Laudicina R J
Division of Clinical Laboratory Science, University of North Carolina at Chapel Hill 27599-7145, USA.
Clin Lab Sci. 1999 Jul-Aug;12(4):221-6.
To characterize student attrition in CLT education programs and relate program outcome (graduate, voluntary withdrawal, or academic dismissal) to student characteristics in three clusters of variables: academic, background and demographic characteristics, and environmental factors.
Longitudinal, prospective study using a written survey and follow-up data collection.
Not applicable.
1527 students from 61 CLT academic-based educational programs located across the U.S.
Not applicable.
Participants completed a forced-choice written survey eliciting demographic and background information and measuring variables related to their involvement with the academic program and environmental factors external to the college. Program outcome groups: graduates, voluntary withdrawals, and academic dismissals were compared on each variable.
Graduates of CLT programs differ significantly from both academic dismissals and voluntary withdrawals on variables from all three variable clusters.
Student characteristics exhibited early in CLT programs may help identify those students who are at risk of academic failure or voluntary withdrawal. Knowledge of factors associated with lack of CLT program persistence may help educators design successful intervention programs to enhance retention.
描述临床实验室技术员（CLT）教育项目中的学生流失情况，并将项目结果（毕业、自愿退学或学业开除）与三组变量中的学生特征相关联，这三组变量分别为：学业、背景和人口统计学特征以及环境因素。
采用书面调查和随访数据收集的纵向前瞻性研究。
不适用。
来自美国各地61个以CLT学术为基础的教育项目的1527名学生。
不适用。
参与者完成了一项强制选择的书面调查，该调查收集了人口统计学和背景信息，并测量了与他们参与学术项目以及学院外部环境因素相关的变量。对毕业、自愿退学和学业开除这三个项目结果组在每个变量上进行了比较。
CLT项目的毕业生在所有三个变量组的变量上与学业被开除者和自愿退学者均有显著差异。
在CLT项目早期表现出的学生特征可能有助于识别那些有学业失败或自愿退学风险的学生。了解与CLT项目持续性不足相关的因素可能有助于教育工作者设计成功的干预项目以提高留存率。
