FOCUS: BUILDING RESEARCH THROUGH MLS CURRICULA

Research in Clinical Laboratory Science:

Professionals’ Educational Preparation

REBECCA LAUDICINA, JOANN FENN, VICKIE FREEMAN, CAROL MCCOY,

MARY ANN MCLANE, LILLIAN MUNDT, JOAN POLANCIC,
TIM RANDOLPH, KRISTY SHANAHAN

LEARNING OBJECIVES research project. Barriers to participation in research by

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1. Identify CLS practitioners’ sources of knowledge of undergraduates include time limitations within the
research principles and hands-on research training. curriculum, insufficient faculty time, and lack of funds,
2. List activities that CLS practitioners believe would space, and equipment. Increased emphasis on
help improve their research skills. developing research skills is found in educational
3. Describe research components of CLS educational programs at the master’s degree level.
programs.
4. Characterize activities included in CLS CONCLUSIONS: The formal educational background
undergraduate and master’s student research of many CLS professionals may leave them unprepared
projects. or underprepared for conducting research. Although
5. List perceived barriers to research participation by there was broad representation among participants
undergraduates and master’s students in CLS across educational levels, employment settings, and job
educational programs. positions, the number of survey respondents was
limited. Possible directions for future research include
OBJECTIVE: To describe the educational preparation conducting this survey using members of additional
of CLS professionals for conducting research. professional organizations.

DESIGN: A link to 3-part online survey was sent by ABBREVIATIONS: CLS = clinical laboratory science;
electronic mail to 7,572 members of the American ASCLS = American Society for Clinical Laboratory
Society for Clinical Laboratory Science and 500 Science; NAACLS = National Accrediting Agency for
program directors Clinical Laboratory Science

SETTING: email message, on-line survey INDEX TERMS: research activity, education

PARTICIPANTS: all ASCLS members and all Clin Lab Sci 2011;24(4):243
directors of accredited clinical laboratory educational
programs JoAnn P. Fenn, M.S., MT(ASCP), Department of
Pathology, University of Utah School of Medicine,Salt
MAIN OUTCOME MEASURES: Quantitative and Lake City, UT
qualitative measures of professionals’ educational
preparation for conducting research and descriptions of Vickie Freeman, Ph.D., MLS(ASCP)CMSC, FACB,
program curricula in research. University of Texas Medical Branch,Galveston, TX

RESULTS: 556 of 7572 (7.3%) persons completed the Carol McCoy, Ph.D., MLS(ASCP)CM, Fairview Health
survey. Twenty-two percent of CLS undergraduate Services. Minneapolis, MN
educational programs offer a separate research course in
the curriculum, and 37% require completion of a

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Mary Ann McLane, Ph.D., MLS(ASCP)CM, University section 1 and 2 are described in a second article which
of Delaware, Newark, DE accompanies this one. Survey section 3 was targeted to
program directors of CLS undergraduate and graduate
Lillian A. Mundt, Ed.D., MLS(ASCP)SH, Adventists programs. A 3-part online survey using the
Health System Midwest, Hinsdale, IL SurveyMonkey™ platform was developed. Survey
distribution and results analysis were sponsored by
Joan Polancic, M.S.Ed., MLS, American Society for ASCLS.
Clinical Laboratory Science, Washington, DC
The focus of this part of the project was to determine
Tim Randolph, Ph.D., MLS(ASCP), Saint Louis CLS professionals’ educational preparation for
University, Saint Louis, MO conducting research. Not surprisingly, clinical
laboratory science curricular requirements for content
Kristy Shanahan, M.S., MLS(ASCP)CM, Rosalind related to research vary by program educational level.

