{"id":2070,"date":"2022-09-13T18:03:26","date_gmt":"2022-09-13T18:03:26","guid":{"rendered":"https:\/\/arsiunelearning.net\/newweb\/?page_id=2070"},"modified":"2022-09-13T18:03:28","modified_gmt":"2022-09-13T18:03:28","slug":"medical-laboratory-science-overview","status":"publish","type":"page","link":"https:\/\/arsiunelearning.net\/newweb\/medical-laboratory-science-overview\/","title":{"rendered":"Medical Laboratory Science overview"},"content":{"rendered":"\n

Background<\/strong> <\/strong>of<\/strong> <\/strong>the<\/strong> <\/strong>department<\/strong><\/p>\n\n\n\n

Background<\/strong><\/p>\n\n\n\n

Ethiopia is a country characterized by low socio-economic status and health service<\/p>\n\n\n\n

coverage. As a result, there is low ratio and improper mix of health professional to the<\/p>\n\n\n\n

population. The current Ethiopian health policy is based on health promotion and disease<\/p>\n\n\n\n

prevention by giving priority to the rural and unprivileged urban population. Successful<\/p>\n\n\n\n

implementation of this policy is highly dependent on availability of well-trained health<\/p>\n\n\n\n

professionals, both in quality and quantity.<\/p>\n\n\n\n

Education is a mainstay for development and alleviation of rampant problems of a given<\/p>\n\n\n\n

nation. It can offer opportunities to the citizens of a country to play a pivotal role in<\/p>\n\n\n\n

bringing and sustaining the required development in various sectors in which the health<\/p>\n\n\n\n

delivery system is not an exception. The laboratory service as an essential component of<\/p>\n\n\n\n

the health care delivery system requires properly trainedprofessionals.<\/p>\n\n\n\n

Historically, although rudimentary examinations of human body fluids date back to the<\/p>\n\n\n\n

time of the ancient Greek physician Hippocrates around 300 BC, simple laboratory<\/p>\n\n\n\n

procedures were performed by physicians, then by laboratory assistants trained by<\/p>\n\n\n\n

pathologists. However, World War I brought about a critical shortage of qualified<\/p>\n\n\n\n

laboratory assistants to staff the laboratories, prompting the creation of a wide variety of<\/p>\n\n\n\n

training programs to meet the growing need. The clinical laboratory work force<\/p>\n\n\n\n

comprises a critical sector of the health care workforce. Due to advances in medical<\/p>\n\n\n\n

technology, clinical laboratory workers perform an ever-increasing range of tests help in<\/p>\n\n\n\n

detecting and diagnosing diseases or pre disease states as well as monitoring the progress<\/p>\n\n\n\n

and results of treatment among other things.<\/p>\n\n\n\n

Formal laboratory professionals training in Ethiopia was started in 1954. The pioneers<\/p>\n\n\n\n

were the then Pastor institute now it is known as Ethiopian Public Health Institute,<\/p>\n\n\n\n

Menelik II Hospital, University of Gondar (previous name Gondar Public Health College<\/p>\n\n\n\n

and training center) and Jimma University (previous name Jimma Health Science<\/p>\n\n\n\n

<\/a>College).<\/p>\n\n\n\n

Since then, numerous laboratory professionals were trained at different levels and<\/p>\n\n\n\n

assumed positions in various health institutions and contributed significantly to the<\/p>\n\n\n\n

health care delivery system of the country which enabled selected laboratory technology<\/p>\n\n\n\n

diploma graduates to pursue their first degree. This was followed by a five-year B.Sc.<\/p>\n\n\n\n

training program for generic students under the directives of the Ministry of Education.<\/p>\n\n\n\n

The five years program was subjected to series of review process to fit into a new three<\/p>\n\n\n\n

years training and education policy of the country.<\/p>\n\n\n\n

Currently, health institutions (hospitals, health centers, regional laboratories, and <\/p>\n\n\n\n

others), higher education institutions (government and private), research<\/p>\n\n\n\n

institutions     and     industries     that     require      competent     medical      laboratory<\/p>\n\n\n\n

professionals at different level of training and expertise are progressively<\/p>\n\n\n\n

growing. As a consequence, ample opportunities are created for medical<\/p>\n\n\n\n

laboratory science practitioners to play a vital role in the country\u2019s development.<\/p>\n\n\n\n

