DEVELOPMENT OF ACADEMIC EDUCATION IN THE FIELD OF MEDICAL LABORATORY DIAGNOSTICS-REVIEW AND ANALYSIS FROM FOUNDATION TO MODERN TIME. STUDY OF UNIVERSITY OF RIJEKA.

Akademsko obrazovanje medicinsko laboratorijskih djelatnika u Rijeci od svoga osnutka pa do danas nailazilo je na brojne promjene i polemike. Studij je osnovan 1987. godine i u početku je bio dvogodišnji da bi se prelaskom na demokratsko ustrojstvo Republike Hrvatske restrukturirao. Ostao je dvogodišnji, ali uklonjeni su neki predmeti. Godine 1999. ponovno dolazi do reforme studija. Ovoga puta postao je trogodišnji sa znatno povećanom količinom kolegija, ali i satnice. Godine 2005. opet je uslijedila promjena. Naime, potpisom Bolonjskog sporazuma isti se nastojalo afirmirati i približiti europskom obrazovnom procesu. U ovome radu naglasak je stavljen na izvedbene nastavne planove čijom su se analizom izdvojili primjeri dobre, ali i loše prakse kroz četiri razvojna procesa studija. Izdvajaju se bitni rezultati poput toga da najveću satnicu ima trogodišnji studij iz 1999. godine, kao i najveću satnicu predavanja. Najveći broj sati stručne prakse ima dvogodišnji studij poslije preustroja države, ako uzmemo u obzir ljetnu stručnu praksu koja je bila obavezna. Ono što je zajedničko svima četirima razinama je predavanje kao najzastupljenija nastavna metoda. Poslije predavanja slijede vježbe, a na kraju se seminari. Najveći opseg kolegija postignut je Bolonjskim procesom. Istaknuta je važnost medicinsko laboratorijskog djelatnika u skrbi za zdravlje pacijenta te obrazovanje istog kao bitan aspekt u cjelokupnom zdravstvenom sustavu.Academic education of medical laboratory scientists in Rijeka since its foundation has led to major changes and controversy to date. The study was founded in 1987 and initially lasted for two years and was later restructured due to the transition to the democratic organization of the Republic of Croatia. It lasted for two years, but some of the subjects were excluded. In 1999, the reform of the study came again. This time it became a three-year course with a considerably increased amount of courses, but also schedules. In 2005, there was a change again. Namely, by signing the Bologna agreement, it is trying to affirm and approach the European educational process. In this paper, emphasis has been placed on performance curricula that have analyzed examples of good and bad practices through four developmental process studies. Essential results are outlined, such as the one that has the largest one of the three year studies in 1999, as well as the largest lecture lesson. The largest number of professional practice hours has a two-year study after the state's restructuring, taking into account the summer professional practice that was mandatory. What is common to all four levels is the lecture as the most prominent teaching method. After the lectures the exercises follow, and at the end seminars. The greatest extent of the course was achieved in the Bologna process. The importance of the medical laboratory worker in the care of the patient's health and the education of the same as an essential aspect of the overall health system is emphasized