A Practical Approach to Master's Level Clinical Laboratory Science Education

Linda L. Ross; Leilani Collins

doi:10.29074/ascls.22.3.146

This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.

Linda L. Ross, M.S., MT(ASCP), CLS(NCA)⇑
1. is chairman and associate professor, Department of Clinical Laboratory Sciences, University of Tennessee Health Science Center, Memphis, TN
Leilani Collins, M.S., MT(ASCP)SH, CLS(NCA)
1. is an associate professor, Department of Clinical Laboratory Sciences, University of Tennessee Health Science Center, Memphis, TN

Address for Correspondence: Linda L. Ross, M.S., MT(ASCP), CLS(NCA), Department of Clinical Laboratory Sciences,Ste 664 930 Madison Building, 930 Madison Ave, University of Tennessee Health Science Center, Memphis, TN, 38163, (901) 448-4968, lross{at}utmem.edu.

Extract

INTRODUCTION AND RATIONALE In 2002, Beck and Doig surveyed laboratory managers, educators, practitioners and students to assess the need for a career entry-level Master of Science (MS) degree in Clinical Laboratory Science (CLS). Survey results indicated that educators, practitioners and managers agreed that the scope of CLS practice did not warrant an entry-level MS degree. Students, however, indicated that they would be interested in an entry-level MS in CLS if it led to higher pay and additional job opportunities. Students with a previously earned baccalaureate degree expressed more interest in the entry-level MS than those without the degree. The authors suggested that in an era of laboratory manpower shortages, clinical laboratory science educators should consider multiple career entry choices to attract potential students into the profession.¹ Li et al determined that clinical laboratory practitioners with advanced degrees had higher salaries, greater job mobility and increased management authority. Master of Science degree recipients had authored more external publications and made significant professional contributions as compared to their baccalaureate level colleagues.²

In July 2005, the American Society for Clinical Laboratory Science (ASCLS) commissioned a task force to examine practice levels and the educational needs of clinical laboratory personnel. Development of a comprehensive career ladder was among the goals of the task force. The new practice model will help establish new standards of practice through a national career ladder model with multiple points of entry and advanced levels of practice.^{3, 4}

The University of Tennessee Health Science Center is an academic health science…

ABBREVIATIONS: Clinical Laboratory Science (CLS), Master of Science (MS), Bachelor of Science (BS), University of Tennessee Health Science Center (UTHSC). Medical Technology (MT), Medical Laboratory Technicians (MLT), Grade Point Average (GPA), Advanced Practice (AP)