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OBJECTIVE: To characterize student attrition in CLT education programs and relate program outcome (graduate, voluntary withdrawal, or academic dismissal) to student characteristics in three clusters of variables: academic, background and demographic characteristics, and environmental factors.
DESIGN: Longitudinal, prospective study using a written survey and follow-up data collection.
SETTING: Not applicable.
PARTICIPANTS: 1527 students from 61 CLT academic-based educational programs located across the U.S.
INTERVENTIONS: Not applicable.
MAIN OUTCOME MEASURES: Participants completed a forced-choice written survey eliciting demographic and background information and measuring variables related to their involvement with the academic program and environmental factors external to the college. Program outcome groups: graduates, voluntary withdrawals, and academic dismissals were compared on each variable.
RESULTS: Graduates of CLT programs differ significantly from both academic dismissals and voluntary withdrawals on variables from all three variable clusters.
CONCLUSION: Student characteristics exhibited early in CLT -ograms may help identify those students who are at risk of acaemic failure or voluntary withdrawal. Knowledge of factors associated with lack of CLT program persistence may help educators design successful intervention programs to enhance retention.
ABBREVIATIONS: AD = associate degree; CLS = clinical laboratory scientist; CLT = clinical laboratory technician.
INDEX TERMS: attrition; CLT students; education; persistence; retention.
Clin Laici 1999;12(4):221
The failure of students to complete college programs and earn degrees is of concern to all involved in the process: students, educators, and families and friends of those who drop out. Attrition results in loss of both educational and personal resources and may lead to negative psychological and employment consequences for the individuals involved. Lack of student persistence to graduation is especially problematic in programs preparing graduates for work in clinical laboratories. Typically clinical laboratory technician (CLT) and clinical laboratory scientist (CLS) programs are costly to maintain and selectively enroll only relatively small numbers of students. Attrition results in reduced numbers of graduate practitioners and wasted educational dollars.
CLT programs with low enrollment and those with high attrition rates may come under the scrutiny of college administrators and run the risk of closure. The number of accredited CLT programs in the US decreased during 1996, the most recent year for which data is available.1 Five percent of active CLT programs in a 1996 survey indicated that their programs could soon be discontinued.2...