Selected options supporting use of the group embedded figures test in modeling achievement in clinical laboratory science programs.
OBJECTIVE
To identify, in light of predicted future shortages of allied-health personnel, student and curricular characteristics of clinical laboratory science (CLS) programs relevant to recruitment and retention at the baccalaureate level.


METHODS
Not applicable.


METHODS
Not applicable.


METHODS
Options for modeling achievement in CLS programs are developed, and designs and procedures for clarifying procedural questions are considered in a context of delivery of instruction for specialized curricula and skill development. Considerable attention is given to the potential for using the Group Embedded Figures Test (GEFT) in modeling, advising, designing curricula, and monitoring quality improvement of programs and graduates.


METHODS
Not applicable.


RESULTS
Supporting evidence is supplied from the literature for options in developing an appropriate model for examining those salient variables known to have linkages to achievement.


CONCLUSIONS
An argument is presented for better understanding of antecedent variables affecting achievement and retention of CLS students. In addition, a case is made for development of an appropriate model examining variables identified in the literature as being linked to achievement. Dynamic models based on these considerations should be developed chronologically from entry through graduation with emphasis on growth at year-end milestones.
Powell
M E
ME
Department of Medical Technology, School of Nursing & Allied Health, Tuskegee University, Alabama 36088, USA.
D000124:Achievement; D004521:Educational Measurement / Q000379:methods*; D005364:Field Dependence-Independence; D006801:Humans; D007858:Learning; D017056:Medical Laboratory Personnel / Q000193:education*; D017145:Models, Educational; D013336:Students, Health Occupations