1-Historical-Perspective-and-Modern-On From WOrd
1 – Historical Perspective and Modern Onset of Medical Technology
LECTURER: GUILLERMA L. LIM, RMT
“The evolution of medical technology is deeply rooted in the ancient understanding of diseases and infections, progressing significantly through various historical periods to its modern applications.”
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Medical Technology in Its Earliest Form
As early as 460 BC, the Greek physician Hippocrates, widely regarded as the father of scientific medicine, emphasized the correlation between anatomical observations and clinical findings, contributing significantly to the understanding of the causes of diseases. He advocated a treatment regimen involving drugs, surgery, and bloodletting.
The Ebers Papyrus (dating to around 1550 BC) documented ancient knowledge of intestinal diseases and parasites. Modern scholar Vivian Herrick later researched and highlighted how this papyrus contained early descriptions of intestinal parasitic infections, including those caused by Ascaris lumbricoides and Taenia species, and detailed treatments for hookworm disease and human-transmissible infections. Some accounts also suggest early recognition of parasitic involvement in skin conditions like scabies.
During the medieval period (1098–1438), urinalysis became a common practice, though sometimes pursued with exaggerated zeal. Doctors in the Indian subcontinent observed that the urine of certain patients attracted ants and tasted sweet — an early observation possibly related to diabetes. This historical detail was noted by Ruth Williams in her book An Introduction to the Profession of Medical Technology.
The 14th century saw Anna Fagelson underscore the beginnings of medical technology by documenting the correlation between the death of Alexander Gillani, a laboratory worker, and a laboratory-acquired infection.
A pivotal moment in the 17th century was the significant advancement in microscopy. While crude microscopes existed earlier, Anton Van Leeuwenhoek perfected his single-lens microscopes, achieving remarkable magnifications. His innovations led to rapid discoveries, as he became the first scientist to meticulously observe and describe red blood cells and to differentiate various forms of bacteria based on their shape.
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Medical Technology in the 18th Century
In the 18th century, medical practitioners in North Africa and Southern Europe received classical medical education focusing on physiological and anatomical theories. They largely adhered to the concept of the four basic humors: blood, yellow bile, phlegm, and black bile — believing that balance among them indicated health, while imbalance could be diagnosed through urine examination.
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Medical Technology: The 19th Century and Modern Onset in the United States
The 19th century brought profound advancements and formalization to medical technology, especially in the United States.
Between 1821 and 1902, Rudolf Virchow emerged as the seminal figure known as the father of microscopic pathology. He profoundly influenced the understanding of diseases by emphasizing their study at the cellular level, primarily through the microscope.
His major contributions included:
Cell Biology
- Development of cell theory
- First to recognize leukemia cells
- Changed the spontaneous generation theory by proposing the theory of biogenesis
- Discovered cells in bone and connective tissue
Anatomy
- Described substances such as myelin
- Founded the field of comparative anatomy
Pathology
- Founded the medical field of cellular pathology
- Advocated the study of microscopic pathological anatomy
- Promoted research by physicians, emphasizing systematic clinical observations and animal experimentation
- First to explain the mechanism of pulmonary thromboembolism
- Coined the term zoonosis to indicate infectious disease links between animal and human health
- Described the life cycle of Trichinella spiralis in swine and its zoonotic consequences
The importance of regulating medical practice became evident with reforms such as the Apothecaries Act of 1815 in England and Wales. This act significantly reformed medical training by introducing compulsory apprenticeship and formal qualifications for apothecaries (akin to general practitioners today), under the license of the Society of Apothecaries. While its primary focus was standardizing medical education, it contributed to a more systematic and laboratory-informed approach to medicine.
In the United States, pioneers began integrating microscopy into clinical practice. Dr. Calvin Ellis, a microscopist at Massachusetts General Hospital, was among the first to utilize the microscope for examining patient specimens. Concurrently, Dr. William Occam advanced the field by incorporating laboratory findings as preliminary evidence for diagnosing and evaluating patient diseases.
Medical education in the United States underwent significant reforms. In 1871, Harvard University initiated reforms emphasizing “learning by doing,” with the University of Pennsylvania and the University of Michigan soon following. A landmark contribution came with the opening of the Johns Hopkins School of Medicine, which provided two years of instruction in basic sciences, teaching pathological anatomy as an independent subject, often integrated with medicine or anatomy.
In the mid-19th century, pioneering work in chemical laboratories laid important groundwork. For example, Dr. Silas H. Douglas was instrumental in establishing a significant chemical laboratory at the University of Michigan (opened around 1857), where he pioneered teaching chemistry through student experimentation — a foundation for later medical laboratory instruction.
