Minority student persistence in clinical laboratory education programs.

摘要: The objective of this study was to characterize minority student persistence in clinical laboratory scientist (CLS) and technician (CLT) education programs relate characteristics involvement academic social dimensions college programs. A prospective, longitudinal done using written survey follow-up data collection. Participants were 2,426 CLS CLT students academic-based educational across the United States. participants completed a forced-choice eliciting demographic information determining their interactions with program. Program outcome groups, i.e., graduates, voluntary withdrawals, dismissals, compared on each 14 variables. Of participants, 80.7% graduated, 10.8% voluntarily withdrew, 8.5% dismissed for reasons. groups differed significantly seven eight measures five six involvement. Student behaviors varied by ethnic group, African Americans more likely leave reasons than others. Graduation rates among groups. Differences found two results suggest that may differ levels aspects programs, thus explaining different behaviors. Understanding why some are unsuccessful form basis effective retention efforts.