Learning and utilization of generic skills by practitioners in the field of clinical laboratory science/medical technology.

OBJECTIVE: To determine whether and to what extent generic skills that are learned by practitioners are used on their clinical laboratory science/medical technologist (CLS/MT) jobs; and to determine if there are any significant differences in learning and/or using these skills by practitioners who were CLS/MT vs. Other BA/BS degree majors. DESIGN: In the field (ITF) laboratory practitioners were surveyed as to whether or not they: 1) were CLS/MT program graduates; 2) utilized the following generic skills in their jobs: analytical reasoning, communication, computer use, data correlation, decision making, precision studies, problem solving, quality assessment, supervision, teaching, technical writing, troubleshooting, research and utilization review; 3) learned these skills as students or practitioners. SETTINGS AND PARTICIPANTS: Data were collected from 515 CLS/MT ITF participants who were part of an ongoing longitudinal study. MAIN OUTCOME MEASURES: Participants were asked if they were CLS/MT program graduates; whether they used the skills frequently, sometimes, rarely or never; and whether they initially learned the skills as students or developed them on the job (OTJ). Chi square analyses were performed to test for differences among groups. RESULTS: The response rate was 44%. Frequencies for using the skills were generally over 90% with three exceptions reported as rarely or never used by the majority of the respondents, and two exceptions reported as being approximately equally used or not used by the respondents. A sizable minority (23% to 45%) of the sample reported never learning six of the skills. Significant (p < 0.05) chi square results occurred between learning and utilizing the following skills: computer use, participation in research, problem solving, supervision, technical writing and utilization studies. Although a consistently higher proportion of the CLS/MT graduates reported learning the skills as students and Other BA/BS graduates reported learning them OTJ, no significant differences between these sub-groups were observed for either learning or using these skills. CONCLUSION: For this sample group, most generic skills learned as CLS/MT students and/or practitioners are applied to the ITF jobs and are generally congruent with what is being taught in CLS/MT programs. However, there are some notable exceptions.     

Assessment of the graduate studies background of CLS faculty in university-based programs.

OBJECTIVE: To identify the degrees held and the graduate majors or fields of study for faculty teaching full-time and part-time in university-based, baccalaureate-degree clinical laboratory science/medical technology (CLS/MT) programs. DESIGN AND PARTICIPANTS: A survey and letter of project explanation was sent electronically to the 110 program directors of NAACLS-accredited university-based CLS/MT programs in the United States in May, 2003. Program directors were requested to provide for each full-time and part-time faculty member the following information: titles for all degrees held, major/field of study for each degree held, all specialist certifications held, all other formal degrees or certificates held, and all courses/areas taught in the CLS curriculum. RESULTS: Information was provided on 288 faculty in 52 CLS/MT programs, for a response rate of 47%. The majority of faculty (75%) described were full-time. A doctorate was held by 43% of the reported faculty, while 46% held a master's degree as their highest degree, and 11 % only a BS in CLS or in biology plus a certificate from a hospital-based CLS/MT program. Graduate degrees in a science major or field represented 52% of the degrees held by the reported faculty, while 48% of the graduate degrees were in education, public health, or administration. Only 13% of the reported faculty held master's degrees specifically in CLS. Detailed results are provided for degrees held, majors/fields of study, and specialist certifications by specific courses/areas of the curriculum taught. CONCLUSIONS: The results of this survey indicate that many faculty teaching in university-based CLS/MT programs are extending their preparation as scientists to the graduate level. This should prepare these faculty for their responsibilities in not only teaching but also research. A case cannot be made that a doctorate, as opposed to a master's degree, is viewed as the 'terminal degree' as less than half of the reported faculty in this study as well as others, held a doctorate. The results reported provide a national perspective on the graduate backgrounds of CLS faculty for comparison to an individual program's faculty during programmatic or institutional accreditation reviews.     

CLS competencies expected at entry-level and beyond.

