Abstract
OBJECTIVE
To document the use of student retention methods in clinical laboratory scientist (CLS) and clinical laboratory technician (CLT) education programs sponsored by academic institutions.
PARTICIPANTS
Program directors of 182 CLS and CLT education programs.
INTERVENTIONS
Not applicable.
MAIN OUTCOME MEASURE
Responses to a 52-item, forced-choice s survey of retention methods used and program enrollment data provided by survey respondents.
RESULTS
All programs are using retention methods, although only 36% of the programs have official retention programs for all students, while 14% have programs targeting minorities. A wide variety of retention methods are used, maintenance-phase activities being used with the greatest frequency. CLS and CLT programs differ in their use of certain retention methods and in some of the phases of the retention process emphasized.
CONCLUSION
This study describes the use of a wide variety of retention methods currently employed nationwide. Educators can use the results of this study as a baseline for evaluating their own programs' retention efforts in attempting to address the problem of student attrition.
TY - JOUR
T1 - Student retention methods in clinical laboratory education programs.
A1 - Laudicina,R J,
PY - 1995/2/7/pubmed
PY - 1995/2/7/medline
PY - 1995/2/7/entrez
SP - 94
EP - 101
JF - Clinical laboratory science : journal of the American Society for Medical Technology
JO - Clin Lab Sci
VL - 8
IS - 2
N2 - OBJECTIVE: To document the use of student retention methods in clinical laboratory scientist (CLS) and clinical laboratory technician (CLT) education programs sponsored by academic institutions. DESIGN: Mailed survey. SETTING: Not applicable. PARTICIPANTS: Program directors of 182 CLS and CLT education programs. INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURE: Responses to a 52-item, forced-choice s survey of retention methods used and program enrollment data provided by survey respondents. RESULTS: All programs are using retention methods, although only 36% of the programs have official retention programs for all students, while 14% have programs targeting minorities. A wide variety of retention methods are used, maintenance-phase activities being used with the greatest frequency. CLS and CLT programs differ in their use of certain retention methods and in some of the phases of the retention process emphasized. CONCLUSION: This study describes the use of a wide variety of retention methods currently employed nationwide. Educators can use the results of this study as a baseline for evaluating their own programs' retention efforts in attempting to address the problem of student attrition.
SN - 0894-959X
UR - https://www.unboundmedicine.com/medline/citation/10150471/Student_retention_methods_in_clinical_laboratory_education_programs_
DB - PRIME
DP - Unbound Medicine
ER -