By the late 1870s, William H. Welch and Michell Prudden, along with their students, applied clinical pathology to medical diagnosis. By 1880, Dr. William Osler, then a clinical professor, actively introduced and utilized microscopes and blood-counting machines in hospital laboratories.
Later, in 1887, Dr. William Osler and Dr. George Dock were influential in establishing and advancing laboratory practices in prominent institutions. They advocated for and often mandated routine laboratory examinations for patients, including urinalysis, blood tests, and the examination of bodily fluids.
The formal institutionalization of medical technology continued with the opening of the first clinical laboratory at Johns Hopkins Hospital in 1896. By 1911, the increasing reliance on laboratory science was reflected in various regulations and insurance practices. Ultimately, in 1915, the State Legislature of Pennsylvania enacted a groundbreaking law requiring all hospitals and institutions to maintain complete laboratory facilities staffed with full-time technicians. Finally, in 1940, a standard two-year collegiate curriculum with one year of actual laboratory training was formally established, leading to a bachelor’s degree in science.
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Medical Technology in the Philippines Post–World War II
The history of medical technology in the Philippines began to formalize significantly after World War II.
At the end of the war, the 26th Medical Laboratory of the 6th US Army established the first clinical laboratory in the Philippines on Quiricada Street, Sta. Cruz, Manila (where the Public Health Laboratory is now located). In February 1944, this facility provided one year of training to high school graduates, preparing them to work as laboratory technicians. In June 1945, the staff of the 6th US Army officially endorsed the laboratory to the National Department of Health before their departure. However, the laboratory’s facilities were not fully utilized and eventually ceased operations, partly because the science was not yet widely popular.
Dr. Pio de Roda, a Filipino bacteriologist and staff member of the 26th Medical Laboratory, played a crucial role in preserving the remnants of the laboratory with the help of Dr. Mariano Icasiano, Manila’s first City Health Officer. On October 1, 1945, Dr. Pio de Roda, with Dr. Prudencio Sta. Ana, formally re-established the laboratory. They offered free training (lasting from a week to a month) to high school and paramedical graduates, though without formal certification at that time.
In 1954, Dr. Pio de Roda instructed Dr. Sta. Ana to prepare a syllabus for training medical technicians. Together with Dr. Tirso Briones, they conducted a six-month training course that included certification. However, this project was short-lived because the Manila Sanitarium Hospital and Philippine Union College began offering a medical technology course.
That same year, through the efforts of Dr. Willa Hilgert Hedrick (an American practitioner and Seventh-Day Adventist missionary, recognized as the founder of medical technology education in the Philippines), Dr. Reuben Manalaysay, Rev. Warren, and the Bureau of Education, the first Medical Technology School in the Philippines was established. Dr. Hedrick, with Mrs. Antoinette McKelvey, prepared the course curriculum and established the first complete laboratory facilities in microbiology, parasitology, and histopathology at the Manila Sanitarium Hospital. The same year, a five-year course leading to a Bachelor of Science degree in Medical Technology was formally offered. In 1956, Mr. Jesse Umali became the first graduate of this program.
Other schools soon began to offer the course. In 1957, the University of Santo Tomas offered an elective course in pharmacy that could lead to a BS in Medical Technology, under the leadership of Dr. Antonio Gabriel and Dr. Gustav Reyes. From 1960–1961, the Bureau of Education officially approved the first three years as a three-year academic course, with the fourth year designated as an internship. Concurrently, Carmen de Luna, President of Centro Escolar University, delegated Purification Sunico-Suaco to develop a medical technology course, which later received approval and graduated its first students two years later.
In 1961, through the efforts of Dr. Horacio Ylagan and Dr. Serafin Juliano, the Far Eastern University started its School of Medical Technology, which was formally approved by the Bureau of Education. Dr. Ylagan became the technical director, and the school had its first graduates in 1963.
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Velez College Medical Technology Program History
In Cebu City, Velez College opened its College of Medical Technology in 1967–1968, with an initial enrollment of 104 female and 31 male students. The program has remained a four-year course to date.
- First two years: General Education subjects
- Third year: Medical Technology-related subjects (Hematology, Immunohematology, Clinical Chemistry, Clinical Microscopy, Pathology, Histopathology & Cytology, Medical Technology Laws & Bioethics, Laboratory Management, Microbiology, Parasitology, Immunology-Serology, etc.)
- Fourth year: Internship Training Program — extended to 11 months (longer than the usual 6 months).
Initially, internships were conducted at the Cebu Velez General Hospital laboratory. Over time, affiliations expanded to include other clinical settings, such as Perpetual Succour Hospital.
The first Dean of the College was Dr. Ibarra T. Panopio, a US-trained pathologist, who held the position until 2010. The faculty initially came from the Cebu Institute of Medicine, but by 1989, Velez College had developed its own classrooms and laboratories.