OBJECTIVE: The study was undertaken to assess educators', practitioners', and managers' perceptions of the future job expectations of clinical laboratory scientists (CLSs) and their opinions on the skills that are expected of CLSs at entry-level and with experience. DESIGN: Survey participants were given a list of 44 competencies related to clinical laboratory science (CLS) practice and were asked whether they would expect a graduate of a respected CLS program to perform each competency in one of three educational categories: the first year of practice, with three to five years of experience but no additional education, or with three to five years of experience plus additional education. The competencies were subclassified into one of four major management functions: laboratory operations, human resource management, financial operations, or communications/consultation. Surveys also included eight Lickert-type questions designed to assess the respondents' opinions on the future job expectations of CLS practitioners. PARTICIPANTS: The sample for the survey included 280 directors of CLS educational programs, 600 managers randomly selected from the Clinical Laboratory Management Association (CLMA) membership, and 600 practitioners randomly selected from the American Society for Clinical Laboratory Science (ASCLS) membership. MAIN OUTCOME MEASURES: The percent of respondents selecting each educational category was tabulated and each competency was assigned to one educational category based onthe highest percent of respondents selecting that category. The means of the responses to the Lickert-type questions were calculated for all respondents and for each group of respondents (educators, managers, and practitioners). RESULTS: Response rates of 58% (educators), 28% (practitioners), and 39% (managers) were obtained. Of the 44 competencies in the survey, four were expected at career-entry, 17 were expected of CLS graduates with work experience but no additional education, and 23 were expected of CLS graduates with experience plus additional education. Competencies expected in the first year of practice were primarily scientific and technical. With three to five years of practice and no additional education, the expectations for practitioners were primarily in laboratory operations and communications/consultation areas. The majority of the human resource management and financial operations competencies were expected with three to five years of practice and additional education. All participants agreed that CLS staff-level practitioners need more management and administrative skills and that, in the future, CLS practitioners will spend less time performing laboratory tests and more time solving problems. CLS managers were more positive than CLS educators in response to statements asserting that CLT practitioners and non-certified personnel will have an increased role in the laboratory in the future. CONCLUSION: This study suggests that extensive laboratory operations and communication skills are expected of CLS graduates without any additional education beyond their CLS programs. CLS educators should adequately address those areas in the curriculum. Competence in other non-technical skills may not be expected without the benefit of post-baccalaureate education and in these areas, CLS programs can provide a foundation for future learning.     

University-based clinical laboratory science programs: strategies for survival.

OBJECTIVE: To describe the current status of clinical laboratory science (CLS)/medical technology (MT) programs regarding the impact of budgetary cutbacks and to identify successful strategies for program survival. DESIGN: Mail survey. SETTING: University-based CLS/MT programs accredited by the Committee on Allied Health Education and Accreditation (CAHEA). PARTICIPANTS: All CAHEA-accredited, university-based CLS/MT programs in Ohio and bordering states and all "big-ten" programs as listed in the Allied Health Education Directory 21st edition (n = 19). INTERVENTION: None. OUTCOME MEASURES: Program directors' perceptions of: the potential threat of program closure, the impact of budget cutbacks, and successful strategies to enhance program viability. RESULTS: A total of 13 programs responded, for a response rate of 68%. The majority of the respondents (66%) indicated that they were experiencing budget cutbacks that affected either their operating budgets or their staffing configurations, or both. Although program closure had been discussed in many programs, directors felt that their programs would not be threatened with closure in the next three years. Only one program had intentionally decreased student enrollment. Strategies implemented by program directors fall into one of four categories: curriculum restructure, use of nontraditional instructional staff, revenue generation, and use of innovative teaching strategies. CONCLUSION: CLS/MT programs are experiencing budget cutbacks consistent with the overall trend in institutions of higher education. In light of the trend toward program closures and decreasing entering practitioners, educators must address issues that relate to program viability. CLS/MT program directors are seeking and instituting changes to enhance the status of their programs in their respective institutions. These strategies are similar to those reported by other higher-education administrators. Further research and evaluation are necessary to determine the outcomes of such measures.     

Assessing the educational preparation of clinical laboratory scientists.

