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Doctorate of Clinical Laboratory Sciences

The Doctorate of Clinical Laboratory Sciences (DCLS) is an advanced professional doctorate designed for practicing clinical laboratory scientists who wish to further their level of clinical expertise and to develop leadership and management skills. The purpose of the program is the development of clinical laboratory sciences graduates who function as practitioners, community leaders, educators, and scholars in the profession of clinical laboratory science and the discipline of clinical laboratory science. Graduates of the program will generate, disseminate, and apply knowledge to enhance the understanding of laboratory assessment of health and disease.

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• The Doctorate in Clinical Laboratory Science (DCLS) program at the University of Texas Medical Branch was the first to be granted Initial Accreditation.
• DCLS is the second program to be established in the United States.
• There are 35 students currently enrolled in the DCLS program.
• The first UTMB DCLS class graduated in August 2019.

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2024-25 Academic Catalog

Doctor of clinical laboratory sciences.

The Doctorate in Clinical Laboratory Science (DCLS) is the terminal practice degree for the Clinical Laboratory Science profession. This degree provides an opportunity for advanced practice in multiple venues including clinical institutions, reference laboratories, physician practices, industry, public health agencies, government facilities, and academic institutions. Clinical Laboratory Science professionals holding the DCLS will provide a critical interface between practice, research, and health care policy. They will assure the effective and appropriate utilization of laboratory tests and information by eliminating unnecessary tests and ordering tests that should have been ordered but were not. This will result in decreased costs, earlier diagnosis, and improved patient outcomes.

The three-year, full-time program consists of a minimum of 76 credit hours divided between advanced theory courses (core curriculum), research, and a one-year clinical residency. Course delivery may include face-to-face, online, and hybrid formats.  The core curriculum may be completed as a distance learning program and on a full-time or part-time basis.   However, the residency component requires full-time attendance at a clinical affiliate. 

The core curriculum is designed to advance the foundational knowledge of the bachelor's-level medical laboratory scientist in the areas of hematology, clinical chemistry, clinical microbiology, immunohematology, clinical immunology, and molecular diagnostics. The core curriculum also includes clinical correlations, evidence-based medicine, and interprofessional practice.  Information gained from this course work is integrated with knowledge from other disciplines in health care such as health policy and management, pharmacology, health care education, public health and epidemiology, and advanced pathophysiology.

Research is a component of this program and students will be expected to complete research projects over the course of the program culminating in a capstone project suitable for publication.  Research projects will advance practice in clinical laboratory medicine, such as the development and implementation of diagnostic and interpretive algorithms, clinical practice guidelines, and collaborative interprofessional patient care.  

The one-year clinical residency will provide immersion in the workings of the health care system by integrating the resident into patient care alongside physicians, nurses, pharmacists, and other health care professionals in clinical practice environments at program affiliates. During the residency, the students will work with management, laboratory staff, physicians, nurses, and other members of the healthcare team to provide guidance in laboratory utilization and interpretation thereby optimizing patient outcomes. The residency focuses on laboratory test selection and result interpretation. In addition to the direct learning by the resident, he or she can educate the patient and the other members of the health care team on the proper utilization of lab tests, correct specimen requirements, and interfering factors affecting results. 

Graduates of this program will be prepared to act as consultants to health care providers, serve as laboratory directors, educate patients and health care providers, perform and disseminate research on evidence-based practice and test utilization, and enter academic positions.

The DCLS curriculum addresses the competencies established for the profession by the American Society for Clinical Laboratory Science Doctorate in Clinical Laboratory Science Oversight Committee and NAACLS accreditation guidelines for the DCLS. 

Admission to the doctorate in clinical laboratory science program is a competitive application process. Applications are submitted online.  Applications and supporting materials are reviewed, and qualified applicants are invited for a personal interview. Detailed instructions on how to apply are posted on the doctorate in clinical laboratory science program website. Students are admitted for the fall semester only. Applications for the fall semester must be received by March 1 for first consideration.

In order to be considered for admission into this program, the following are required:

Completed prerequisite course work

• Bachelor's degree in a life science (e.g., biochemistry, biology, cell biology, clinical laboratory science, microbiology, molecular biosciences etc.) must be completed prior to enrollment in the program. 
• A NAACLS-accredited MLS/MT program must be completed (or equivalent).  Applicants holding MLS(ASCP) certification through Route 2 are eligible to apply if having completed a NAACLS-accredited or military MLT program.

Grade point average

• Cumulative undergraduate grade point average of 3.00 on a 4.00 scale is required. 
• For applicants who transferred credits into their Bachelor’s degree, the Office of Graduate Studies will take those credits into consideration for the cumulative Bachelor’s GPA.
• Applicants with a GPA below 3.00 may be considered for admission on a case-by-case basis.

Required credentials

• Professional certification as a generalist from the American Society of Clinical Pathology Board of Certification is required: MLS(ASCP)CM or MLS(ASCPi)CM.  MLS(ASCP) is accepted with proof of continuing education.

Professional work experience

• A minimum two years of post-certification, full-time experience in a U.S. clinical laboratory as a medical laboratory scientist (or comparable role) is required at the time of application. Preference will be given to those with experience as a generalist or who have worked in multiple areas of the clinical laboratory. Applicants with less than two-years of full-time experience may be considered for admission on a case-by-case basis.
• The department will evaluate work experience and determine if the work experience criteria are met for each applicant.

Health and physical requirements

• Good physical and mental health are essential. Physical or other disabilities are evaluated on a case-by-case basis by the program and by the Office of Equal Opportunity and Academic Compliance. Please review  the program's technical standards  for details.
• Physical examinations are required prior to the time of registration for classes at KU Medical Center.
• All students are required to carry health insurance. KU Medical Center offers a health insurance policy for eligible students. Selected for the Kansas Board of Regents institutions by the State of Kansas, this plan is offered through Student Health Services at KU Medical Center and is underwritten by UnitedHealthCare Student Resources. For information about the policy, please visit  www.uhcsr.com/kumc . Students exclusively taking courses online are not eligible to enroll in the Basic Student Plan through UnitedHealthCare.

Background check/drug screening

• The Joint Commission requires all incoming students to pay for a background check and provide the report to the university. This one-time fee must be paid directly to the company performing the background investigation. This requirement only applies to students officially admitted into the program. A drug screen may also be required by each clinical residency site the student utilizes during the program. More:  School of Health Professions background check and drug screening.

English language proficiency All applicants, regardless of citizenship or residency status, are required to have command of the English language. Proof of English language proficiency may be required through the TOEFL or IELTS testing systems, a personal interview, the personal goals statement or other methods.

• Internet-based TOEFL minimum requirements: at least 23 or higher on the reading and listening sections; a score of 5.0 or 23 or higher on the writing section; a score of 26 or higher on the speaking section.
• IELTS minimum requirements: overall band score of 7.5 and no part score lower than 7.0.

International Students An applicant is considered an international student if he or she requires a visa, or currently resides in the U.S. with non-immigrant status, or currently resides in the U.S. while applying for permanent residency. Additional requirements and documentation are required for international students to become eligible for KU programs. Please review the  information for international students  before applying.

Applicants will be assessed based on these requirements.   After an applicant has been admitted, a program may defer an applicant's admission for one year after which time the applicant must submit a new application.  Admission requirements are subject to change. In most cases, use the catalog of the year student entered the program. Other years’ catalogs ».