However, the input of these professionals to a great extent depends on the<\/p>\n\n\n\n

quality of education (training) they receive in the higher learninginstitutions.<\/p>\n\n\n\n

The Ministry of Science and Higher Education (MoSHE) and Federal Ministry<\/p>\n\n\n\n

of Health (FMoH) coordinated different levels of workshops to prepare a<\/p>\n\n\n\n

national curriculum for Medical Laboratory Science undergraduate BSc<\/p>\n\n\n\n

program. As a result, with the initiative of MoSHE and contribution of experts<\/p>\n\n\n\n

from FMoH, different Universities, and other stakeholders developed integrated<\/p>\n\n\n\n

harmonized modular curriculum for Medical Laboratory science program.<\/p>\n\n\n\n

Hence, the medical laboratory science schools\/departments at different higher<\/p>\n\n\n\n

education institutions are expected to adopt this new integrated harmonized<\/p>\n\n\n\n

modular curriculum so as to train and produce, well-skilled and competent<\/p>\n\n\n\n

Medical Laboratory Science practitioners who play a significant role in<\/p>\n\n\n\n

improving medical laboratoryservices.<\/p>\n\n\n\n

Based on the above given directives from MoSHE and FMoH with due<\/p>\n\n\n\n

consideration of the newly designed first year common courses by MoSHE,<\/p>\n\n\n\n

<\/a>experts from different higher institution and stakeholders revised and<\/p>\n\n\n\n

harmonized the curriculum and Arsi University, medcal laboratory Science<\/p>\n\n\n\n

department adopted it as follows.<\/p>\n\n\n\n

C.<\/strong> <\/strong>About<\/strong> <\/strong>Department<\/strong><\/p>\n\n\n\n

\u00d8 Objectives of the program<\/p>\n\n\n\n

General Objective<\/p>\n\n\n\n

\u00b7      The aim of this program is to produce BSc level Medical Laboratory<\/p>\n\n\n\n

Science Practitioners capable of providing quality, comprehensive and<\/p>\n\n\n\n

evidence based medical laboratory services.<\/p>\n\n\n\n

Specific Objectives<\/p>\n\n\n\n

The specific objectives of Generic Medical Laboratory Science program are to train:<\/p>\n\n\n\n

\u00b7      Qualified medical laboratory science practitioners to work in health<\/p>\n\n\n\n

institutions, higher institutions, research institutions and industries.<\/p>\n\n\n\n

\u00b7      Graduates capable of developing and promoting the medical laboratory<\/p>\n\n\n\n

profession for human good.<\/p>\n\n\n\n

\u00b7      Competent medical laboratory science practitioners to meet the human<\/p>\n\n\n\n

power needs of various health and health related institutions.<\/p>\n\n\n\n

\u00b7      Graduates equipped with skills to utilize classical and advanced<\/p>\n\n\n\n

laboratory techniques in clinical diagnosis of human disease (in both<\/p>\n\n\n\n

clinical and public health laboratory settings).<\/p>\n\n\n\n

\u00b7      Graduates who can test and analyze tissue, blood, and other biological<\/p>\n\n\n\n

specimens collected for the purposes of criminal and other legal<\/p>\n\n\n\n

investigations.<\/p>\n\n\n\n

\u00b7      Graduates who can participate in identifying and solving the community<\/p>\n\n\n\n

problems in various health perspectives.<\/p>\n\n\n\n

<\/a>\u00b7      Graduates with managerial, supervisory and quality assurance responsibility.<\/p>\n\n\n\n

\u00b7      Competent practitioners who can maintain the professional code of ethics.<\/p>\n\n\n\n

\u00d8 Graduate Profile<\/p>\n\n\n\n

A student who has successfully completed the B.Sc. in Medical Laboratory Sciences<\/p>\n\n\n\n

Education will be able to apply his\/her knowledge, skills, and attitudes as follows:<\/p>\n\n\n\n

Knowledge<\/strong><\/p>\n\n\n\n

\u00a7      Understand management, policies, principles and procedures of the medical<\/p>\n\n\n\n

laboratory sciences<\/p>\n\n\n\n

\u00a7      Use his\/her critical thinking to improve the laboratory-working environment<\/p>\n\n\n\n

