The Doctorate in Clinical Laboratory Science: A View of the Strategy for Continuity, Growth, and Realization of Potential

Elizabeth Kenimer Leibach

doi:10.29074/ascls.20.3.132

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Elizabeth Kenimer Leibach⇑
1. is chair and associate professor in the Department of Biomedical and Radiological Technologies, Medical College of Georgia, Augusta GA

Address for correspondence: Elizabeth Kenimer Leibach EdD MS CLS MT SBB, chair and associate professor, Department of Biomedical and Radiological Technologies, EC 2437 Medical College of Georgia, Augusta GA 30912-0500. (706) 721-3046, (706) 721-7631 (fax).ekenimer{at}mcg.edu.

Extract

In 2005 the ASCLS President Susan Morris charged the Professional Doctorate Task Force (PDTF) to guide the development of the professional doctorate in clinical laboratory science (DCLS): “Implement a Professional Doctorate pilot project involving one or more universities that will develop degree programs, and publish a white paper that demonstrates the importance and value of the doctoral level clinical laboratory professional's role in the healthcare delivery system.”

PROGRESS TOWARD PROFESSIONAL DOCTORATE PROGRAMS AND PRACTICE Working toward these goals for two years, the PDTF has produced a model doctoral curriculum to include competencies, course descriptions, and objectives; identified universities interested in program implementation; and initiated a process for institutional collaboration in development of program proposals and consortia and identification of start-up funding sources. The PDTF also has been instrumental in the coalescing of a national perspective and “vision” of the practice of the DCLS and its impact on healthcare delivery through multiple presentations, collaborations with NAACLS and other professional organizations, and communications in the professional literature.

PROFESSIONAL DOCTORATE CYCLE These accomplishments can be viewed in Figure 1.

Step 1. Evolution and model design The appointment of the PDTF completed the evolutionary development of the concept of the advanced practice degree level. With the charge of the PDTF, the door was closed on the entry-level degree debate and efforts re-focused on the need for the terminal professional doctorate. A model curriculum was developed and the process of program planning was implemented.

Step 2. Program development Program development begins with the institutional assessment…

ABBREVIATIONS: ASCLS = American Society for Clinical Laboratory Science; BOD = Board of Directors; DCLS = doctorate in clinical laboratory science; PD = professional doctorate; PDTF = Professional Doctorate Task Force