DCLS Core Course Descriptions

Seminar course that addresses topics and issues relevant to DCLS clinical practice, including ethical and social issues in healthcare practice, health informatics, and communication techniques needed for interaction with healthcare colleagues and patients. Repeatable. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course will address various aspects of teaching in healthcare settings. This includes educating patients and their families, educating other healthcare professionals, and the more formal area of undergraduate and graduate education. Education theory, pedagogical methods, educational resources, learning objectives, and evaluation techniques applicable to each type of educational situation will be addressed. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course focuses on the enhancement of scientific and technical knowledge in nucleic acid-based testing for the diagnosis of acquired and hereditary genetic disorders, and infectious diseases. Topics include an in-depth review of the theory of molecular techniques and the application of these techniques in inherited disorders, oncology, infectious disease, pharmacogenetics, histocompatibility, identity determination, and genomics. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

A discussion of research methods used in clinical laboratory sciences, with an emphasis on selecting and applying appropriate research designs. Includes an overview of the research methods and various approaches in current use in clinical laboratory science; focused on research question formulation; internal and external validity of research; variable measurement and reliability, and generalizability of findings. Specific approaches covered include non-experimental, experimental and quasi-experimental designs, epidemiologic methods (e.g., cohort and case-control studies), survey research, and qualitative research. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

Evidence-Based Practice (EBP) encompasses Evidence-Based Medicine and Evidence-Based Laboratory Medicine. EBP is a problem-based approach to decision making using research evidence combined with clinical expertise, the patient's values, circumstances, and the clinical context. This course addresses the historical development of EBP, why using EBP in clinical decision making improves patient care, when and how to implement and use EBP in clinical decision making, and how to discuss the EBP finding with patients, family members, and other healthcare practitioners. Evaluating research studies for their applicability to EBP and designing research studies based on clinical evidence focused on laboratory testing will make up most of the course content, activities, and assignments. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course focuses on in depth physiology and pathophysiology together with the principles of current and emerging chemistry tests. Emphasis on the correlation between chemistry tests and disease states, interpretation and limitations of chemistry test results. Current clinical chemistry literature, clinical scenarios, case studies, and advanced laboratory practice issues will be used to enhance knowledge and skills. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course focuses on enhancement of scientific and technical knowledge in hematology and hemostasis to consult with other healthcare practitioners on the selection of screening and diagnostic tests for hematological disorders, interpretation of results, and recommendations for follow-up testing. Topics to be investigated include physiology and regulation of the hematopoietic system and hemostasis, and the genetic, molecular and cellular mechanisms underlying the pathophysiology of selected hematological disorders such as anemias, leukemias, lymphomas, and disorders of hemostasis with additional focus on utilization of appropriate hematology, hemostasis, and molecular diagnostic tests, and reducing turn-around time. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course focuses on enhancement of scientific and technical knowledge in clinical immunology and transplantation in order to consult with other healthcare practitioners on clinical applications and diagnostic and therapeutic testing of immune-mediated diseases. Topics include autoimmunity, hypersensitivity, immunotherapy and immunotoxicology, transplantation and HLA testing/compatibility, cancer immunology and immunodeficiency. This course also includes test methodologies in cellular, humoral, and molecular immunology, selection and interpretation of test results, and recommendations for follow-up testing for patient monitoring. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

Course Description: This course focuses on enhancement of scientific and technical knowledge in clinical microbiology necessary for consultation with other healthcare practitioners for (i) the selection of screening and diagnostic tests for suspected infectious diseases, (ii) interpretation of results, and (iii) recommendations for follow-up testing. Topics to be investigated include utilizing molecular diagnostic tests, antimicrobial susceptibility testing and resistance mechanisms, bioterrorism, biofilms, opportunistic and emerging infections, utilization of appropriate microbiology tests, evidence based practice in clinical microbiology, and reducing turn-around time. Current scientific literature, clinical scenarios, case studies, and advanced laboratory practice issues will be used to enhance knowledge and skills. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course will explore advanced blood banking theory and transfusion medicine concepts pertaining to basic-to-advanced serological testing techniques, blood product utilization, molecular immunohematology testing methods, quality assurance, and other relevant topics. Learners will be re-introduced to specialized blood banking procedures including (but not limited to) the following: ABO/Rh, antibody screens, antibody identification, fetal screen, elutions, phenotyping, and crossmatching. Using case studies and discussion, learners will correlate laboratory data to clinical disease processes encountered in transfusion medicine. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

Course Description: This course will correlate clinical presentation and laboratory testing as it relates to physiological changes associated with select diseases of major organ systems (e.g., endocrine, muscle, cardiovascular, respiratory, renal, gastrointestinal, immune, nervous, and reproductive). Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program or instructor permission.

This course will complement DCLS 851 Clinical Correlations I and will correlate clinical laboratory testing as it relates to physiological changes associated with patient symptomology (e.g., chest pain, shortness of breath, unresponsiveness, fever of unknown origin, jaundice) and treatment in a consultation model. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program or instructor permission.

An introductory course to core competencies in interprofessional education and practice for healthcare teams including roles and responsibilities, values and ethics, teamwork, communication, and collaborative practice as it relates to the improvement of patient safety outcomes and the provision of quality patient care. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

This course will explore laboratory quality, utilization, accreditation, regulation, and management topics. Core course content explores the selection, implementation, strengths, and weaknesses of appropriate quality assurance programs to maintain desired quality goals. All aspects of laboratory services will be explored to enhance consultative skills that will be applied in the clinical residency. The use of practice guidelines, critical or clinical pathways, algorithms and reflex testing, direct access testing, evidenced-based practice, and outcomes measurements, as well as initiatives to change the practice of laboratory services in all phases (pre-analytical, analytical, and post analytical) are covered. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program, or consent of instructor.

Faculty-guided, student-directed individualized study for students enrolled in the DCLS program who need additional enrollment associated with their plan of study. The specific course requirements are to be described in the Independent Study proposal form to be completed by the student and approved by the faculty mentor and DCLS Program Director prior to enrollment. Can be repeated for credit. Prerequisite: Admission into the Doctorate in Clinical Laboratory Science program.

The Doctorate in Clinical Laboratory Science (DCLS) program at the University of Kansas is designed to prepare certified medical laboratory scientists for advanced practice in multiple venues including clinical institutions, reference laboratories, physician practices, industry, public health agencies, government facilities, and academic institutions. Course work is divided between advanced theory courses ("Core Curriculum"), research, and clinical residency. The DCLS curriculum addresses the competencies established for the profession by the American Society for Clinical Laboratory Science Doctorate in Clinical Laboratory Science Oversight Committee and NAACLS accreditation guidelines for the DCLS.

Degree Requirements:

• On a full-time basis, degree requirements are normally completed within 3 years of admission to the program, although a maximum of 8 years is allowed. The core curriculum can be complete on a part-time basis, but the DCLS Research and Clinical Residency components require one year of full-time enrollment.
• Cumulative grade-point average (GPA) of at least a 3.0 for all KU graduate coursework.
• Successful completion of a minimum of 76 credit hours.
• Successful completion of DCLS 815 (Research Methods in Clinical Laboratory Sciences) and DCLS 820 (Evidence Based Practice) meets the Research Skills requirement.
• Successful completion of PRVM 853 (Responsible Conduct of Research) or PTRS 807 (Ethics in Health Care) meets the Responsible Scholarship requirement.
• Successful completion of the DCLS comprehensive examination. Prior to starting the clinical residency, a comprehensive examination is required of all degree candidates. Students will demonstrate their (i) command of the clinical laboratory science body of knowledge, (ii) ability to analyze data, and (iii) expertise in the broad scope of clinical practice. Students must be in good academic standing (i.e. hold a minimum 3.0 cumulative GPA) to be eligible for the comprehensive examination. The examination must be completed prior to enrollment in residency courses with a minimum score of 80% to be considered successful. 
• Successful completion of the DCLS Research Project requirement. A prospectively planned and approved translational research project which is advisor-guided, student-directed, and designed to support and enhance students’ ability to apply their graduate knowledge and achieve tangible outcomes. The DCLS Research Project is a three-course series (DCLS 901, DCLS 902, DCLS 903) that includes all aspects of a translational research project, including the planning, data collection, analysis/interpretation of results, preparation, and presentation of the research project, both oral and written. Research projects will advance practice in clinical laboratory medicine, such as the development and implementation of diagnostic and interpretive algorithms, clinical practice guidelines, and collaborative interprofessional patient care.
• Successful completion of the DCLS Clinical Residency requirement. A three-course series (DCLS 911, DCLS 912, DCLS 913), this year-long clinical residency is designed to develop the DCLS professional to meet national professional responsibilities. Residency places the student in clinical practice environments at program affiliates. During the residency, the students will work with management, laboratory staff, physicians, nurses, and other members of the healthcare team to provide guidance in laboratory utilization and interpretation thereby optimizing patient outcomes. Residency is provided in structured clinical rotations occurring at clinical affiliates. Skills and knowledge will be evaluated through competency-based assessments and portfolio development. The portfolio will contain documentation of experiences and work products developed during the residency rotations. This may include de-identified summaries of consultations, papers and abstracts published or submitted, PowerPoint presentations, method evaluation data and/or written procedures from utilization projects. 
• Successful completion of the DCLS Capstone requirement. The capstone is completed during the final semester of the program and consists of a written and an oral examination. The written component consists of a manuscript suitable for publication based on the research requirement described above. The oral examination is a defense of the manuscript and can include questions regarding general knowledge of clinical laboratory science concepts and applications.    
• Enrollment in a minimum of one (1) credit hour the semester the student will graduate.
• Successful completion of the following courses:

Core Curriculum

* DCLS 800 will be taken during each residency semester. 