\u00a7      Familiarize him\/herself with latest scientific findings to improve the quality of<\/p>\n\n\n\n

medical\/ clinical laboratory services rendered to the society.<\/p>\n\n\n\n

\u00a7      Recognize and interpret laboratory findings and correlate with common disease<\/p>\n\n\n\n

pathogenesis<\/p>\n\n\n\n

\u00a7      Identify factors that affect procedures and test results, and suggest appropriate<\/p>\n\n\n\n

action within predetermined limits.<\/p>\n\n\n\n

\u00a7      Recognize ways of surveillance of communicable diseases<\/p>\n\n\n\n

\u00a7      Confirm and verify results through an in-depth knowledge of scientific methods,<\/p>\n\n\n\n

principles and instrumentation theory.<\/p>\n\n\n\n

\u00a7      Recognize laboratory logistic procurement, evaluation, setup specification and<\/p>\n\n\n\n

equipment auditing<\/p>\n\n\n\n

\u00a7      Understand international Medical\/Clinical laboratory quality standards<\/p>\n\n\n\n

\u00a7      Understand pathogenesis and diagnostic principles and methods of bacterial,<\/p>\n\n\n\n

viral, fungal and parasitic diseases.<\/p>\n\n\n\n

\u00a7      Recognize the physiological and pathological conditions which may affect the<\/p>\n\n\n\n

biochemical and hematological parameters.<\/p>\n\n\n\n

\u00a7      List factors that influence down time of lab instruments-based SOP<\/p>\n\n\n\n

\u00a7      Explain the principle of radioactive detection and safety issues according to SOP<\/p>\n\n\n\n

\u00a7      Identify the operating procedures of micropipettes, spectrophotometer,<\/p>\n\n\n\n

electrophoresis, chromatography, cell counting automation and electrochemical<\/p>\n\n\n\n

techniques.<\/p>\n\n\n\n

<\/a>\u00a7      Understand the definitions and principles of related to supply chain management<\/p>\n\n\n\n

\u00a7      Acquire understanding and knowledge of project management skills, centralized<\/p>\n\n\n\n

procurement and tracking of supplies and logistics<\/p>\n\n\n\n

\u00a7      Understand the supply chain management and logistics system<\/p>\n\n\n\n

\u00a7      Understand the process of supply chain management<\/p>\n\n\n\n

\u00a7      Understand importance and role of supplier and vendor in supply chain<\/p>\n\n\n\n

management<\/p>\n\n\n\n

\u00a7      Describe cost accounting, financial statements, and bidding process in<\/p>\n\n\n\n

procurement<\/p>\n\n\n\n

\u00a7      Acquire cost-to-serve understanding<\/p>\n\n\n\n

\u00a7      Understand the technical requirements, cross-cultural and global business and<\/p>\n\n\n\n

financial issues in supply chain management<\/p>\n\n\n\n

\u00a7      Understand information technology, automation knowledge, electronic business<\/p>\n\n\n\n

and electronic purchases, catalogue reading and product searching<\/p>\n\n\n\n

\u00a7      Define criteria for supplies or materials to be purchased<\/p>\n\n\n\n

\u00a7      Consider the advantages and disadvantages of purchasing \u201cbrand name\u201d<\/p>\n\n\n\n

compared to \u201cgeneric\u201d products<\/p>\n\n\n\n

\u00a7      Understand business ethics and Understand any local or national government<\/p>\n\n\n\n

requirements that need to be accommodated in the contracts<\/p>\n\n\n\n

\u00a7      Know supply chain management troubleshooting and problem solving, and<\/p>\n\n\n\n

understand supplier relationship management<\/p>\n\n\n\n

\u00a7      Know how to negotiate for the best price without undermining quality.<\/p>\n\n\n\n

\u00a7      Understanding of the legal issues involved in managing contracts<\/p>\n\n\n\n

\u00a7      Discuss the basic principles of resources mobilization<\/p>\n\n\n\n

\u00a7      Acquire knowledge of efficient resources utilization<\/p>\n\n\n\n

\u00a7      Understand the use of national resource mobilization formats<\/p>\n\n\n\n

\u00a7      Describe stakeholder mapping and analysis<\/p>\n\n\n\n

\u00a7      Understand the principle of receiving, inspecting, testing, storing, and handling<\/p>\n\n\n\n

of materials<\/p>\n\n\n\n

\u00a7      Understand the process of assessing and maintaining inventory management<\/p>\n\n\n\n