OBJECTIVE: To assess the educational preparation of clinical laboratory science (CLS) graduates using an approach that addresses the general education and professional components of the curriculum and includes multiple programs. DESIGN: Survey of a convenience sample. SETTING: Four CLS programs in North Carolina. PARTICIPANTS: CLS graduates with one, three, and five years of experience. MAIN OUTCOME MEASURE: Results of 48 competency statements rated by graduates for level of preparation and importance in current jobs. RESULTS: Graduates indicated that they were well prepared in most conceptual and technical competencies with the exception of computers and management. Preparation in career marketability skills (interviewing, writing résumés, and career planning), contextual competence (understanding socioeconomic and governmental issues), and scholarly concern for professional improvement (research skills) was rated relatively low. Graduates considered the conceptual and technical competencies related to their current specialty as very important for their jobs. They also rated professional ethics, communication skills, and integrative competencies as very important for practice. Graduates in supervisory positions rated communication competencies significantly higher in importance than did graduates in other positions. Graduates rated as relatively unimportant competencies in conceptual and technical skills unrelated to their current specialties and scholarly concern for professional improvement. CONCLUSION: In the professional component of the curriculum, educators should review the amount of conceptual and technical content required and the level of preparation in career marketability skills. In the general education component of the curriculum, CLS students' preparation in contextual competencies and communication skills should be reviewed and strengthened.     

CLT and CLS job responsibilities: current distinctions and updates.

OBJECTIVE: This study was undertaken to address the following questions: 1. What tasks distinguish the job of a clinical laboratory scientist (CLS) from that of a clinical laboratory technician (CLT)? 2. What changes in role distinctions, have occurred for entry-level CLS and CLT practitioners over the five-year period 1993-98? 3. What tasks have been deleted from the CLT and CLS content outlines because they were not frequently performed or not considered entry-level? 4. What changes in practice are reflected in the current job analyses? DESIGN: A national job analysis of tasks constituting the job of clinical laboratory scientists (CLSs) and clinical laboratory technicians (CLTs) was conducted in 1998-99 as part of a standard setting process for the certifying examinations of the National Credentialing Agency for Laboratory Personnel (NCA). The job analyses relied upon mail surveys to 1200 individuals for each job level asking respondents to identify tasks significant to effective practice at job entry. The task lists resulting from statistical analysis of those surveys were examined to answer the study questions. PARTICIPANTS: The sample for each survey included 1200 practitioners, educators and laboratory managers selected at random from membership in professional organizations or from NCA certificant lists. Sampling was stratified to insure adequate practitioner representation. MAIN OUTCOME MEASURES: The mean rating on a four point scale for each item on the surveys was evaluated for overall significance as well as significance across geographic regions. The tasks meeting specified criteria were retained in the final task lists. Tasks were counted and their content evaluated to compare CLS and CLT job tasks. RESULTS: The response rates to the surveys were 33% for CLT and 21% for CLS. Reliability was judged based on average intraclass correlation coefficients of .86 and .82 for the CLT and CLS surveys, respectively. There were 952 tasks retained on the CLS content outline and 725 retained on the CLT content outline of the 1151 tasks on the original survey. Seven hundred and twenty two tasks were found on content outlines of both job levels, representing a 76% overlap. Tasks found only on the CLS outline included advanced technical tasks, a few management tasks, and more communication tasks. CONCLUSIONS: The jobs of CLS and CLT practitioners are distinct at job entry level with CLSs performing a broader array of technical and communication tasks as well as some management tasks. Though CLS staff uses few management skills at job entry, those tasks are performed by CLS staff in the laboratory and curricula must help prepare graduates for these tasks expected of experienced staff. CLTs perform tasks requiring problem solving and high level reasoning. CLT curricula must address the need for CLTs to perform these tasks.     

Recruitment strategies used by an allied health education program to increase student enrollment.

OBJECTIVE: To increase student enrollment in and public awareness of a Clinical Laboratory Science (CLS) program so that the program would not be eliminated by the University. SETTING: The Medical Technology (MT) program at the University of Delaware (UD). PRACTICE DESCRIPTION: The MT program is a 2 + 2 university-based program established in 1948. The program is accredited for 26 students. PRACTICE INNOVATIONS: Various recruitment activities were used to increase enrollment including presentation at high schools, and panel discussions and open houses held on campus. Extensive publicity on and off campus was used to inform the community about CLS. MAIN OUTCOME MEASURE: Student enrollment in the program and the results of a survey administered to students enrolled in a CLS introductory course. RESULTS: There were 22 students in the 1993-1994 graduating class compared to 10 in the 1992-1993 class. The enrollment also increased for the junior, sophomore, and freshman classes. Because of increased student enrollment and public awareness, the University decided not to eliminate the MT program. CONCLUSION: No single recruitment activity contributed to the increased numbers; rather, it appears that all of the activities contributed to the rise in enrollment of MT majors at UD.     