Degree requirements and course descriptions are subject to change. Any courses taken as an equivalent must be approved by the Graduate Director and the Office of Graduate Studies. In most cases, use the catalog of the year student entered the program.  Other years’ catalogs» .

The DCLS is a minimum 76 credit hour program designed to be completed in a three year time frame if enrolled full time (see program progression below, part-time options are available).  Course work is divided between the "Core Curriculum" (advanced theory courses) completed in the first two years of full-time study, and one full year of full-time clinical residency (during which research and residency courses are completed).  

A recommended plan of study for full-time students in the DCLS program is shown below.

Students enroll in DCLS 800 during each clinical residency semester.

Graduates of the clinical laboratory science doctoral program must have the knowledge and skills to function in a broad variety of clinical laboratory and patient care environments, including hospitals, reference, public health, and physician office settings. Therefore, the following abilities and expectations must be met by all students in the program.

Essential Observational Requirements

• Read and comprehend text, numbers, and graphs displayed in print and other visual displays.
• Perform comparative observations of text, movement, shapes, graphs, colors, etc.
• Observe and respond to subtle cues of individual’s moods, temperament, and social behavior.
• Observe, learn from, and analyze medical record content, including discernment and use of clinical and administrative data displayed within the medical record.
• Observe, learn from, and analyze statistical, financial, and reimbursement data, including utilizing spreadsheets, software, databases, and performing mathematical calculations.
• Observe, learn from, and analyze class demonstrations and experiences in disciplines relevant to Clinical Laboratory Sciences that include but are not limited to information management, biochemistry, physiology, statistics, clinical correlations, and research methodology.

Essential Movement Requirements

• Perform actions requiring coordination of both gross and fine muscular movement, equilibrium and use of senses.
• Move freely and safely about healthcare settings (hospitals, patient rooms, clinics, laboratory, etc.).
• Travel to sites both on and off campus involved in coursework and residency.
• Perform moderately taxing continuous physical work over several hours.
• Use an electronic keyboard to generate, calculate, record, evaluate, and transmit information.
• Prepare assignments, both written and on-line.
• Deliver public presentations to large and small audiences.

Essential Communication Requirements

• Read, interpret, and comprehend technical and professional materials (e.g., textbooks, journal articles, handbooks, instruction manuals, and patient healthcare records).
• Be able to share and to elicit information from patients, healthcare providers, peers, and research collaborators verbally and in a recorded format.
• Assimilate information to prepare papers, produce reports, and complete documentation for patient care and research purposes.
• Effectively, confidently, sensitively, and confidentially communicate with patients, laboratory staff, and healthcare providers regarding laboratory test selection, interpretation, and follow-up.
• Communicate effectively (speaking, writing, typing, graphics, or telecommunication) with faculty, students, laboratory staff, patients, and other healthcare professionals.
• Take paper and computer examinations.

Essential Intellectual Requirements.

• Understand and perform measurements, calculations, synthesis, analysis, reasoning and problem solving.
• Participate in research activities involving the laboratory or patient oriented research activities.
• Possess sufficient judgment to recognize and correct performance deviations.

Essential Behavioral and Social Requirements

• Manage the use of time and be able to systematize actions in order to complete academic, professional and technical tasks within realistic constraints.
• Possess the emotional health necessary to effectively employ intellect, act ethically, and exercise appropriate judgment.
• Demonstrate appropriate affective behaviors and mental attitudes as to not jeopardize the emotional, physical, mental and behavioral safety of other individuals with whom there is interaction in academic clinical, and residency settings.
• Possess the mental and emotional rigor to maintain relationships and demonstrate respect to all people, including students, faculty, patients, and other healthcare professionals at residency settings, without showing bias or preference on the basis of race, color, age, sex, religion or creed, national origin or ancestry, gender expression, gender identity, disability, veteran status, sexual orientation or genetic testing & screening.
• Adapt to professional and technical change, being flexible and creative.
• Use appropriate language.
• Demonstrate empathy when appropriate.
• Work effectively in inter-professional teams.
• Demonstrate an understanding of the rationale and justification for one’s performance.
• Demonstrate attention to detail and flexibility to function in a clinical and/or research setting.
• Recognize potentially hazardous materials, equipment, and situations and proceed safely in order to minimize risk of injury to self and nearby individuals.
• Practice honesty, compassion, and responsibility.
• Be forthright about errors or uncertainty.
• Critically evaluate one’s own performance, accept constructive criticism, and look for ways to improve.
• Critically evaluate the performance of students, patients, and healthcare providers, tactfully offering constructive comments.
• Provide professional and technical services while experiencing the stresses of heavy workloads (i.e., large number of tasks to complete in a limited amount of time), task- related uncertainty (i.e., ambiguous test-ordering, ambivalent test interpretation), emergent demands (i.e., "stat" test orders, interaction with other members of the healthcare team), and a distracting environment (i.e., high noise levels, crowding, complex visual stimuli).

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Boston University Academics

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• PhD in Pathology & Laboratory Medicine

For contact information, please visit the Pathology & Laboratory Medicine website .

Pathology, the study of disease, integrates all aspects of biomedical science to further the understanding of disease processes and develop methods for diagnosis, prevention, and treatment of disease. The PhD in Pathology & Laboratory Medicine is for students who want to participate in breakthrough scientific research and contribute to the advancement of biomedical knowledge, learning how diseases work at a mechanistic level. Graduates will be prepared for postdoctoral fellowships, science writing, running a lab as a principal investigator, and shaping science policy at the government level.

Our department focuses particularly on cancer, immunologic, inflammatory, and neurologic disorders. We have a strong and diverse faculty composed of core and joint members who offer multiple research and training opportunities in experimental pathology.

Current foci of research by departmental faculty and students include:

• The development of the brain
• Disorders of brain development and normal aging
• Effects of nutrition on the developing brain
• Disorders of cell cycle and cell signaling in the pathogenesis and progression of cancer
• Normal and abnormal immunological responses to infectious agents and environmental toxins and to other stimuli
• The neuroscience of Alzheimer’s disease
• Traumatic brain injury
• The pathogenesis of asthma
• Development of immunotherapies for cancer and infectious diseases

Prospective applicants to the PhD program in Pathology must enter via the Program in Biomedical Sciences (PiBS). This program emphasizes interdisciplinary training for the first year, after which time students will be free to transition into one of the doctoral programs offered by the Department of Pathology.

Program in Biomedical Sciences (PiBS)

The Department of Pathology & Laboratory Medicine participates in the Program in Biomedical Sciences (PiBS), which offers training toward the PhD degree by integrating the foundations of interdisciplinary biomedical research with focused investigation and preparation for career advancement.

In the first year, PhD students will participate in the Foundations in Biomedical Sciences (FBS) core curriculum as well as have the opportunity to select elective courses focused on area-specific interests. Additionally, trainees will engage in laboratory rotations, journal clubs, and research seminars. Trainees will work closely with a faculty advisor in the development of an individual plan that will be tailored to serve specific research and professional goals. After selection of a laboratory, students will join the program/department with which the mentor is affiliated and continue advanced studies towards candidacy.

For more on how to apply, please visit our website .

Program Overview

The doctoral program is broadly based, offers research training in both basic and clinical investigations of disease, and encourages students to integrate the two areas where appropriate in their doctoral research. The core curriculum provides course, seminar, and laboratory opportunities for students to learn the pathogenesis, morphology, and cell and molecular biology of human diseases and laboratory techniques used to study them.

Laboratories of faculty in the department and other faculty in Graduate Medical Sciences provide opportunities for doctoral dissertation research in many aspects of the pathogenesis, diagnosis, and treatment of disease.

Students are expected to fulfill all course requirements, choose a dissertation laboratory, and begin preparatory dissertation research within four terms. They then take the qualifying examination and, if successful, present a dissertation research proposal to their faculty committee and proceed with their research. Students in the alternative tracks follow a modified curriculum in which certain departmental requirements are substituted by requirements of the respective interdepartmental program.

Our faculty members are committed to facilitating all pathology graduate students’ efficient progress through our graduate programs, in a goal-oriented manner. The student group is enthusiastic and interactive. And our graduates pursue careers in academia, biotechnology settings, government laboratories and, if also medically trained, in clinical specialties.

