<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Latshaw, Sandra</style></author><author><style face="normal" font="default" size="100%">Honeycutt, Karen</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Professionalism – A Required CLS/CLT Curricular Component</style></title><secondary-title><style face="normal" font="default" size="100%">American Society for Clinical Laboratory Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2010-07-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">24-31</style></pages><doi><style  face="normal" font="default" size="100%">10.29074/ascls.23.3_Supplement.24</style></doi><volume><style face="normal" font="default" size="100%">23</style></volume><issue><style face="normal" font="default" size="100%">3 Supplement</style></issue><abstract><style  face="normal" font="default" size="100%">OBJECTIVE: Determine the impact of requiring Clinical Laboratory Science (CLS) students to participate in approved professionalism activities as part of a mandatory management course.DESIGN: Quasi-experimental, case study reporting qualitative results of 25 CLS students. During the admission interview, students complete a written response to questions about their perceptions related to professionalism. During the clinical educational year, students are required to complete approved professionalism activities as part of a management course. At the end of the course, students write a reflective paper focusing on their professional activities and how these experiences will influence their future professional practice. Overall themes of student reflections are provided.SETTING: University of Nebraska Medical Center (UNMC) CLS Program in OmahaCONCLUSION: After participating in a mandatory professionalism curricular component requiring active student participation in professional activities, student reflective writings provide evidence this is one successful approach to nurture professional identity within future Clinical Laboratory Science/Clinical Laboratory Technician (CLS/CLT) practitioners.ABREVIATIONS: ASCLS = American Society for Clinical Laboratory Science, ASCP = American Society for Clinical Pathology, CLS = Clinical Laboratory Science, CLS/CLT = Clinical Laboratory Scientist/Clinical Laboratory Technician, DCLS = Clinical Laboratory Science Doctorate, NAACLS = National Accrediting Agency for Clinical Laboratory Scientists, UNMC = University of Nebraska Medical Center</style></abstract></record></records></xml>