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Related Experiment Videos

Themes in student attrition.

R J Laudicina1

  • 1Department of Medical Allied Health Professions, School of Medicine, University of North Carolina at Chapel Hill 27599-7145, USA.

Clinical Laboratory Science : Journal of the American Society for Medical Technology
|February 6, 1997
PubMed
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Student attrition in clinical laboratory programs occurs for voluntary and nonvoluntary reasons, with academic underpreparedness being a key factor. Retention strategies should address both academic and nonacademic concerns, considering program level differences.

Area of Science:

  • Medical Laboratory Science Education
  • Allied Health Professions
  • Student Retention

Background:

  • Understanding student attrition is crucial for maintaining a qualified workforce in clinical laboratory science.
  • Previous research has not fully elucidated the specific factors contributing to attrition in clinical laboratory technician (CLT) and clinical laboratory scientist (CLS) programs.
  • Identifying common and distinct reasons for withdrawal can inform targeted interventions.

Purpose of the Study:

  • To compare and contrast attrition patterns in clinical laboratory technician and clinical laboratory scientist education programs.
  • To identify general themes and specific academic/nonacademic reasons for student attrition.
  • To gather data on the relative importance of these reasons based on program director perspectives.

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Main Methods:

  • A mailed, written survey was distributed to program directors.
  • The survey included 36 forced-choice items to gather data on program attrition.
  • Participants were program directors from 208 clinical laboratory science and technician educational programs across the United States.

Main Results:

  • Voluntary and nonvoluntary student withdrawals occurred in nearly equal proportions.
  • Academic underpreparedness emerged as a primary underlying theme for attrition in both program types.
  • Significant differences were observed in the importance of specific attrition reasons between CLT and CLS programs.

Conclusions:

  • Effective retention programs must address both academic and nonacademic student concerns.
  • Tailoring interventions to the specific educational program level (CLT vs. CLS) is essential.
  • Recognizing the varying importance of attrition reasons by program level can optimize student support strategies.