Specializations

In addition to the pathology curriculum, students may choose from three additional specialized tracks:

• Pathology—Cell and Molecular Biology
• Pathology—Immunology
• Pathology—Neuroscience

Specialized coursework offered through the department includes:

• Basic and Experimental Pathology
• Protein Modification and Molecular Basis of Human Diseases
• The Business of Science

Involvement with the MD/PhD Program

• Pathology regularly participates in evening sessions with the MD/PhD students where research opportunities within pathology are discussed.
• Several faculty members in pathology serve as interviewers for the MD/PhD applicants, providing a critical component since the group struggles to find sufficient MD interviewers.
• Recent MD/PhD graduates who have defended and gone back to graduate medical school are Bryan Belikoff (Remick Lab/Defended Spring 2010), Besam Khidhir (Haber/Harvard Lab/Defended Spring 2010), Chad Mayer (Kurosawa Lab/Defended Spring 2014), David Stepien (Remick Lab/Defended Spring 2013), Louis Vaickus (Remick Lab/Defended Spring 2010), Terry Hsieh (Remick Lab/Defended Spring 2016), Melody Lun (Off-Site-Childrens Hospital/Lehtinen Lab/Defended Spring 2016), Nisma Mujahid (Off-Site-Massachusetts General Hospital/Fisher Lab/Defended Spring 2017), and Daniel Kirsch (McKee Lab/Defended Spring 2024).

Program Structure

Md/phd and phd general requirements.

A course of study and laboratory experience extending over one to two years is followed by a qualifying examination, which is taken within one term after completion of required coursework. The proposal for dissertation research is then developed and presented to the dissertation committee; the proposed research extends over another two to three years and is performed under the guidance of the major advisor with the help and advice of the committee.

The Director of Graduate Studies serves as a curriculum advisor to all students in the first two years of the program and approves the course registration forms. After the required courses are completed, the student’s research advisor provides direction in the choice of additional courses.

Laboratory rotations are performed in the first year of study to:

• Acquaint students with research opportunities in the program
• Teach a variety of approaches to research and teach specific research methods
• Permit choice of a laboratory for dissertation research. The dissertation research advisor should be chosen and preliminary work in the area of research begun early in the second year of study

Sample Curriculum for PhD and MD/PhD

For first-year PiBS students interested in pathology, the following courses are recommended.

First-year fall (10–12 units)

• GMS FC 708 Professional Skills Development (2 units)
• GMS FC 711 Foundations/Protein Structure (3 units)
• GMS FC 712 Foundations/Genome Structure & Function (3 units)
• GMS MS 700 or 750 Elementary Biostatistics (2 units) (or equivalent)
• GMS PA 810/811 Business of Science (recommended) or elective (2 units)

First-year spring (10–12 units)

• GMS FC 713 Foundations/Cell Architecture & Dynamics (3 units)
• GMS FC 714 Foundations/Biomedical Sciences (3 units)
• GMS PA 510 Medical Immunology (2 units)
• GMS PA 900 Pathology Lab Rotations (2 units)

Second-year fall (10–12 units)

• GMS PA 800 Pathology Seminar (2 units)
• GMS PA 901 Pathology Research (2 units/var units)
• GMS PA 932 Histopathology (4 units)
• GMS electives (2 or 4 units)

Second-year spring (12 units)

• GMS PA 700 Basic and Experimental Pathology (4 units)
• GMS PA 801 Special Topics–Spring (2 units)
• GMS PA 901 Pathology Research (4 units/var units)
• GMS PA 910 Human Biospecimens (recommended) (2 units) or GMS elective (2 units)
• Directed Studies (units as needed)

Required to sit for the qualifying exam

• GMS FIBS I–IV

Responsible Conduct of Research (RCR) is presented by Boston University, requires participation in four sessions of two hours each (usually one session per term), and results in an NIH certificate. Summer sessions are also offered.

For second-year PiBS students interested in pathology, the following courses are required/recommended.

• GMS PA 800 Pathology Seminar (required for qualifying exam) (2 units)
• GMS electives (2 units)
• GMS PA 700 Basic and Experimental Pathology (required for qualifying exam) (4 units)
• GMS PA 901 Pathology Research (2 units)
• GMS PA 910 Human Biospecimens for Research (2 units)

For MD/PhD students interested in pathology, the following courses are required/recommended.

• GMS MS 700 or 750 Elementary Biostatistics (or equivalent) (2 units)
• GMS PA 810/811 Business of Science (recommended) (2 units) or GMS elective (2 units)
• GMS PA 801 Special Topics (2 units)

Additional Requirements

Participation and attendance in the Departmental Friday Seminar are required through all terms of study and research. Two course units are given for one term (beginning in second year for Cell Biology Track).

For all students pursuing the combined MD/PhD degree, PA 510 Immunology and PA 700 Pathology requirements are fulfilled by the medical curriculum.

Each student is required to present a seminar in the departmental seminar series in addition to their dissertation defense. This is usually done in the fourth year.

Qualifying Exams

Chobanian & Avedisian SOM Department of Pathology & Laboratory Medicine

Pathology PhD graduate students are eligible to take this compulsory examination after successfully completing the required coursework. This will typically take place at the end of second year for PhD students and at the end of third year for the MD/PhD students.

There is one exam period each year: June–July.

Written (computer-typed) examination—6–8 hours

Morning and afternoon sessions consist of essay questions based on individual coursework, directed readings, critiques of selected publications (with an emphasis on experimental design), and evaluation of pathology seminars. These study instructions are provided by the individual members of the examination committee no more than two months prior to the examination. The students are responsible for contacting the committee members. None of the suggested study material/publications can be brought to the exam. The answers will be submitted anonymously to the examiners for grading. Copies of past exams are available. All candidates will provide a list of their coursework and grades to the examination committee. Upon passing the written exam, students will proceed to the oral examination, which takes place 7–10 days after the written exam.

Oral examination—1 ½–2 hours

Exam evaluation : Pass/Fail/Conditional Pass. In the event of a conditional pass, the examining committee will define the appropriate corrective steps and a time frame for completing these steps.

After passing the qualifying examination, the graduate student will proceed with selection of their thesis committee.

Current members of the committee are: Dr. J. K. Blusztajn, Dr. B. Slack (committee chair), Dr. I. Delalle, Dr. D. Jones, and Dr. T. Mellott. Alternate member: Dr. J. Crott.

PhD Thesis/Doctoral Dissertation Committees

The committee must consist of at least five members, which includes the student’s thesis advisor. At least three members must have primary or secondary appointments in the Department of Pathology & Laboratory Medicine at the time they are asked to join the committee.

For a complete description of requirements for assembly of the committee, please visit the BU Chobanian & Avedisian School of Medicine website .

Admission & Financial Assistance

Criteria for admission.

Students must have received a baccalaureate degree from an accredited university. Additional criteria considered by the admissions committee include:

• A good academic record/GPA
• GRE test results and TOEFL for international students
• Personal statement
• Letters of references
• Interview evaluation (if invited)
• Interest level in pathology research
• All aspects of the applicant, including research experience and publications, are considered in the decision process

Financial Support

All PhD and MD/PhD students who are admitted to the program automatically receive a stipend, tuition, activity fees, and health insurance. For the 2023–2024 academic year, the stipend is $41,200.

Students are also eligible to compete for support from outside agencies, such as the National Institutes of Health, the National Science Foundation, and the Howard Hughes Medical Institute. While in graduate school, students are also eligible to compete with other GMS students for research and travel awards from the department and the Chobanian & Avedisian SOM .

Additional Opportunities

Research opportunities that provide students with the techniques and knowledge necessary to confront scientific problems

Teaching opportunities through the  Chobanian & Avedisian SOM , BU CityLab Academy, BU Metropolitan College, and Chobanian & Avedisian SOM Student Affairs office tutoring program

Departmental seminars provide students with the opportunity to hear and interact with pathologists and basic scientists from a variety of disciplines

Journal Club allows students to lead discussions about current literature, fundamental papers, or new ideas in their fields of study

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The Doctorate in Clinical Laboratory Sciences: A New Curriculum to Enhance the Connection of the Laboratory to Health Care Providers

Jose h. salazar.

1 Department of Clinical Laboratory Sciences, The University of Texas Medical Branch, Galveston, TX, USA

2 Department of Pathology, The University of Texas Medical Branch, Galveston, TX, USA

Christopher J. Zahner

Vicki s. freeman, michael laposata.