An entry-level MS degree in clinical laboratory science: is it time?

OBJECTIVE: The study was undertaken to address the following questions: 1) Does the scope of practice of the clinical laboratory scientist require an entry-level master's (MS) degree? 2) How would a change to an entry-level MS degree in clinical laboratory science (CLS) affect educational programs, the practice field, and students? and 3) Based on this study, what recommendations can be made to CLS educators? DESIGN: Surveys were developed to assess the opinions of educators, managers, and practitioners on the need for an entry-level MS degree in CLS. Surveys were also sent to students to assess their interest in an entry-level MS degree and their perceptions of the advantages and disadvantages of this type of program. Surveys sent to educators included questions addressing the effect of a change to an entry-level MS degree in CLS on enrollment and program viability. Managers were asked questions concerning job expectations and compensation for graduates with an entry-level MS degree and practitioners were asked about their interest in this type of program. PARTICIPANTS: The sample for the survey included 280 directors of National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) educational programs, 600 managers randomly selected from the Clinical Laboratory Management Association (CLMA) mailing list, 600 practitioners randomly selected from the American Society for Clinical Laboratory Science (ASCLS) mailing list, and 1400 CLS students selected by program directors. MAIN OUTCOME MEASURES: Educators, managers, and practitioners were asked to read 12 statements related to educational preparation for entry into CLS and indicate their level of agreement on a five point scale. Mean responses to these questions were compared for educators, managers, and practitioners, for educators in hospital-based and university-based programs, and for managers with BS and advanced degrees. Responses to demographic and other forced-choice type questions related to entry-level MS programs were counted and reported. RESULTS: Response rates of 58% (educators), 28% (practitioners), 39% (managers), and 40% (students) were obtained. Educators, managers, and practitioners all agreed that the scope of practice of CLS does not require an entry-level MS degree and that the MS degree is appropriate for those practitioners who wish to further their education. There were no major differences in educators', managers', and practitioners' responses to questions on the need for an MS in CLS. Students indicated that they would be interested in an entry-level MS program if the additional education would give them higher salaries and more job opportunities. Students who entered their CLS program with a baccalaureate (BS) degree were more interested in the entry-level MS option than students who entered with an associate degree or high school diploma. Managers indicated that they would not pay a graduate with an entry-level MS degree more than a graduate with a baccalaureate degree. CONCLUSION: There is currently no support for an overall change from the BS degree to the MS degree as the entry-level requirement for CLS practitioners. Entry-level MS programs in CLS may be attractive to students who already have BS degrees.     

A qualitative assessment of systematic instructional design training by CLS faculty members.

OBJECTIVE: To determine the perceived value clinical laboratory science (CLS) faculty members gave to their participation in workshops on the use of a modified systematic instruction design (SID) model to develop curriculum and on-line courses. DESIGN: A survey assessing the perceived value of SID training was sent to 27 CLS faculty members. The survey asked the respondents to assess the value of the training that they received in developing their skills in Web-based, distance learning course development and teaching, and expanding their skills in traditional course development and teaching. The eight components of SID were listed and the respondents rated each component as to its value to them on a 5-point Likert scale of 5 = very valuable to 1 = not very valuable. In addition to rating the value of each SID component, the respondents were asked if they would like more training in any of the eight components. RESULTS: A majority of the 18 respondents (67%) reported that the training in SID was valuable to them. A strong majority of the respondents indicated that their training in goal and instructional analyses (96%), media selection (94%), and aligning objectives, assessments, and instructional strategies (94%) were valuable to their distance education programs and their traditional teaching skills. CONCLUSION: Faculty members who actively participated in SID training valued their new skills in developing distance education courses as well as improving their traditional teaching activities. Research is needed on the effect these new teaching skills have on student learning.     

Cooperative learning effects on teamwork attitudes in clinical laboratory science students.