\u00a7      Understand the proper distribution of laboratory supplies<\/p>\n\n\n\n

<\/a>\u00a7      Acquire knowledge about supplies and equipment acceptance<\/p>\n\n\n\n

Attitude<\/strong><\/p>\n\n\n\n

\u00a7      Maintain the medical laboratory ethical code of conduct standards and<\/p>\n\n\n\n

contribute to stewardship of their profession<\/p>\n\n\n\n

\u00a7      Adhere to Laboratory standard operative procedures while performing tests<\/p>\n\n\n\n

\u00a7      Advocate the proper use of laboratory tests.<\/p>\n\n\n\n

\u00a7      Promote safety, quality control and quality assurance in clinical and public<\/p>\n\n\n\n

health laboratories<\/p>\n\n\n\n

\u00a7      Participate in policy, professional standards, continuing professional<\/p>\n\n\n\n

development issues pertaining to medical laboratory profession<\/p>\n\n\n\n

\u00a7      Respectful, compassionate and caring to patients, their relatives and other<\/p>\n\n\n\n

professionals<\/p>\n\n\n\n

\u00a7      Apply business ethics<\/p>\n\n\n\n

\u00a7      Practice constant learning and thorough understanding<\/p>\n\n\n\n

\u00a7      Develop good working network and integrate multiple systems<\/p>\n\n\n\n

\u00a7      Adhere and follow standards for quantification, inventory management,<\/p>\n\n\n\n

storage and distribution of laboratory equipment and supplies<\/p>\n\n\n\n

\u00a7      Adhere and follow standard products specification<\/p>\n\n\n\n

\u00a7      Aspire accreditation as important as service delivery<\/p>\n\n\n\n

Skill<\/strong><\/p>\n\n\n\n

\u00a7      Perform routine and advanced biochemical, bacteriological, virological ,<\/p>\n\n\n\n

mycological, parasitological, hematological, immunologic, and molecular<\/p>\n\n\n\n

tests, on clinical, environmental, drugs, toxins and specimens of public<\/p>\n\n\n\n

importance.<\/p>\n\n\n\n

\u00a7      Participate and contribute in surveillance and control of communicable<\/p>\n\n\n\n

disease and information dissemination in diseases outbreak situations.<\/p>\n\n\n\n

\u00a7      Assist, participate and conduct operational and basic research and involve in<\/p>\n\n\n\n

development of new medical laboratory diagnostic technologies.<\/p>\n\n\n\n

\u00a7      Establish and monitor programs to ensure the accuracy of tests.<\/p>\n\n\n\n

\u00a7      Plan and monitor laboratory logistic procurement, evaluation, setup, auditing<\/p>\n\n\n\n

and safe disposal<\/p>\n\n\n\n

\u00a7      Provide professional services, leadership and quality assurance in<\/p>\n\n\n\n

clinical\/public health laboratories<\/p>\n\n\n\n

\u00a7      Monitor and maintain proper functioning of medical laboratory<\/p>\n\n\n\n

equipment\/reagents<\/p>\n\n\n\n

\u00a7      Supervise medical laboratory staff.<\/p>\n\n\n\n

\u00a7      Develop, evaluate and update laboratory standard operational procedures.<\/p>\n\n\n\n

\u00a7      Demonstrate leadership and management skills in health\/research institutions<\/p>\n\n\n\n

\u00a7      Engage in policy, professional standards, and continuing professional<\/p>\n\n\n\n

development issues pertaining to medical laboratory profession.<\/p>\n\n\n\n

\u00a7      Collect, preserve, store and transport referral specimens for proper and safe<\/p>\n\n\n\n

testing<\/p>\n\n\n\n

\u00a7      Communicate effectively both verbally and non-verbally.<\/p>\n\n\n\n

\u00a7      Collect, document, retrieve and interpret laboratory data clearly and safely.<\/p>\n\n\n\n

\u00a7\u00a0\u00a0\u00a0\u00a0\u00a0 Forecast\u00a0laboratory\u00a0supplies\u00a0and\u00a0equipment\u00a0for\u00a0procurement<\/p>\n\n\n\n