This report discusses the need for a Doctorate in Clinical Laboratory Sciences program and describes a curriculum to train Doctorate in Clinical Laboratory Sciences students. The Doctorate in Clinical Laboratory Sciences program was developed to help reduce diagnostic errors in patient care by enhancing connections between the clinical laboratory and health care providers. Data are presented from program implementation in 2016 to 2017 academic year to 2019 to 2020 regarding the faculty and student demographics, program statistics (eg, admissions and attrition rates), and effectiveness. Perceptions of program effectiveness were obtained via surveys from 28 faculty physicians who supervised Doctorate in Clinical Laboratory Sciences students during clinical service rotations. Another survey assessed the preferred type of practice after graduation of 33 students. Over the 4-year period, the program had a 50% rate of admission and a 21.8% attrition rate. As of December 2020, 15 students graduated from the program. The majority (69%-82%) of physician faculty who completed the survey agreed that Doctorate in Clinical Laboratory Sciences students contributed positively at clinical rounds. Approximately two-thirds of students reported a preference to lead a Diagnostic Management Team or serve as an advanced practice provider in a Diagnostic Management Team with leadership provided by an MD/DO or PhD. This report provides useful information for other institutions that may want to establish similar Doctorate in Clinical Laboratory Sciences programs. Early data suggest that our program effectively trains doctoral-level advanced practice medical laboratory scientists, who may play an important role in improving patient safety by reducing diagnostic errors and providing value-based, optimal patient care.

Introduction

Over the past several decades, advanced practice providers have played increasingly important roles in many areas of medicine. At this time, it would be difficult for most physicians to imagine working without the partnership of a physician assistant or nurse practitioner, especially those in academic medical centers, where multidisciplinary health care teams are the norm. Advanced practice providers also help fill the critical need for health care providers in rural and underserved areas.

With the substantial increase in number, complexity, and costs of laboratory tests in recent years, there is a growing need for input from experts to provide recommendations for appropriate selection and evaluation of these tests and to aid in interpreting their results. The rapid growth in laboratory testing has produced complex issues in test selection and interpretation, time and effort challenges, financial concerns, and increased potential for error, all of which have created a demand for more advanced training of medical laboratory scientists in the field of clinical pathology.

Pathologist assistants have become important components of the team in many pathology practices. Although pathologist assistants are well trained to assist in specimen preparation and processing, they are not trained to analyze and review medical records to provide recommendations for test selection or to provide interpretation of laboratory results. To create expert-driven, patient-specific interpretations of complex clinical laboratory evaluations, it is necessary to review medical records for all information related to a patient’s medical conditions. In academic medical centers, pathology residents and fellows often serve in an advanced practice role to perform initial reviews of medical records and prepare preliminary interpretations and recommendations for providers who ordered the tests. However, residents and fellows are not available in all medical practice settings, and pathology assistants have a restricted scope of practice. Therefore, the need to create a program to produce doctoral-level advanced practice medical laboratory scientists (APMLS) was recognized.

The need for APMLS to participate in generating narrative reports of complex clinical laboratory evaluations is especially compelling at this time. For the past 3 to 4 decades, the vast majority of pathologists have not had adequate professional support to help guide fellow physicians in test selection and interpretation of complex clinical laboratory evaluations because payments are substantially higher for anatomic pathology activities than for professional activities in laboratory medicine. 1 - 3 Further, current payment systems provide no reimbursement to expert laboratory directors with a doctoral degree other than an MD or DO degree for advising colleagues on test selection and result interpretation.

Along with the rising complexity of test options, diagnostic errors are increasing at an alarming rate. The concept of diagnostic error emerged prominently with a 2015 report by the National Academy of Medicine 1 indicating that at least 1 error in diagnosis is experienced by every adult American. The consequences of these errors can be life-threatening. A major contributor to diagnostic error is the rapid expansion of available laboratory tests, many of which are extremely costly. 4 - 6

To circumvent diagnostic errors, Diagnostic Management Teams (DMTs) have been implemented by many institutions in a number of areas, including coagulation, transfusion medicine, toxicology, autoimmunity, liver disease, and anemia. They have even been used to review cases of suspected child abuse. 5 A DMT is a group of experts who conduct focused meetings to ensure correct selection of laboratory tests and proper interpretation of complex test results within specific fields or disease groups. 7 Diagnostic Management Team experts include pathologists, physicians in other specialties, and non-MD/DO laboratory experts. In this report, we show that a doctoral-prepared APMLS can be an effective intermediate care provider.

This report describes the results of a survey-based Quality Improvement/Quality Assurance project exploring the characteristics and outcomes of the Doctorate in Clinical Laboratory Sciences (DCLS) program at the University of Texas Medical Branch (UTMB) in Galveston, Texas. Because of the nature of this study, the UTMB Human Research Protections Program deemed it exempt from formal review by our institutional review board. Student confidentiality was fully protected.

Data were collected for the UTMB DCLS program from its inception in the 2016 to 2017 academic year to the 2019 to 2020 academic year. The study included all 55 DCLS students admitted to the program during the 4 years. Student demographic, employment, admission, and attrition data were collected through normal operations of the university. Student project information, program curricula, and faculty contributions were obtained from the program leadership.

A total of 28 faculty physicians who were supervisors during the students’ clinical service rotations completed an anonymous survey to assess DCLS student contributions as part of the clinical rounding team (which also included medical students and residents). The survey was completed once per faculty physician between May 2020 and August 2020. Respondents used a 5-part Likert scale (from strongly agree to strongly disagree) to rate their agreement with 4 statements covering these domains: (1) service as a clinical laboratory resource, (2) consultation regarding laboratory test selection, (3) consultation regarding interpretation of laboratory tests, and (4) overall benefit to clinical performance.

In total, 33 DCLS students completed an anonymous cross-sectional survey after they completed over half of their clinical rotations to assess the preferred area of employment upon graduation with a DCLS degree. The options were as follows: (1) laboratory consultant and DMT lead, (2) laboratory director but not act as a DMT lead, (3) academic practice but not act as a DMT lead, (4) regulatory setting (CMS, CLIA, etc), or (5) other.

A postgraduation survey was completed by 12 of the 15 DCLS graduates. This anonymous survey was distributed approximately 1 year after graduation. The survey focused on employment outcomes and self-perceived competence.

Program Description

University of Texas Medical Branch is one of 3 institutions in the United States that has organized a DCLS program to help address diagnostic error and incorrect test selection. The DCLS degree extends the expertise of the individual beyond that of an entry-level clinical laboratory scientist 8 and provides a career development opportunity for clinical laboratory scientists seeking a doctoral degree.

Our DCLS curriculum was developed by Clinical Laboratory Sciences (CLS), MD, and PhD faculty and structured to meet doctoral standards set by the National Accrediting Agency for Clinical Laboratory Sciences. Degree requirements and criteria for awarding the degree include didactic coursework, clinical requirements, and research courses. The program curriculum is taught in 9 semesters over 3 years ( Figure 1 ). The curriculum is summarized in Table 1 and consists of 1728 contact hours organized into 4 sections: (1) courses designed to develop diagnostic expertise (864 hours), (2) DMT rotations (432 hours), (3) clinical service experiences (288 hours), and (4) research courses (144 hours). The courses to develop diagnostic expertise are organized by discipline and consist of online lectures and written assessments. Each student rotates through 8 DMT rotations, ranging from an Anemia DMT to a Toxicology DMT (as shown in Table 1 ). The clinical service experiences involve participating in direct patient contact (rounds) under the supervision of clinical faculty. Each student rotates through 6 diverse clinical service rotations, including obstetrics and gynecology, psychiatry, geriatrics, and nephrology services, as well as a general internal medicine ward service and the surgical intensive care unit.

Doctorate in Clinical Laboratory Sciences (DCLS) curriculum sequence.

DCLS Curriculum Content.

Abbreviation: DCLS, Doctorate in Clinical Laboratory Sciences.

The clinical practice experience (sections 2 and 3) allows DCLS students to develop collaborative skills required to properly advise health care providers on test selection and result interpretation in the clinical setting. This experience encompasses a total of 16 weeks on campus, with 8 hours of daily clinical assignments. Before and after attending on-campus clinical sessions, the students receive supplemental classroom instruction on the use of diagnostic tests outside the clinical laboratory.

A doctoral project containing publishable data is also required for graduation. Project work is completed during the last 2 years of the curriculum and is based on original research data derived from clinical projects. The topic of the project is selected by the student, with the aid and approval of the student’s doctoral project committee. The committee also supports and supervises the student while conducting the project. Successful oral defense is required for completion of the DCLS degree. Figure 2 depicts the milestones for completing the doctoral project and the overall DCLS curriculum.

Doctorate in Clinical Laboratory Sciences (DCLS) curriculum milestones.