OBJECTIVE: To evaluate clinical laboratory science (CLS) student attitudes toward teamwork when using cooperative learning (CL) as compared to individual learning (IL) in a course and to determine if learning method affects student attitudes toward the course itself. DESIGN/SETTING/PARTICIPANTS: This was a multi-institutional study involving eight classrooms in seven states. The effects of CL and IL on student attitudes were compared for 216 student participants. INTERVENTION: One group of students learned the course material through a CL approach while a second group of students learned via a traditional IL approach. For each course, the instructor, class material, and examination content was identical for the CL and IL students; the only variable was learning method. MAIN OUTCOME MEASURE: Student attitudes toward teamwork and toward the course were evaluated with a 35-item Attitude Questionnaire administered as a posttest. Mean scores for the CL and IL groups were compared using the Student t-test for independent samples. RESULTS: No significant difference was seen between the CL and IL students when assessing the first 30 questions on student attitudes toward teamwork (means = 98.42 and 98.22, respectively) when all institutions were combined. Comparable results were seen for each of the eight institutions. For the five questions comparing attitudes toward the course itself, there usually was no significant difference in attitude between CL and IL students. The only classrooms where CL students had more positive attitudes were those with instructors who had more than 10 years experience with CL. CONCLUSION: Results suggest that CL produces similar student attitudes toward teamwork and toward a CLS course as does IL.     

How experienced speech-language pathologists learn to work on teams

This study sought to understand how 10 speech-language pathologists (SLPs) learned to work on teams with other disciplines. Team-work skills are cited by universities as a generic skill their graduate possess and by professional speech-language pathology organizations as an important skill for clinicians. Few allied health curriculums, including speech-language pathology, teach explicit team-work skills. Which leads to the question: Where have experienced SLPs learned these skills? Interviews from 10 practicing SLPs determined where and how they learned to work on teams as well as team-skills that entry-level SLPs should possess. Only two of the 10 participants had any formal team training during university study and nine out of 10 participants described learning "on the job" during their first professional job with assistance from a workplace mentor. All participants believed that training in team-work with other disciplines is important to learn during university study. The needed attitudes, knowledge, and skills described for entry-level SLPs reflects similar characteristics listed by the World Health Organization's 2010 recommendation for inter-professional education. These findings support the inclusion of inter-professional education learning opportunities in the speech-language pathology curriculum.     

How experienced speech-language pathologists learn to work on teams

This study sought to understand how 10 speech-language pathologists (SLPs) learned to work on teams with other disciplines. Team-work skills are cited by universities as a generic skill their graduate possess and by professional speech-language pathology organizations as an important skill for clinicians. Few allied health curriculums, including speech-language pathology, teach explicit team-work skills. Which leads to the question: Where have experienced SLPs learned these skills? Interviews from 10 practicing SLPs determined where and how they learned to work on teams as well as team-skills that entry-level SLPs should possess. Only two of the 10 participants had any formal team training during university study and nine out of 10 participants described learning “on the job” during their first professional job with assistance from a workplace mentor. All participants believed that training in team-work with other disciplines is important to learn during university study. The needed attitudes, knowledge, and skills described for entry-level SLPs reflects similar characteristics listed by the World Health Organization's recommendation for inter-professional education. These findings support the inclusion of inter-professional education learning opportunities in the speech-language pathology curriculum.     

Metaphors of learning and professionalism.

The overall health of the community is based, in part, on the degree or level to which individual members choose to participate as a professional. Do they remain on the periphery or progress to full participation in the professional association? CLS education has been highly successful in preparing practitioners, yet the educational process as a whole has failed to reach the more challenging goal of preparing practitioners as professionals. When designing curricula for educating professionals, educators need to teach the importance of a professional association as a critical and necessary component of the whole. Our goal should be to prepare "practitioners who are constantly seeking to increase their professional competence". To achieve this goal, practitioners must transfer knowledge and skills as they, with guided participation from other professionals, move into professional activities.     

