Kulnaree SirisaliSudarat ManochiopinijPairoj LeelahakulPhanthip VattanaviboonSophon SirisaliWijit WonglumsomMahidol UniversityPhramongkutklao College of Medicine2018-07-122018-07-122008-05-01Kasetsart Journal - Social Sciences. Vol.29, No.2 (2008), 177-181012583702-s2.0-55949131503https://repository.li.mahidol.ac.th/handle/123456789/19910A competent medical technologist is one required component of clinical laboratory quality. For sustainable competency, continuing education is the empowering mean. In this study, we used both "Traditional Education" and "Mobile Education" as systems of continuing education, and the effectiveness of the two systems were assessed. Two hundreds and ninety eight medical technologists entered the "Traditional Education" system, whereas 290 and 483 medical technologists participated in the "Mobile Education" system in the year 2006 and 2007 respectively. The "Traditional Education" was offered only in Bangkok, whereas the "Mobile Education" was carried in both provinces and Bangkok. Outcome of both systems was evaluated through participant's competency. The successful index was the ability of presenting a self-created project based on the laboratory problem in a national contest. Comparing of the two systems, the "Mobile Education" system was more efficient. A 3-time of created projects was obtained. This dramatic increase occurred in the year 2007. Surprisingly, 2 small laboratories as community hospital ones were also able to demonstrate their competency. Results showed that our chosen continuing education system especially the "Mobile Education" reached the intended goal.Mahidol UniversitySocial SciencesArticleSCOPUS