Student Admissions and Attrition

Figure 3 is a year-by-year presentation of student admission and attrition rates. The overall acceptance rate for 2016 to 2017 through 2019 to 2020 was 50% (55/110). With an overall 21.8% (12/55) attrition rate, the remaining number of students in the program or who had graduated by the end of 2019 to 2020 was 43. In 2016 to 2017 and 2017 to 2018, approximately two-thirds of the applicants were admitted. In 2017 to 2018, 10 of the 20 admitted students withdrew from the program, representing an attrition rate of 50% for that cohort. Accordingly, we reduced the proportion of applicants who were admitted to less than one-half (46%) the following year. In 2019 to 2020, the admission rate was 33%, and as of December 2020, the attrition rate for students admitted in 2018 to 2019 and 2019 to 2020 is 0%.

Doctorate in Clinical Laboratory Sciences (DCLS) student admissions and attrition from 2016 to 2017 to 2019 to 2020.

Almost twice as many women than men have been admitted to our program since its inception. The most common age range at admission was 35 to 44 years, with 43% of students in this age group. A total of 80% of accepted applicants worked in a clinical laboratory bench setting for more than 6 years. Overall, 68% of admitted candidates identified Texas as their home state, presumably because our institution is in Texas. The remaining 32% of students were from diverse areas of the United States.

Doctoral Project Topics

A total of 15 students graduated from our DCLS program as of December 2020 (8 from the 2016 to 2017 admission cohort and 7 from the 2017 to 2018 cohort). Table 2 lists all doctoral project titles and outcomes for these graduates. Most projects focused on DMT initiation or laboratory test utilization. Six projects examined the use of DMTs for various hematologic and endocrine disorders. The non-DMT projects focused on diagnostic errors attributed to laboratory test utilization (8 projects) and the shortcomings of opioid prescription changes and documentation reconciliation (1 project).

Doctoral Projects of Doctorate of Clinical Laboratory Sciences Graduates.*

† Project outcomes for all 15 students graduating from the program as of December 2020. For all projects, data collection has been finalized, and doctoral project papers have been written and successfully defended.

Faculty Characteristics and Clinical Evaluations

Table 3 provides information regarding the faculty of our DCLS program. Although the program is administered by the School of Health Professions, most faculty are not members of the CLS Department. Most teaching is performed in a clinical setting by faculty who hold appointments in the pathology or internal medicine departments and have an MD/DO degree. These faculty include the instructors for the online courses, the DMT leaders (MD pathologists or PhD clinical laboratory directors), and the clinical service MD faculty.

Faculty Supervision.

The results of evaluations by MD faculty on the clinical service units are shown in Figure 4 . Of the 28 responders, 69% to 82% responded positively to the 4 statements about the presence of DCLS students at clinical rounds (“agree” or “strongly agree” with statements reflecting positive contributions from the students).

Physician faculty assessments of Doctorate in Clinical Laboratory Sciences (DCLS) students during rounds (n = 28).

Student Employment Preferences

Figure 5 shows responses to the student survey regarding work preferences upon obtaining a DCLS degree. Approximately two-thirds of students reported a preference to lead a DMT or serve as an advanced practice provider in a DMT with leadership provided by an MD/DO or PhD. Most of the other students wanted to be a laboratory director or work in an academic setting but not be a DMT leader.

Survey of Doctorate in Clinical Laboratory Sciences (DCLS) student employment preference upon graduation from the program (n = 33). CLIA indicates clinical laboratory improvement amendments; CMS, Centers for Medicare and Medicaid Services. Other includes conducting clinical research.

Postgraduation Outcomes

Fifty percent of graduates were offered a new job upon graduation, and 57% of graduates accepted a new job position within 6 months of graduation ( Figure 6 ). Thirty-three percent of graduates were offered a job promotion at their current place of employment. Figure 7 shows employment job titles of graduates at the time of admission into the program and 1 year after graduation. Figure 8 shows the results of perceived competence 1 year after completion of the DCLS program. The graduates rated their competence as good or excellent for all 6 items evaluated.

Job opportunities after graduation (n = 12).

Employment job titles of students at program admission and 1 year after graduation (n = 12).

Self-perceived competence 1 year after completion of the Doctorate in Clinical Laboratory Sciences (DCLS) program (n = 12).

In this report, we have described the characteristics and outcomes of the DCLS program at our institution. It provides useful information for other institutions that may want to establish similar programs to educate clinical laboratory scientists at the doctoral level.

The DCLS curriculum is a clinical doctorate program that builds on prior technical knowledge of medical laboratory scientists. The program leads to a clinical doctorate that differs from a PhD degree. The main difference is a broader focus on clinical training in the DCLS program and an emphasis on DMT leadership. Our students are exposed to a wide variety of clinical settings and receive multispecialty mentorship and instruction from faculty clinicians and educators during the program. The ability to participate as a student APMLS expert in laboratory testing on multiple DMTs and as part of a clinical health care team during direct patient provides our DCLS students with extensive experience in developing and utilizing algorithms both inside and outside the laboratory.

Currently, 3 DCLS programs exist in the United States: our program and programs at Rutgers University, New Jersey, and Kansas University Medical Center. Although admission requirements for these programs vary from institution to institution, the following criteria are the minimum recommended standards for admission into our DCLS program: (1) completion of a National Accrediting Agency for Clinical Laboratory Science–accredited Medical Laboratory Science program (or equivalent international program), (2) a baccalaureate degree, and (3) generalist Medical Laboratory Scientist certification. Some institutions have additional admission criteria, such as a minimum number of years of experience as a practicing clinical laboratory scientist. In our program, the criteria for awarding the DCLS degree are substantial, requiring a total of 1728 contact hours consisting of didactic coursework (derived from asynchronous distance education), clinical experiences, and a doctoral project.

When the DCLS program was initially proposed at UTMB, there were questions about the role of successful graduates in medical practice. One of the major barriers to widespread implementation of DMTs is the lack of individuals with sufficient content knowledge to serve as DMT leaders. 9 In our experience, our recent DCLS graduates have been able to create interpretive comments and recommendations in DMT team leadership roles that mimic the roles of a resident physician on the DMT. Figure 9 shows an example of a narrative interpretation generated by a Coagulation DMT. The DMT process involves identifying cases, reviewing medical records, preparing brief summaries of the medical history, providing tentative interpretations of the laboratory data in the clinical context of the specific patient, and making recommendations for additional or reduced testing, as appropriate. Our DCLS graduates are well positioned to become leaders of DMT teams. When they assume this role, they should be salaried (similar to PhD DMT leaders), as there is currently no accepted way to bill insurance companies for this interpretive and consultative work.

Example of an interpretation generated by a coagulation Diagnostic Management Teams (DMT).

Importantly, DCLS graduates pay tuition to earn their degree, unlike PhD fellows who receive funding from institutions to complete fellowship training. This is an economic advantage for institutions and could lead to the widespread development of DCLS DMT leaders in multiple areas of diagnostic medicine. Widespread implementation of DMTs may have major impacts on improving patient care by reducing diagnostic errors. The graduation of 5 to 10 individuals each year from multiple institutions over the next 10 years should provide a workforce of hundreds of DCLS graduates.

In our program, the attrition rate decreased over the 4 years since its initiation. This was likely due to changes in our admission rates and the quality of the applicants. In the last 2 admission cycles (2018-2019 and 2019-2020), the admission rates were lower, and the preadmission accomplishments of the applicant pool were greater. Over 50% of graduates accepted new job positions as a result of completing the program. Our graduates have primarily attained positions as laboratory directors or faculty in academic health science centers.

The role of doctoral-level pharmacists as members of multidisciplinary health care teams in patient-facing rounds has become well accepted. The ability to obtain input from a pharmacist during rounds to discuss the appropriateness, dose, frequency, or cost of a drug has proven valuable. 10 An advanced-level practitioner with a DCLS degree can provide similar input. Nevertheless, not all graduates or students in our program aspire to participate as an advanced practitioner in a DMT or consult on test selection and result interpretation. As more graduates enter the field of laboratory medicine, it is likely that additional roles for DCLS graduates will emerge.

Conclusions

Over the past few decades, a clinical doctoral degree has been created for individuals who obtained nondoctoral degrees in pharmacy with the goal of improving patient outcomes. 10 The concept of a clinical doctoral degree for clinical laboratory scientists arose with similar goals, to improve patient safety by reducing diagnostic errors and to provide value-based, optimal patient care. In its earliest stages, the APMLS service is proving highly useful inside and outside of the clinical laboratory. As DCLS programs continue to evolve, it will be critical to collect and analyze data to obtain evidence of the full impact of DCLS graduates on patient care.

Acknowledgments

The authors would like to thank the UTMB internal medicine and pathology faculty, staff, and residents.