One question as a screening instrument for depression in people with multiple sclerosis

OBJECTIVE: To evaluate how effectively one question 'Are you depressed?' works as a screening tool for depression in people with multiple sclerosis. DESIGN: The results from a single question were compared with formal clinical diagnosis and the classification from a standard questionnaire. SETTING: Estonian Multiple Sclerosis Centre, from October 2001 to April 2002. SUBJECTS: One hundred and thirty-four consecutive inpatients with multiple sclerosis. INTERVENTION: During two weeks of inpatient stay the mood disorder was analysed. On the basis of clinical interview and Beck Depression Inventory the diagnosis of depression was confirmed. MAIN MEASURES : Beck Depression Inventory and structured clinical interview. RESULTS: Fifty-seven per cent (77/134) of people with multiple sclerosis answered 'Yes' to the question 'Are you depressed?'. The diagnosis of depression was confirmed in 94% (72/77) of people with multiple sclerosis and not confirmed in 6% (5/77). Hence, the screening test sensitivity was 91%. Forty-three per cent (57/134) answered 'No'; 70% (40/57) did not have depression. In this case the sensitivity was 54%. In this group 30% (17/57) were actually depressed according to tests and clinical impression. The age, sex, duration of disease, cognitive abilities and physical disability did not influence consistency of the answers with test results and clinical opinion. CONCLUSIONS : One-question interview is a useful tool for screening for depression in people with multiple sclerosis as it confirms existing depression (sensitivity 91%), but the results should be treated with caution if the person denies mood problems.     

Reflection and learning in student nurses

One aim of the reforms in nurse education is to produce reflective practitioners. The researcher teaches on a diploma programme and decided to see if there was any evidence that students, one year into a Common Foundation Programme, were developing reflective skills or if they were learning through reflection. Students in this study value reflection as a means of learning and it seems that reflection has led to behaviour change, problem-solving and personal and professional awareness as well as improved patient care. They value debriefing following experience and there is evidence that they would benefit from training in mental previewing techniques prior to embarking on new experience.     

Determining clinical laboratory science curriculum for the 21st century.

OBJECTIVE: To conduct a study to show possible differences in clinical laboratory science (CLS) education in relation to knowledge and skill levels deemed most important to job performance success of entry bench level CLS practitioners as determined by laboratory supervisors. Information gained from the study may indicate areas of program curriculum needing revision, or the incorporation of subject areas not presently offered. DESIGN: Survey. PARTICIPANTS: CLS educators from 100 different hospital-based and university-based CLS programs, and medical laboratory departmental supervisors from 209 different hospital laboratories. OUTCOME MEASURES: An analysis of the data from the survey consisted of individual item percentages generated by both surveys and a comparison of tasks deemed highly important by supervisors with class time estimates devoted to those tasks. RESULTS: The study indicated differences between what supervisors viewed as important knowledge and skills of entry bench level CLSs and the amount of class time devoted to those subjects by CLS educators. CONCLUSIONS: To ensure continuing professional credibility, additional study will be needed regarding the education and practice of CLSs as automation, emerging technologies, and laboratory restructuring will continue to change the laboratory environment.     

Updating the immunology curriculum in clinical laboratory science.

OBJECTIVE: To determine essential content areas of immunology/serology courses at the clinical laboratory technician (CLT) and clinical laboratory scientist (CLS) levels. DESIGN: A questionnaire was designed which listed all major topics in immunology and serology. Participants were asked to place a check beside each topic covered. For an additional list of serological and immunological laboratory testing, participants were asked to indicate if each test was performed in either the didactic or clinical setting, or not performed at all. SETTING: A national survey of 593 NAACLS approved CLT and CLS programs was conducted by mail under the auspices of ASCLS. PARTICIPANTS: Responses were obtained from 158 programs. Respondents from all across the United States included 60 CLT programs, 48 hospital-based CLS programs, 45 university-based CLS programs, and 5 university-based combined CLT and CLS programs. MAIN OUTCOME MEASURES: The survey was designed to enumerate major topics included in immunology and serology courses by a majority of participants at two distinct educational levels, CLT and CLS. Laboratory testing routinely performed in student laboratories as well as in the clinical setting was also determined for these two levels of practitioners. RESULTS: Certain key topics were common to most immunology and serology courses. There were some notable differences in the depth of courses at the CLT and CLS levels. Laboratory testing associated with these courses also differed at the two levels. Testing requiring more detailed interpretation, such as antinuclear antibody patterns (ANAs), was mainly performed by CLS students only. CONCLUSION: There are certain key topics as well as specific laboratory tests that should be included in immunology/serology courses at each of the two different educational levels to best prepare students for the workplace. Educators can use this information as a guide to plan a curriculum for such courses.     

Factors contributing to the retention of clinical laboratory personnel.

