title: Determining clinical laboratory science curriculum for the 21st century.
abstract: OBJECTIVE
  To conduct a study to show possible differences in clinical laboratory science (CLS) education in relation to knowledge and skill levels deemed most important to job performance success of entry bench level CLS practitioners as determined by laboratory supervisors. Information gained from the study may indicate areas of program curriculum needing revision, or the incorporation of subject areas not presently offered.
  
  
  METHODS
  Survey.
  
  
  METHODS
  CLS educators from 100 different hospital-based and university-based CLS programs, and medical laboratory departmental supervisors from 209 different hospital laboratories.
  
  
  METHODS
  An analysis of the data from the survey consisted of individual item percentages generated by both surveys and a comparison of tasks deemed highly important by supervisors with class time estimates devoted to those tasks.
  
  
  RESULTS
  The study indicated differences between what supervisors viewed as important knowledge and skills of entry bench level CLSs and the amount of class time devoted to those subjects by CLS educators.
  
  
  CONCLUSIONS
  To ensure continuing professional credibility, additional study will be needed regarding the education and practice of CLSs as automation, emerging technologies, and laboratory restructuring will continue to change the laboratory environment.
authors.affiliation: Clinical Laboratory Science, Winston-Salem State University, NC, USA.
authors.forename: D G
authors.initials: DG
authors.lastname: Ryman
authors.forename: D L
authors.initials: DL
authors.lastname: Leach
mesh_terms: D003479:Curriculum / Q000639:trends; D003625:Data Collection; D013677:Medical Laboratory Science / Q000193:education*; D014481:United States