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

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Ph.D. in Health Related Sciences

The Doctoral (Ph.D.) Program in Health Related Sciences will provide experienced health professionals with advanced knowledge and skills so that they may assume positions in teaching, research and administration upon graduation. It offers a curriculum with an interdisciplinary core of courses with specialty tracks in Medical Laboratory Sciences, Gerontology, Health Administration, Nurse Anesthesia, Occupational Therapy, Patient Counseling, Physical Therapy, Radiation Sciences and Rehabilitation Leadership. The program emphasizes use of distance learning technologies combined with traditional didactic methods. The curriculum is relevant, timely and meaningful to a multidisciplinary cohort of students.

The Department of Medical Laboratory Sciences encourages highly qualified certified medical laboratory scientists or candidates with equivalent certification to apply to the Ph.D. Program in Health Related Sciences. Candidates must have a master's degree. The Department of Medical Laboratory Sciences is committed to providing opportunities for research and academic endeavors in the various disciplines of MLS. Please explore our website for further information about our faculty and department.

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Quick links, doctoral training, drph public health and clinical laboratory science and practice.

The DrPH track in Public Health and Clinical Laboratory Science and Practice is designed to provide professionals with an advanced public health education and training to prepare individuals for leadership roles in public health and clinical laboratory settings. The program was designed in response to reports demonstrating a critical shortage of laboratory professionals and a need to rebuild the workforce pipeline in public health laboratories. Coursework was developed and implemented by professionals in public health laboratory leadership positions across the country with an emphasis on enhancing laboratory leadership, management, and scientific expertise.

This DrPH degree is a 46-credit hour post-master’s degree encompassing course work and doctoral project requirements designed to provide aspiring public health laboratory directors eligible requirements to sit for the American Board of Bioanalysis (ABB) Director’s and American Board of Microbiology (ABMM) examinations. Applicants must currently work in public health or clinical laboratories which will allow them to perform bench research to meet these requirements. The core curriculum includes courses in laboratory management, safety and security, microbiology, molecular biology and diagnostics, and bioinformatics. The DrPH degree is completed through distance learning with only three mandatory on-campus institutes which allow public health laboratory professionals to connect with other professionals and broaden their public health practice. The online format allows students to continue to work fulltime and advance their education without interrupting their careers. 

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• Experiential Learning Students in the DrPH program are using their own workplaces for their APE/Doctoral Project.
• Careers This DrPH degree was designed to provide aspiring public health laboratory directors eligible requirements to sit for the American Board of Bioanalysis (ABB) Director’s and American Board of Microbiology (ABMM) examinations. Graduates of the program are currently working as laboratory directors in both public health and clinical laboratories.

To learn more, please contact a Pre-Admissions Advisor at (813) 974-6505 or via email at  [email protected] . 

You may also reach out to the Program Director, Dr. Jill Roberts, at  [email protected] .

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THE World Ranking: 85

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THE World Ranking: 401

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The Division​ of Medical Sciences is one of the programs in the Harvard Integrated Life Sciences that facilitates collaboration and cross-disciplinary research. Visit HILS for additional  application instructions .

Established at Harvard University in 1908, the Division of Medical Sciences (DMS) provides students wishing to pursue careers in research and teaching with a broad education in basic biomedical science fields and specialization in one of them. Classroom and laboratory instruction are conducted primarily by faculty in the basic sciences departments and affiliated hospital laboratories of Harvard Medical School, leading to a PhD awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). For over 100 years, this fruitful collaboration has spawned research achievements across the spectrum, from basic science to experimental medicine. Since 1909, more than 2,800 division graduates, including six Nobel Laureates, have gone on to distinguished careers in biomedical research, university teaching, and a number of increasingly diverse careers.

DMS offers six interdisciplinary areas of study leading to a PhD in the biomedical sciences, which share a common purpose of fostering a stimulating and supportive environment for research training in the biomedical sciences:  Biomedical Informatics , ​ Biological and Biomedical Sciences ,  Immunology ,  Neuroscience ,  Speech and Hearing Bioscience and Technology , and Virology .

DMS students are enrolled in and receive a PhD from Harvard Griffin GSAS even though they may work primarily with Harvard Medical School faculty. 

Additional information on the graduate program is available from the Division of Medical Sciences , and requirements for the degree are detailed in  policies .

Admissions Requirements

Please review the admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Division of Medical Sciences .

In the application for admission, select Division of Medical Sciences as your degree program choice and your area of interest from the area of study drop down.

If you have published articles, please list these in the Academic History section of the application for admission, citing the PubMedID.

All DMS programs conduct personal interviews as part of the application process. Invitations for interviews are usually sent out between late December and early January depending on the program.

Personal Statement

Standardized tests.

GRE General: Not Accepted for Biological & Biomedical Sciences, Neuroscience, Speech and Hearing Bioscience and Technology, and Virology. Optional for Biomedical Informatics and Immunology. GRE Subject: Optional for Biomedical Informatics and Immunology. iBT TOEFL minimum score: 100 IELTS minimum score: 7

Biomedical Informatics

BIG track: Applicants to the BIG program typically have majored in a quantitative field (e.g., computer science, mathematics, statistics, physics, bioengineering) with a demonstrated interest in biological sciences OR have majored in a biological science but with considerable aptitude in computer programming and quantitative methods.

AIM track: The AIM program aims to train students who have majored in a quantitative field to solve problems in biomedicine and clinical care. There isn't a fixed set of requirements for preparation. However, as the program is computationally and quantitatively rigorous, successful applicants will show mastery of fields such as statistics, linear algebra, computer science, and machine learning. Though not necessary, foundational biological or medical knowledge will be a benefit.

Neuroscience (PIN)

While there are no specific degree subject, course, or research requirements, applicants are expected to have rigorous undergraduate coursework in the sciences, including biology, chemistry, and physics, and prior lab research experience. Applicants who have trained outside of neuroscience and biology are expected to have a demonstrated interest in neuroscience.

The statement of purpose should help the admissions committee get to know each applicant as a person and as a scientist. How did your background and lived experience help shape you as a scientist? What are your interests and goals in graduate school? How do your research experiences and goals fit within this context? You should briefly establish a contextual framework, provide a summary of your research experience, including the question(s)/topic(s) of your research, their importance, your hypotheses, how you tested your hypotheses, your findings, possible outcomes, and how you interpreted those outcomes.

Speech and Hearing Bioscience and Technology (SHBT)

Applicants who are invited for on-campus interviews are notified in late December. Interviews generally occur in late January as part of a series of activities beginning on a Thursday evening and ending the following Sunday. Travel and hotel expenses for this visit are covered by the SHBT program. Invited applicants should make every effort to attend the interview weekend, but those who are unable to do so should inquire about other arrangements.

Theses and Dissertations

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MD/PhD Program: Medical Scientist Training Program

The Medical Scientist Training Program (MSTP), the MD/PhD program at the University of Washington, was established in 1971. The program's goal is to train scientists with both a broad knowledge in medicine and the ability to productively investigate detailed mechanisms associated with human diseases.

The program emphasizes continuity between the curricula of clinical and basic sciences and is designed for students with a strong interest in research who plan a career in academic medicine.

Please visit the MSTP  website for more information.

The Doctor of Clinical Laboratory Science (DCLS)

A new frontier in laboratory medicine, dcls professionals will elevate the role of lab medicine in patent care.

Kathryn Golab, MLS(ASCP) CM , is the hematology technical specialist at Wisconsin Diagnostic Laboratories (WDL) at Froedtert and the Medical College of Wisconsin. She is also a fourth year student in the doctor of clinical laboratory science program at Rutgers University. At WDL, she leads the High School Tour and Outreach committees and works with community schools to expose students to the clinical laboratory. She is also a board member at large of the Menomonee Falls High School Career Academy Advisory Board, secretary for the ASCLS Wi Board of Directors, and chair of the ASCP Social Media Committee.

The field of clinical laboratory science took a big step forward in 2018 when Brandy Gunsolus, DCLS, MLS(ASCP)CM, graduated from Rutgers School of Health Professions with her doctorate in clinical laboratory science (DCLS). As clinical lab testing becomes more complex, this new degree has been instrumental in bringing lab medicine out of hospital basements to patients’ bedsides. 

The development of the DCLS program started in 2005 when American Society for Clinical Laboratory Science (ASCLS) President Susan Morris convened the first workgroup to begin setting the groundwork for the development of the degree program. The group worked to prove the need for the degree, develop the curriculum for the proposed degree plan, and ensure certification and licensure standards were met. 

"DCLS can help reduce diagnostic error by clearing up confusion related to lab procedure ordering, analysis, and interpretation."