OBJECTIVE: To identify factors contributing to retention of clinical laboratory practitioners. DESIGN: A paper survey addressing retention was distributed to a potential of 4000 clinical laboratory professionals. SETTING: The survey was distributed to subjects by their laboratory manager to be completed at the worksite or home. PATIENTS OR OTHER PARTICIPANTS: 599 usable surveys were received from non-supervisory individuals employed in clinical laboratory science (CLS) for five years or more. INTERVENTIONS: Surveys were mailed to laboratory managers in March 2003 with directions to distribute to practitioners with five or more years of work experience. MAIN OUTCOME MEASURES: Percentages of respondents agreeing and disagreeing with Lickert-type opinion items were determined. The means, ranges, and standard deviations were calculated for the number of hours of continuing education, years of experience, percentage of time spent on tasks, and years in the current job. The means for job satisfaction were calculated and compared statistically based on respondents' job function, satisfaction with salary, job independence, sense of appreciation, and responsibility for continuing education. Open-ended responses were tabulated and categorized. RESULTS: Committed practitioners believe their work is important and find it challenging. Those who are most satisfied with their jobs believe they make a good salary (p = 0.000), have work independence (p = 0.000), and feel that their work is appreciated (p = 0.000). Job satisfaction does not differ for CLTs vs. CLSs. Salaries comparable to nurses and appreciation from physicians, nurses, and hospital administrators are cited by respondents as the most important factors to retaining laboratory staff. CONCLUSION: Committed practitioners believe that salaries comparable to nurses are needed to improve retention of staff. Respondents said that being appreciated by hospital administrators, nurses, and physicians would also contribute to improved retention.     

Learning for interprofessional and inter-agency practice in the new social work curriculum: evidence from an earlier research study

The UK Government's consultation document, A Quality Strategy for Social Care (2000) seeks consistency and excellence in care services and enhanced service partnerships. It states that this requires improved training for social workers and raises the prospect of a new social work curriculum in which learning for interprofessional and inter-agency practice will be strengthened. The document stresses the importance of evidence in decision-making in social care and this principle applies equally to training but there are few recent research findings on interprofessional and inter-agency learning in the social work curriculum. There are, however, findings from an earlier study which contributed to the mid-1990s review of the Diploma in Social Work but which have not previously been published in the mainstream media. These findings are reported and show: the kinds of organisations and professions with whom social work practitioners were in close contact in their jobs; the importance attached by social workers to defined skills in working with them; the perceived usefulness of training in developing relevant knowledge and skills; perceptions of shared training; and marked differences of learning experience reported by practitioners who had taken different training courses. Each set of findings is described and used as the basis of questions for the new social work curriculum.     

CLS advanced degrees and career enhancement. Part 1--Comparison of career data.

OBJECTIVE: Determine whether recipients of clinical laboratory science (CLS) advanced degrees (MS) experience greater career achievements than their baccalaureate level (BS) colleagues. DESIGN: Two similar questionnaires were used-one for certified or licensed CLS professionals who had earned advanced CLS degrees (MS); the other for matched BS CLS colleagues. SETTING: Five academic programs that conduct both National Accrediting Agency for Clinical Laboratory Sciences accredited CLS education and CLS MS degree programs participated. PARTICIPANTS: The number of survey respondents was 220, 117 with advanced CLS degrees and 103 BS level controls. There were 99 matched pairs, i.e., 198 individuals were matched for gender, residence region, and years of experience. MAIN OUTCOME MEASURES: Careers of BS vs. MS respondents were statistically compared, e.g., fractions with managerial level jobs, relative earnings increases per year, numbers of publications and reports, and other professional contributions. RESULTS: Compared to their BS degree controls, MS degree respondents had more managerial level jobs (62% MS; 36% BS), a higher frequency of job change (once per 4.3 years MS; once per 5.9 years BS), and a higher increase per year of earnings (9.1% MS; 8.1% BS). A greater percentage of the MS degree graduates (77%) than the BS level controls (33%) had authored external publications; the responses related to authorship of institutional reports and procedures were less different-84% MS and 64% BS. Professional contributions to their institutions or profession were cited slightly more frequently by the MS graduates (65%) than by the BS level controls (55%). CONCLUSION: Compared to their matched BS level CLS colleagues, CLS MS degree recipients had greater job mobility, greater management authority, higher salary, and more numerous professional contributions.