From Technical Assistants to Critical Thinkers: The Journey to World War II

Michelle Butina; Elizabeth Kenimer Leibach

doi:10.29074/ascls.27.4.204

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Michelle Butina, Ph.D., MLS(ASCP)^CM⇑
1. Medical Laboratory Science, University of Kentucky, College of Health Sciences, Lexington, KY
Elizabeth Kenimer Leibach, Ed.D., MLS^CM, SBB^CM
1. Principal Officer, HMES, Augusta, GA

Address for Correspondence: Michelle Butina, Ph.D., MLS(ASCP)^CM, Assistant Professor and Program, Director, Medical Laboratory Science University of Kentucky, College of Health Sciences, 900 South Limestone Street, CTW Bldg. Rm. 126E, Lexington, KY 40536-0200^,, (859) 218-0852^, Michelle.Butina{at}uky.edu

Abstract

A review of professional literature was conducted to examine the history of the education of medical laboratory practitioners. This comprehensive review included historical educational milestones from the birth of medical technology to the advent of World War II. During this time period standards were developed by clinical pathologists for laboratory personnel and training programs. In addition, a formal educational model began to form and by the 1940's two years of college was required for matriculation into a medical technology program. Intertwined within the educational milestones are imprints of the evolution of critical thinking requirements and skills within the profession. For the first laboratory practitioners, critical thinking was not developed, discussed, or encouraged as duties were primarily repetitive promoting psychomotor skills.

ABBREVIATIONS: American Medical Association (AMA); American Medical Technologists (AMT), American Society of Clinical Pathologists (ASCP), Board of Registry (BOR), critical thinking (CT); doctor of medicine (M.D.), laboratory technician (LT), medical technologist (MT), World War I (WWI).