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The National Accrediting Agency for Clinical
Franklin University of Medicine and Science, North
Laboratory Science (NAACLS) accreditation guide
Chigaco, IL
states under a description of career entry that, “The
Clinical Laboratory Scientist/Medical Technologist will
Address for Correspondence: Rebecca Laudicina,
also possess basic knowledge, skills, and relevant
Ph.D., MLS(ASCP)CM, The University of North experience in research design/practice sufficient to
Carolina at Chapel Hill, 4110 Bondurant Hall, CB# evaluate published studies as an informed consumer.”1
7145, Chapel Hill, NC 27599-7145, (919) 843- For doctoral programs in clinical laboratory science
4350, rebecca_laudicina@ med.unc.edu (DCLS), curricular requirements include, “Capstone
experience, applied research, or translational research as
INTRODUCTION required by the degree. Integral components will
A task force consisting of nine members of the include research design, statistics, grant writing,
American Society for Clinical Laboratory Science protection of human subjects, and research ethics”.2
(ASCLS) was created in October 2008 by the ASCLS Because NAACLS has no published standards specific
leadership, including ASCLS president-elect Mary Ann to the curriculum in master’s degree level clinical
McLane. The task force was charged with studying the laboratory science programs, there are no curricular
state of research in the clinical laboratory science guidelines for programs at this level. Research is not
profession. At that time there was a perceived need for included in the curricular requirement in the NAACLS
increased attention focused on research related to the document for Clinical/Medical Laboratory Technicians
practice of clinical laboratory science, especially by (CLT/MLT).3 Because educational programs in clinical
members of the profession. The ASCLS Research Task laboratory science do not necessarily include research in
Force, consisting of members from various institutions, the curriculum, survey items for this project addressed
met for several months through conference telephone alternative means of acquiring research skills.
calls from 2008 to 2009. In addition to studying
research activities, the Research Task Force chose to MATERIALS AND METHODS
describe CLS professionals’ educational preparation for Instructions and a link to an online 42 item survey
conducting research. developed by the ASCLS Research Task Force were
emailed in May 2009 to 7,572 individuals who were
The Research Task Force developed a three part survey either members of the American Society for Clinical
consisting of 42 items. The first section was to be Laboratory Science or program directors of NAACLS
completed by all participants and assessed demographic accredited two-year, four-year, and graduate educational
characteristics of participants, opinions about research, programs. A second email message was sent to the
involvement in research, and barriers to conducting mailing list as a reminder prior to the survey closing.
research. Section 2 was to be completed only by CLS Data from the survey results was collected following
professionals who were currently doing research or had closing of survey availability one month later. There was
done research in the past. Results obtained from survey no attempt to collect or retain participant identifiers in

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this study. The study was approved by the University of

Utah Institutional Review Board.
Table 1. Sources of knowledge of research principles/fundamentals
and hands on research training experiences. (N = 497)
RESULTS
Demographics Source Response Response
Completion of the 19 items in this section was % %
requested of all survey participants. Responses to the
Knowledge of Hands-on
online survey were received from 556 persons, or 7% of research research
those surveyed. Females comprised 83% of the sample. principles/ training*
Eighty two percent of respondents were working full- fundamentals*
time, 10% were working part-time, and 7% were not
Undergraduate education 39.4 32.9
currently working. Participants’ employment setting
Graduate school 36.6 29.8
included: community hospital 24% of respondents, Boss/mentor/colleagues on the job 26.8 31.6

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urban hospital 21%, 4-year college/university 16%, Have NOT learned how to conduct research 23.1 NA
academic medical center 11%, 2-year college 8%, Never had hands-on research training NA 28.9
reference laboratory 6%, physicians’ office laboratory Professional development opportunities 20.1 NA
On my own due to trial and error 16.1 18.2
4%, industry 4%, and “other” 6%. Participants’ job Other 3.4 3.6
position/title included: technical staff 32% of
respondents, educator 32%, supervisor/manager 26%, * Respondents could check all that apply.
NA = not applicable
student 3%, researcher 2%, and “other” 6.0%.
Respondents’ highest education levels included:
Data from Educational Programs
associate’s degree 6%, bachelor of science (B.S.) 46%,
master of science (M.S.) 33%, doctor of philosophy Respondents to items in this section consisted of
(Ph.D.) 10%, associate’s degree 6%, doctor of directors of baccalaureate level programs (57%),
education (Ed.D) 1%, and “other” 4%. associate degree programs (35%), master’s degree
programs (12%), and doctoral degree programs (1%)
Participants were asked to identify the sources of their (Some respondents directed more than one program
knowledge of research principles and sources of hands- level.) A total of 18% of program directors indicated
on training experiences, and those results are listed in that there was a separate research course in their
Table 1. Formal education, including undergraduate undergraduate curriculum ranging from 1 to more than
and graduate, were most frequently identified as the 4 credits. Twenty-eight percent of program directors
source of knowledge of research principles and hands- indicated that a hands-on research project is required of
on experience. Almost one-fourth of respondents their undergraduate students, 9% indicated that a
indicated that they had not learned how to conduct research project is optional, and 63% indicated that
research, and over one-fourth had no hands-on research research is not required.
training.
Among undergraduate programs in which a research
Participants also identified activities that they perceived project is included, 36% of programs have 1 to 5
would help them improve their research skills. students engaged in research at any given time, 31%
Mentoring by colleagues who are conducting research have 6 to 10 students, 15% have 11 to 15 students, and
was listed by 50.9% of respondents, and attending 18% have 16 or more students conducting research.
presentations or workshops at professional meetings was The amount of time allowed for undergraduate project
cited by 45.7% of respondents. Other activities completion ranges from 1 to >6 months. Requirements,
included reading articles in professional journals other curricular aspects, and collaborators for student
(31.3%), taking online credit courses or degree research projects are contained in Tables 2 and 3,
programs (30.2%), enrolling in traditional courses or respectively. Perceived barriers to conducting student
degree programs (19.4%), and “other” 6.5%. Almost research are cited in Table 4.
30% of 464 survey participants indicated they are not
interested in conducting research. Eight of twelve survey respondents (67%) indicated that
a hands-on research project is required of master’s level
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Table 2. Aspects of students’ research projects.