Since its opening, the program has earned a strong national reputation, consistently producing board exam topnotchers and achieving very high passing rates in the PRC licensure exams. The program is recognized by the PRC and PAMET and holds Level I accreditation with PAASCU. Velez College remains a leading training ground for aspiring doctors and globally competitive graduates.
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Lesson Summary
- Ancient Roots (460 BC – Medieval Period)
- Hippocrates emphasized clinical observation and treatment with drugs, surgery, and bloodletting.
- The Ebers Papyrus documented parasitic diseases (Ascaris, Taenia).
- Urinalysis in medieval times noted early diabetes links.
- Anna Fagelson documented the first lab-acquired infection.
- Microscopy and Early Modern Advancements (17th–18th Century)
- Anton Van Leeuwenhoek perfected microscopes, observing RBCs and bacteria.
- 18th-century medicine emphasized the four humors.
- 19th Century and Modern Onset (US & Europe)
- Rudolf Virchow: father of cellular pathology.
Apothecaries Act of 1815 standardized medical education.
- Harvard, Penn, Michigan, Johns Hopkins pioneered reforms.
- Douglas, Welch, Osler, and Dock advanced lab practices.
- First US clinical laboratory opened (1896, Johns Hopkins).
- By 1915, Pennsylvania mandated labs in hospitals.
- By 1940, BS in Medical Technology was formalized.
- Philippines Post–World War II
- First lab established in 1944 by US Army.
- Dr. Pio de Roda, Dr. Sta. Ana, Dr. Hedrick, and others established education programs.
- Philippine Union College (1954), UST (1957), CEU (1960), and FEU (1961) formalized MedTech education.
Velez College History
- Opened in 1967.
- Four-year curriculum + extended 11-month internship.
- Strong record of topnotchers, PRC recognition, and PAASCU accreditation.
- started 104 female students and 31 male students
Lesson Summary·
Histo.rical Perspe tive and Modern On et of Medical Technology
• Ancient oots (460 BC - Medieval Period): .
0 Hippocrates (460 BC), the "father of scientific medicine," linked anatomic !
observations and clinical findings to disease causes, advocating treatment via
. drugs, surgery, and bloodletting. . .
0 T_he Ebers Papyrus (c. 1550 BC) documented ancient knowledge f intest nal
diseases and parasites, ·including Ascaris /umbricoides and Taema species.
Modern scholar Vivian Herrick identified these early insights.
0 Urinalysis was a common;·thougti sometimes exaggerated, practic durin_g the
medieval period (10 -1438). Obs rvations in the Indian subcontinent linked
sweet, ant-attracting··urine to diabetes , as rioted by Ruth Williams.
o Anna Fagelson highlig ted early_ medical technology in the 14t c .ntury by
documenting a laboratory-acquired infection leading to Alexander G11larn s death·
Microscopy and Early Modern Advancements (17th -18th Century):
o The 17th century saw significant advancements in microscopy. Anto V n
Leeuwenhoek perfected his single-lens microscopes, becoming the first sc1e t1st
to meticulously observe and describe red blood cells and differentiate various
forms of bacterfa. . . . ..
o In the 18th century, medical education in Europe and North Africa adhered to the
four basic humors (blood, yellow bile, phlegm, black bile), with imbalances often
diagnosed via urine examination.
0 19th Century and Modern Onset in the United States:
o The 19th century marked profound advancements and formalization of medical
technology, especially in the US.
o Rudolf Virchow (1821-1902) emerged as the "father of microscopic pathology,"
emptiasizing .c llul;3r-levet stydy o! disease .!,!Sing the microscope. His extensive
contributions spanned Cell Biology, Anatomy, and Pathology.
o The Apothecaries Act of 1815 in England and Wales reformed medical training,
standardizing qualifications for apothecaries and contributing to a more systematic
approach to medicine:. . · .
o In the US, pioneers like Dr. Calvin Ellis (Massachusetts General Hospital)
integrated microscopy, and Dr. William Occam used laboratory findings as
preliminary diagnostic evidence.
o Medical education reforms began in 1871 at Harvard, Pennsylvania, and Michigan,
emphasizing "learning by doing". The Johns Hopkins School of Medicine later
provided two years of basic sciences, including pathological anatomy. .
o Dr.· Silas H. Douglas was instrumental in establishing. a significant chemical
laboratory at the 'University of Michigan (around 1857), pioneering student-led
chemistry experimentation.
o In the late 1870s, William H. Welch and Michell Prudden applied clinical
pathology to diagnosis.
o By 1880, Dr. William Osler introduced micro copes and blood-counting machines
in hospital laboratories.
o In 1887, Dr. William Osler and Dr. George Dock advanced laboratory practices,
often mandating routine examinations like urinalysis and blood tests for patients.
o The first clinical laboratory opened at Johns Hopkins Hospital in 1896.
o By 1911, laboratory science's role in diagnosis gained recognition through
regulations and insurance practices:
o In 5, Pennsylv n a enact d a !aw requiring hospitals to have full-tif!1e laboratory
fac11it1es and technicians, which helped laboratory services gain full recognition.
o By 1940, a standard two-year collagiate curriculum with one year of practical
training was estab!ished, leading to a bachelor's degree in science.
