Laudicina R J
Department of Medical Allied Health Professions, School of Medicine, University of North Carolina at Chapel Hill 27599-7145, USA.
Clin Lab Sci. 1997 Mar-Apr;10(2):75-82.
To characterize similarities and differences in attrition in clinical laboratory science and clinical laboratory technician education programs by identifying general themes, specific academic and nonacademic reasons, and other relevant data.
Mailed, written survey.
Program directors of 208 clinical laboratory science and clinical laboratory technician educational programs.
Responses to a 36-item forced-choice survey eliciting information about program attrition and the importance of reasons for student attrition.
Clinical laboratory science and clinical laboratory technician program directors across the United States.
Students were found to withdraw from educational programs for both voluntary and nonvoluntary reasons in approximately equal numbers. Academic underpreparedness was a predominant general theme underlying student attrition in both levels of programs. The importance of certain specific reasons cited for student attrition differed significantly by program level.
To be effective, it may be necessary to design retention programs that address academic concerns, as well as nonacademic concerns, of students. The level of educational program (clinical laboratory technician or clinical laboratory scientist) should be considered, because reasons for attrition vary in degree of importance.
CLT = clinical laboratory technician; CLS = clinical laboratory scientist; CAHEA = Committee on Allied Health Education and Accreditation. INDEX TERMS: Clinical laboratory technician students; clinical laboratory science students; education; attrition; retention.