Activity* Frequency % Frequency %

Under Under Master’s Master’s

graduate graduate students students
students students N = 13
N = 43

Written paper required 33 76.7 12 92.3

Oral presentation required 30 69.8 10 76.9
Poster required 18 41.9 1 7.7
Paper submission for publication encouraged 17 39.5 10 76.9
Students work independently with mentor 17 39.5 10 76.9
All typical aspects completed by student (proposal, budget, results, etc.) 12 27.9 6 46.2

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Students assist in an existing research study 11 25.6 4 30.8
Paper submission for publication required NA NA 2 15.4
Other 2 4.6 __ __

*Respondents could check all that apply.

NA = not applicable

students in clinical laboratory science. Four (33%) Table 4. Barriers to research participation for students. (N = 91)
indicated that a research project was not required.
Collaborators Frequency % Under Frequency %
Project length varied, ranging from 2 to 4 months (31% Undergraduate graduate Master’s Master’s
respondents), 6 to 9 months (15% respondents), and N = 91 N = 12
more than 9 months (54% respondents). Requirements,
other curricular aspects, and collaborators for students’ Time limitations 81 89.0 10 71.4
in curriculum
master’s level research projects are listed in Tables 2 and
3, respectively. Barriers to master’s level students Insufficient faculty time 54 59.3 7 50.0
participating in research projects are cited in Table 4. to oversee research projects
Insufficient responses were received from doctoral
Lack of funds 49 53.8 10 71.4
programs to report findings.
Lack of supplies, 41 45.1 5 35.7
Equipment
Table 3. Student research project collaborators.
Lack of space 28 30.8 4 28.6
Collaborators Frequency % Under- Frequency %
Undergraduate graduate Master’s Master’s Insufficient faculty expertise 26 28.6 5 35.7
N = 41 N = 12 to oversee research projects
Instructors or staff 25 61.0 7 58.3 Other 8 8.8 1 7.7
at clinical affiliates
*Respondents could check all that apply.
CLS faculty only 19 46.3 9 75.0

Any faculty at 19 46.3 10 83.3

DISCUSSION
the institution There are several measures from the survey that suggest
that we prepare only a portion of undergraduate
Fellow students, 14 34.1 2 16.7 students with the skills needed for conducting research.
in groups
Over three-quarters of undergraduate programs do not
No collaborators, 1 2.4 1 8.3 include a separate research course in the curriculum,
work done independently and 63% do not require participation in a research
project. Of all survey respondents, 23% stated that they
*Respondents could check all that apply
had not learned how to conduct research, and other
respondents indicated that their knowledge of research
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principles came from graduate education, on the job curricular standards may need to be revised. Programs
mentoring, or professional development. Undergraduate may choose to add research courses and competencies,
education was cited by only 39% of respondents as a including hands-on projects. Articles by Rohde et al and
source of knowledge of research fundamentals and by Saleh and Hamed in a recent supplement of Clinical
only 33% of respondents as a source of hands-on Laboratory Science present curricular models for
research training. The most frequently cited barrier to preparing students to be both analytical consumers and
research participation in undergraduate programs was producers of research in the profession.5,6
time limitations imposed by the curriculum. Current
NAACLS standards for the Clinical Laboratory The authors recognize the limitations of this study.
Scientist/Medical Technologist limit knowledge of First, a 7% response rate may appear insignificant and
research to that sufficient to “evaluate published studies may provide a narrow perspective. Although there was
as an informed consumer” and do not require the ability broad representation among survey participants across
to conduct research.1 If as a profession we believe that educational levels, employment settings, and job

