory and practice, emphasizing TL, hands-on learning, and faculty expertise. A comprehensive approach, integrating technical, ethical, and interdisciplinary skills, is essential to prepare graduates for a technology-driven healthcare landscape. CLINICAL TRIAL NUMBER: Not applicable.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.