Abstract
OBJECTIVE
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.
DESIGN
Mailed, written survey.
PARTICIPANTS
Program directors of 208 clinical laboratory science and clinical laboratory technician educational programs.
MAIN OUTCOME MEASURE
Responses to a 36-item forced-choice survey eliciting information about program attrition and the importance of reasons for student attrition.
DATA SOURCES
Clinical laboratory science and clinical laboratory technician program directors across the United States.
RESULTS
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.
CONCLUSION
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.
ABBREVIATIONS
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.
TY - JOUR
T1 - Themes in student attrition.
A1 - Laudicina,R J,
PY - 1997/2/6/pubmed
PY - 1997/2/6/medline
PY - 1997/2/6/entrez
SP - 75
EP - 82
JF - Clinical laboratory science : journal of the American Society for Medical Technology
JO - Clin Lab Sci
VL - 10
IS - 2
N2 - OBJECTIVE: 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. DESIGN: Mailed, written survey. PARTICIPANTS: Program directors of 208 clinical laboratory science and clinical laboratory technician educational programs. MAIN OUTCOME MEASURE: Responses to a 36-item forced-choice survey eliciting information about program attrition and the importance of reasons for student attrition. DATA SOURCES: Clinical laboratory science and clinical laboratory technician program directors across the United States. RESULTS: 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. CONCLUSION: 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. ABBREVIATIONS: 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.
SN - 0894-959X
UR - https://www.unboundmedicine.com/medline/citation/10166355/Themes_in_student_attrition_
DB - PRIME
DP - Unbound Medicine
ER -