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the ability to conduct research is important for positions, the number of survey respondents was
baccalaureate-level practice, then program curricular limited. It is also noteworthy that data analysis
standards will require adjustment. described in this paper is at the descriptive level, with
no t-tests or ANOVAs performed. Advanced statistical
Preparation for research involvement is greater in M.S. analysis could possibly reveal additional information.
programs than in undergraduate programs. Two-thirds
of programs responding require a hands-on research Only ASCLS members and program directors were
project, almost double the research involvement in surveyed for this study. To gain a more complete
undergraduate programs. It is noteworthy that not all assessment of research activity among clinical laboratory
master’s degree programs participating in this study professionals, the survey could be sent to members of
require students to conduct research. Time limitations additional organizations, including the American
within the curriculum and lack of funds were identified Society for Microbiology, American Association for
most frequently as barriers to graduate student research Clinical Chemistry, American Society for Clinical
participation. Insufficient faculty time to oversee Pathology, and others. This would target clinical
master’s degree student projects was cited by 50% of laboratory professionals who are not members of
respondents as an additional barrier. ASCLS but are members of other professional societies
and who may engage in research and scholarly activities.
Karni et al evaluated data regarding graduate degree
programs in clinical laboratory science and concluded Because less than one-fourth of CLS undergraduate
that both the number of advanced degree programs and educational programs offer a separate research course in
the number of graduates are small and had decreased the curriculum and only about one-third require
between 1990 and 2007. The 2007 Directory of completion of a research project, the formal educational
Graduate Programs for Clinical Laboratory background of many CLS professionals may leave them
Practitioners listed 28 master’s level programs and only inadequately prepared for conducting research. Barriers
5 doctoral programs (Ph.D., Ed.D., or Doctor of to participation in research identified by this study will
Clinical Laboratory Science) in the U.S.A.4 Because require consideration by educators interested in adding
relatively small numbers of clinical laboratory research competencies to program curricula. Another
professionals are being educated at the graduate level, approach to facilitating increased research involvement
one way to increase research participation is to enhance may lie in increasing the number of clinical laboratory
the research skills expected of baccalaureate level professionals educated at the graduate level.
students. Whether or not this is feasible or desirable is
worthy of debate. REFERENCES
1. NAACLS Guide to Accreditation: Section III for CLS/MT.
If the clinical laboratory science profession believes it is Unique Standards and Documentation Required for
Accredited CLS/MT programs. Rosemont IL. Section 22.
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baccalaureate level professionals, it appears that docs/Section3_CLS-MT.pdf on 2/17/11

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2. NAACLS Guide to Accreditation for Doctorate Programs in 4. Karni K, Polancic J, Fenn J, Spannaus-Martin DJ. Graduate
Clinical Laboratory Science. Rosemont IL;NAACLS Accessed education in clinical laboratory science. Is the glass half full or
at http://www.naacls.org/docs/guide_dcls.pdf on 2/17/11. half empty? Clin Lab Sci 2010;23:166-74.
3. NAACLS guide to Accreditation: Section III for Accredited 5. Rohde RE, Falleur DM, Redwine GD, Patterson TL. Growing
CLT/MLT Programs. Rosemont IL Unique Standards and our own: Teaching and doing research in CLS. Clin Lab Sci
Documentation Required for Accredited CLT/MLT programs. 2010;23 Suppl:3-11-8.
Section 22. Curricular Requirements. Accessed at http:// 6. Saleh SM, Hamed KM. Preparing CLS professionals to be
www.naacls.org/docs/Section3_CLS-MT.pdf on 2/17/11 consumers and producers of research. Clin Lab Sci 2010;23
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