\u00a7      Undergo method selection process and prepare acceptance criteria for supplies<\/p>\n\n\n\n

and equipment after procurement<\/p>\n\n\n\n

\u00a7      Review all contracts to make sure the laboratory\u2019s requirements are being met.<\/p>\n\n\n\n

\u00a7      Prepare specification and undergo item selection process for purchase<\/p>\n\n\n\n

\u00a7      Engage in preparation of contractual agreement and legal frame work<\/p>\n\n\n\n

\u00a7      Determine how payments will be made, and how the vendor will assure<\/p>\n\n\n\n

reliable availability and delivery of supplies and reagents.<\/p>\n\n\n\n

Admission<\/strong> <\/strong>Requirements<\/strong><\/p>\n\n\n\n

To be admitted to the regular Program, candidates must:<\/p>\n\n\n\n

\u00b7      Meet the set entrance criteria for Higher Education institutions.<\/p>\n\n\n\n

\u00b7      Satisfy the academic rules and regulations of the university.<\/p>\n\n\n\n

\u00b7      Present diploma in Medical Laboratory Technician\/Technology\/Sciences who<\/p>\n\n\n\n

meet the admission criteria set by authorized institution. Diploma\/advanced<\/p>\n\n\n\n

diploma\/ level IV graduates in Medical Laboratory Sciences, passed<\/p>\n\n\n\n

certificate of competency (COC) exam and able to pass entry exam of the<\/p>\n\n\n\n

teaching institution<\/p>\n\n\n\n

\u00b7      Be physically and mentally healthy and fit to the program<\/p>\n\n\n\n

\u00b7      Applicants with minor physical problems that would not hinder effective<\/p>\n\n\n\n

training should be considered in to the school<\/p>\n\n\n\n

\u00b7      However, any student with any visual problem and any problem in<\/p>\n\n\n\n

manipulation of laboratory equipment using his\/her both hands should<\/p>\n\n\n\n

not be selected to join the school.<\/p>\n\n\n\n

\u00b7      Students who are unable to hear and speak<\/p>\n\n\n\n

Advanced<\/strong> <\/strong>Standing<\/strong> <\/strong>Program<\/strong><\/p>\n\n\n\n

Admission of the advanced standing applicants to the School of Medical Laboratory Sciences<\/p>\n\n\n\n

will be made based on the existing University\u2019s rules and regulations. Applicant will be<\/p>\n\n\n\n

registered with freshman students, however he\/she will directly join medical laboratory<\/p>\n\n\n\n

department when others selecting their preference department according to rule and regulations<\/p>\n\n\n\n

of the university.<\/p>\n\n\n\n

To be enrolled to medical laboratory sciences department:<\/p>\n\n\n\n

<\/a>\u00b7      He\/she should have diploma\/level-4 in medical laboratory sciences<\/p>\n\n\n\n

\u00d8 Graduate requirement<\/p>\n\n\n\n

Graduation requirement will be according to the university\u2019s rule and regulation. Thus, a student<\/p>\n\n\n\n

enrolled in the BSc Medical Laboratory Science program is eligible for graduation if and only if<\/p>\n\n\n\n

he\/she:<\/p>\n\n\n\n

\u00b7      Has taken all the required modules for the program and obtained a minimum CGPA of<\/p>\n\n\n\n

2.00<\/p>\n\n\n\n

\u00b7      Student should be able to pass comprehensive exam of the department\/school, both in<\/p>\n\n\n\n

theory and practice before graduation.<\/p>\n\n\n\n

\u00b7      Has not scored <\/strong>\u201c<\/strong>F<\/strong>\u201d<\/strong> grade in any module, should not score less than <\/strong>\u201c<\/strong>C<\/strong>\u201d<\/strong> grade in any<\/p>\n\n\n\n

core module and should not score less than \u201cC-\u201d grade for any supportive module.<\/p>\n\n\n\n

\u00b7      A student shall score at least \u201cC-\u201cfor any supportive modules<\/p>\n\n\n\n

\u00b7      Has carried out a student research project on a selected and agreed topic of research<\/p>\n\n\n\n

problem and scored a minimum of <\/strong>\u201c<\/strong>C<\/strong>\u201d<\/strong> grade in his\/her research report.<\/p>\n\n\n\n

\u00b7      Pass successfully the comprehensive exam.<\/p>\n\n\n\n

The minimum passing mark for the Comprehensive exam (Internal plus external) is 60%. If a<\/p>\n\n\n\n

student failed to score the above-mentioned result, he or she should be delayed for three months.<\/p>\n\n\n\n