Medical Tech I •
no ogy m the Philippines Post-World War
0
The 26th Medical Laboratory of the 6th US Army established the first clinical
laboratory in the Philippines (Quiricada Street, Sta. Cruz, Manila) in February 1944
, providing technician training.
0
In June 1945, the US Army endorsed the laboratory to the National Dep rtment of
H alth, though it·later ceased operations due to the nascent popularity of the
science. ·
0
· Dr. Pio de Roda and Dr. Mariano i·casiano preserved·the lab's remnants, with Dr.
de Roda and Dr. Prudencio Sta. Ana formally re-establishing it on October 1, 1945-
They offered free, informal training to high school and paramedical gradu_ates.
0 In 1954, Dr. de Roda, Dr. Sta. Ana, and Dr. Tirso Briones conducted a sIx-month
certified training course,
0 Also in 1954, Dr. Willa. Hilgert Hedrick (founder of MedTech education in the
Philippines), Dr. Reuben Manalaysay, and Rev. Warren established the fir:5t
Medical Technology School at the Philippine Union College and Marnia
Sanitarium Hospital.
o Dr. Hedrick, with Mrs. Antoinette·McKelvey, developed the curriculum and lab
facilities, leading to the approval of a five-year BS Medical Technology course.
o Mr. Jesse Umali was the first graduate from Philippine Union College i 1956..
o Other institutions follow d: University of Santo Tomas in 1957 (elective leading
to BS MedTech) , and Centro Escolar Univer.sity (under Carmen de Luna and
Purification Sunico-Suaco).
o Far Eastern University started its School of Medical Technology in 1961 through
efforts including Dr. Horacio Ylagan and Dr. Serafin J. Juliano
o From 1960-1961, the Bureau of Education approved the collegiate program
structure (3 years academic, 1 year internship).
Velez College Medical Tecllnology·Program History:
o Opened its College of Medical Technology in Cebu City in School Year 1967-1968
with an initial enrollment of 104 female and ~31 male students.
o Offers a four-year BS Medical Technology course, with general education in the
first two years and specialized subjects from the third year..Key third-year subjects
include Hematology, Clinical Chemistry, Microbiology, Parasitology, and more.
o Curriculum revisions, mandated by CHED, added subjects like Cytogenetics and
Basic Pharmacology.
o Students undergo an eleven-month Internship Training Program in their fourth
year, longer than the typical six months.
o Early internships were at Cebu Velez General Hospital, later expanding to include
Perpetual Succour- Hospital.
o Dr. Ibarra T. Panopiowas the first Dean (until May 2010), with faculty initially from
Cebu Institute of Medicine (CIM). Velez developed its own facilities around 1989.
o Known for producing board topnotchers and achieving high passing rates in
PRC licensure exams, earning recogni ion from PRC and PAMET Cebu Chapter.
o The program holds i:.evel I accreditation with PAASCU. .
o Velez College is recognized as a strong training ground for aspiring doctors and
produces globally competitive graduates.
Velez College Medical Technology Program History:
Opened its College of Medical Technology in Cebu City in School Year 1967–1968 with an initial enrollment of 104 female and 31 male students.
Offers a four-year BS Medical Technology course, with general education in the first two years and specialized subjects from the third year. Key third-year subjects include Hematology, Clinical Chemistry, Microbiology, Parasitology, and more.
Curriculum revisions, mandated by CHED, added subjects like Cytogenetics and Basic Pharmacology.
Students undergo an eleven-month Internship Training Program in their fourth year, longer than the typical six months.
Early internships were at Cebu Velez General Hospital, later expanding to include Perpetual Succour Hospital.
Dr. Ibarra T. Panopio was the first Dean (until May 2010), with faculty initially from Cebu Institute of Medicine (CIM). Velez developed its own facilities around 1989.
Known for producing board topnotchers and achieving high passing rates in PRC licensure exams, earning recognition from PRC and PAMET Cebu Chapter.
The program holds Level I accreditation with PAASCU.
Velez College is recognized as a strong training ground for aspiring doctors and produces globally competitive graduates.