Themes in student attrition.
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.


METHODS
Mailed, written survey.


METHODS
Program directors of 208 clinical laboratory science and clinical laboratory technician educational programs.


METHODS
Responses to a 36-item forced-choice survey eliciting information about program attrition and the importance of reasons for student attrition.


METHODS
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.


CONCLUSIONS
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.


BACKGROUND
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.
Laudicina
R J
RJ
Department of Medical Allied Health Professions, School of Medicine, University of North Carolina at Chapel Hill 27599-7145, USA.
D019411:Clinical Laboratory Techniques / Q000193:education; D006801:Humans; D017056:Medical Laboratory Personnel / Q000193:education*; D013332:Student Dropouts