During this period the student will be attached to hospital laboratories for further practice and\/or<\/p>\n\n\n\n

given an assignment and re-evaluated. The evaluation shall be consisted of hospital attachment<\/p>\n\n\n\n

evaluation (40%), written examination (40%) and oral examination (internal examination)<\/p>\n\n\n\n

(20%). This should be conducted until competency is ascertained.<\/p>\n\n\n\n

\u00d8 Degree Nomenclature<\/p>\n\n\n\n

The degree to be awarded to the students after completion of the program will bear the<\/p>\n\n\n\n

following name:<\/p>\n\n\n\n

English version: <\/strong>\u201c<\/strong>Bachelor of Science Degree in Medical Laboratory Sciences<\/u><\/strong>\u201d<\/p>\n\n\n\n

Amharic version: <\/u><\/strong>\u201c<\/u><\/strong>\u12e8\u1233\u12ed\u1295\u1235 \u1263\u127d\u1208\u122d \u12f2\u130d\u122a \u1260\u1205\u12ad\u121d\u1293 \u120b\u1266\u122b\u1276\u122a \u1233\u12ed\u1295\u1235<\/u><\/strong>\u201d<\/u><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Background of the department Background Ethiopia is a country characterized by low socio-economic status and health service coverage. As a result, there is low ratio and improper mix of health professional to the population. The current Ethiopian health policy is based on health promotion and disease prevention by giving priority to the rural and unprivileged urban population. Successful implementation of this policy is highly dependent on availability of well-trained health professionals, both in quality and quantity. Education is a mainstay for development and alleviation of rampant problems of a given nation. It can offer opportunities to the citizens of a country to play a pivotal role in bringing and sustaining the required development in various sectors in which the health delivery system is not an exception. The laboratory service as an essential component of the health care delivery system requires properly trainedprofessionals. Historically, although rudimentary examinations of human body fluids date back to the time of the ancient Greek physician Hippocrates around 300 BC, simple laboratory procedures were performed by physicians, then by laboratory assistants trained by pathologists. However, World War I brought about a critical shortage of qualified laboratory assistants to staff the laboratories, prompting the creation of a wide variety of training programs to meet the growing need. The clinical laboratory work force comprises a critical sector of the health care workforce. Due to advances in medical technology, clinical laboratory workers perform an ever-increasing range of tests help in detecting and diagnosing diseases or pre disease states as well as monitoring the progress and results of treatment among other things. Formal laboratory professionals training in Ethiopia was started in 1954. The pioneers were the then Pastor institute now it is known as Ethiopian Public Health Institute, Menelik II Hospital, University of Gondar (previous name Gondar Public Health College and training center) and Jimma University (previous name Jimma Health Science College). Since then, numerous laboratory professionals were trained at different levels and assumed positions in various health institutions and contributed significantly to the health care delivery system of the country which enabled selected laboratory technology diploma graduates to pursue their first degree. This was followed by a five-year B.Sc. training program for generic students under the directives of the Ministry of Education. The five years program was subjected to series of review process to fit into a new three years training and education policy of the country. Currently, health institutions (hospitals, health centers, regional laboratories, and  others), higher education institutions (government and private), research institutions     and     industries     that     require      competent     medical      laboratory professionals at different level of training and expertise are progressively growing. As a consequence, ample opportunities are created for medical laboratory science practitioners to play a vital role in the country\u2019s development. However, the input of these professionals to a great extent depends on the quality of education (training) they receive in the higher learninginstitutions. The Ministry of Science and Higher Education (MoSHE) and Federal Ministry of Health (FMoH) coordinated different levels of workshops to prepare a national curriculum for Medical Laboratory Science undergraduate BSc program. As a result, with the initiative of MoSHE and contribution of experts from FMoH, different Universities, and other stakeholders developed integrated…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2070","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/pages\/2070","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/comments?post=2070"}],"version-history":[{"count":1,"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/pages\/2070\/revisions"}],"predecessor-version":[{"id":2073,"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/pages\/2070\/revisions\/2073"}],"wp:attachment":[{"href":"https:\/\/arsiunelearning.net\/newweb\/wp-json\/wp\/v2\/media?parent=2070"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}