Background: In parasitology, investigating the diagnostic stages is the most cost-effective, yet it requires sufficient training. This competency was compulsory in the master's degree in microbiology necessitating test requisition form at the workplace to help correct diagnosis.

Methodology: Brainstorming sessions were the initial step to defining their learning requirements. Then a student-centered learning process was used to trigger cognitive motivation, personal development, and learner satisfaction. Each competency was analyzed into milestones that reflect specific outcomes and objectives framed into entrustable professional activities (EPAs). To guarantying reaching the required milestone of competence continuous monitoring and evaluation guided by regulations of specific KPIs were performed. The time frame of the activity was within the duration specified for the required EPAs weight. Constructive feedback using questionnaires and measurements of the outcome tools was done.

Results: No average or poor responses by the teachers or the learners as regards all the different analytic elements in the evaluation forms. Despite having a sufficient level of proficiency, the chosen good responses of some parameters reflected that not all students were on the same level of learning achievements. The limited time restrained the development of the tool.

Conclusions: The incorporation of technology into the educational process restricted the traditional teacher-centered role. The Excel spreadsheets were innovated in detail to reflect provisional diagnoses. Students' perception of the experience was adequately positive to recommend extending the use of the tool to other courses. Also, teachers' responses were very positive encouraging the continuation of the experience.