Research and Scholarship of Clinical Laboratory Science Faculty Members

Kathy V. Waller; Jill E. Clutter; Karen R. Karni

doi:10.29074/ascls.23.3_Supplement.32

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.

Kathy V. Waller, Ph.D., CLS(NCA)⇑
1. The Ohio State University, Columbus, OH 43210
Jill E. Clutter, Ph.D.
1. The Ohio State University, Columbus, OH 43210
Karen R. Karni, Ph.D., CLS(NCA)
1. Professor Emeritus University of Minnesota

Address for Correspondence: Kathy V. Waller Ph.D., CLS (NCA), Associate Professor, The Ohio State University, 535 Atwell Hall, 453 W. 10^th Avenue, Columbus, OH 43210, Waller.1{at}osu.edu, 614-292-7303

Abstract

OBJECTIVES: To describe the research and scholarly productivity of faculty in four-year college and university clinical laboratory science (CLS) programs. To identify hours spent in research, numbers of presentations and publications, and external funding.

DESIGN: In 2008, a national study involving 106 college and university CLS programs was conducted to determine whether faculty were participating in research. A questionnaire, in electronic format, was distributed to 448 faculty members. Data from 2001 to 2008, and from 275 respondents (61% response) representing 93 of 106 (88%) CLS programs were analyzed.

SETTING: The study took place at The Ohio State University with collaboration from the University of Minnesota.

PARTICIPANTS: All CLS faculty within a four-year university or college sponsoring a NAACLS-accredited CLS program were invited to participate.

MAIN OUTCOME MEASURES: To determine whether CLS faculty scholarly activities have been strengthened in the past decade. To quantitate scholarship productivity. To assess faculty perceptions of their employment environments.

RESULTS: Data indicate that faculty who possess earned doctorates have higher levels of research productivity. While 52% of CLS faculty hold doctorates and 45% are tenured, 36% of all CLS faculty members have not published a research paper or abstract since 2001. On the other hand, 19% have published 11 or more times. CLS faculty were also awarded a total of $62 million in external funding, 83% from government sources. Teaching remains a primary responsibility of many faculty members.

CONCLUSIONS: In the past decade, and generally speaking, CLS faculty have made some progress in scholarship including highest degree obtained, publications, presentations, and grantsmanship.