Over the next six years, the workgroup would undergo a number of name and initiative changes until Rutgers University enrolled its first student in the program in 2012. Rutgers became the first university to produce a DCLS graduate in the spring of 2018, and the University of Texas Medical Branch in Galveston wasn’t far behind when their first cohort graduated in the summer of 2019.

The need for the DCLS

The DCLS was developed after research showed that the majority of medical laboratory scientists spend time answering questions from physicians about laboratory results and explaining what the results mean for a specific patient, without necessarily having the background or education to feel comfortable doing so. With the increasing number of pathology openings across the country, there is also a gap in the clinical knowledge available to laboratory professionals. Not every laboratory has access to a credentialed clinical pathologist, let alone a specialized clinical chemist or clinical microbiologist with the experience needed to answer questions from physicians about laboratory results. Pathologists have also stated that with increasing case workloads, they don’t have the time to answer questions from physicians about laboratory results. 

What does DCLS training include?

This is where the DCLS comes into play. A student in a DCLS program goes through a rigorous course load, including clinical lab-based courses, such as advanced clinical chemistry, advanced immunology, and advanced molecular techniques, while also completing additional coursework in pathophysiology of disease, pharmacology, and research to allow them to help support pathologists.

"A student in a DCLS program goes through a rigorous course load, including clinical lab-based courses."

With this knowledge set, the DCLS students are also provided hands-on experience at a clinical location, which varies in length and time depending on the program. Clinical education at these sites includes rounding on the floor with patient care teams on a variety of medical services (internal medicine, infectious disease, hematology oncology, etc.), starting and running diagnostic management teams, educating physicians and patients about laboratory ordering and results, and performing translational research to help improve patient outcomes.

In total, a DCLS student will spend a minimum of three years completing the degree. The three-year time frame is for students who enroll full time in one of the three programs currently available (Rutgers, UTMB-Galveston, and University of Kansas-Kansas City). However, since many laboratory professionals continue to work at the bench while gaining advanced degrees, the programs can be completed either full- or part-time. Most students complete their degree within four to five years of acceptance into the program.

Can DCLS grads be high complexity lab directors?

This past summer, the Centers for Medicare and Medicaid Services (CMS) put out a request for comment to amend the Clinical Laboratory Improvements Act of 1988 (CLIA’88) requirements for a high complexity laboratory director (HCLD) to include the DCLS degree. Many professional organizations, including the American Society for Clinical Chemists (AACC) and the American Society for Microbiology (ASM), have stated that they do not support adding the DCLS to the HCLD qualifications, because they feel that the educational requirements for DCLS students are not as stringent as current MD and PhD candidates eligible for HCLD. 

Unfortunately, many of the comments made have been based on inaccurate notions that the DCLS is more like continuing education requirements for bachelors and masters prepared professionals, and not graduate level education as demonstrated by the course work.

“Laboratory utilization is one of the largest areas of practice for the DCLS.”

DCLS and HCLD as complementary roles

According to practicing DCLS graduates, a DCLS professional is capable of filling in as a HCLD in places where a board-certified clinical pathologist, clinical chemist, or clinical microbiologist is not available—these are not the main responsibilities for the DCLS. The DCLS will be able to enhance the practice of these clinical professionals by working on laboratory test utilization and physician and patient education of laboratory  tests and results, while the HCLD can focus on their role as clinical laboratory leader. 

Laboratory utilization is one of the largest areas of practice for the DCLS, as there has been a significant increase in laboratory testing menus over the last 50 years, without an increase in educational requirements in medical school for laboratory medicine. This leads to physicians and other health care providers ordering tests that they may not be familiar with, furthering confusion when results are abnormal. 

Having a DCLS on staff who is able to review laboratory orders, determine clinical need through chart review for the patient, and consult with physicians about laboratory testing results can reduce unnecessary health care costs for both the health care network and the patient, as well as reduce diagnostic error. 

In a 2015 report by the Institutes of Medicine, diagnostic error was shown to account for potentially 6–17 percent of adverse events in hospitals. DCLS professionals can help reduce diagnostic error by clearing up confusion related to lab procedure ordering, analysis, and interpretation.

A bright future

The DCLS is a relatively new profession that will continue to face uphill challenges in gaining recognition and respect in the health care field as a whole. However, over time, the increased presence of DCLS professionals will help reduce laboratory errors to improve the rate of diagnostic error and help elevate the role of the clinical lab in patient care.

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UC Is Now Your Full Pathway in Medical Laboratory Science Education

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The laboratory science industry has been changing considerably over the last decade. These changes include technological advancements and spikes in demand due to new widespread health crises like the COVID-19 pandemic. These changes have been happening alongside a surge in demand for leadership due to growing retirement numbers among laboratory managers .

Professionals in this field can stay ahead of these changes by advancing in their careers to answer these challenges and make an impact where it’s needed most. Advancing in this field can be daunting, especially if you’re already working in the industry, but the University of Cincinnati is here to help by offering a full education pathway to advance in laboratory science.

What is a  Full Pathway in Medical Laboratory Science?

The “full pathway” for laboratory science professionals at UC refers to the ongoing education offered from the undergraduate to the doctorate level. At each level, UC provides students with a comprehensive education in laboratory science principles, techniques, and essential leadership skills to enhance their impact in the industry. All of these programs are made possible through the University of Cincinnati.

The process is made even easier by allowing students to complete the coursework for each degree while balancing their life and job commitments thanks to UC Online . Let’s take a closer look at each of these opportunities below.

The Bachelor of Science in Medical Laboratory Science

The Bachelor’s in Medical Laboratory Science (BS-MLS) is the undergraduate portion and the first step in UC’s online lab science pathway. Often referred to as a “completer” or a “bridge” program, this degree is made specifically for certified medical/clinical laboratory technicians (MLTs/CLTs) who have already completed their associate’s degrees and are interested in becoming certified medical laboratory scientists (MLSs) .

This NAACLS-accredited bachelor’s, designed to meet the highest industry standards, has been offered online at UC for more than 20 years and on campus for more than 80 years. Through such a long history, the curriculum has been refined to teach the competencies, ethics, and professionalism standards for laboratory technicians outlined by organizations like the American Society for Clinical Laboratory Science (ASCLS) . Life experience credits are also awarded for prior clinical experience, which means that this program can be easily completed in as little as two years!

Another overarching goal of this program is to prepare students to take an MLS certification exam from the American Society for Clinical Pathology (ASCP) or an equivalent organization. Graduates who completed this program through UC Online are better prepared for a certification exam than graduates from similar programs in other institutions. With an MSL certification, graduates can excel in higher-paying positions and qualify for more educational advancement opportunities.

The Master of Science in Medical Laboratory Science Leadership

Once the undergraduate portion of the laboratory science pathway is finished, the graduate potion begins with the Master of Science in Medical Laboratory Science Leadership (MS-MLSL) . UC’s online master’s degree expands on the concepts of the bachelor’s by adding leadership components and opportunities for more credentials that help graduates stand out among the competition. This includes the opportunity to earn a specialty certification from the ASCP, a helpful credential for those seeking a specialized laboratory practice role. Other viable career opportunities with this degree include instructor positions in higher education and health care administration positions.

The MS-MLSL curriculum, like all programs offered through UC Online, is designed to be completed while managing commitments outside school . There are four concentration tracks from which students can mix and match classes to build the education path that will serve them best. These tracks include:

• Health Care Administration
• Higher Education
• Advanced Practice – Micro/Molecular Diagnostics
• Advanced Practice – Immunoheme/Cell Therapy/Transfusion Medicine

To qualify for this program, applicants must have a bachelor’s degree, two years of professional laboratory experience, and an MLS Certification (from ASCP, AMT, AABB, or equivalent). Applicants without certification can still qualify with at least five years of professional laboratory experience. This opens the program to individuals from all lab science backgrounds, and they are all encouraged to apply.

The Doctorate of Clinical Laboratory Science

The final step in the full laboratory science pathway through UC Online is the Doctorate of Clinical Laboratory Science (DCLS) program. This is the first doctorate to be offered entirely online at UC, and it offers a unique opportunity for students at the undergraduate and graduate levels. Students can qualify for the DCLS with just their bachelor’s as long as they have a generalist MLS certification. The curriculum is built to provide seamless transition opportunities from the prior steps in the pathway!

The DCLS represents the highest level of education in laboratory science offered at UC. In addition to qualifying graduates for advanced positions in laboratory practice, and higher education, the DCLS curriculum transforms students into High Complexity Laboratory Directors (HCLD) as defined by the Clinical Laboratory Improvement Amendments (CLIA) of 1988. These professionals are responsible for quality assurance in complex laboratory environments and ensure that test and general operations are performed well.

Unlike the previous programs in the lab science pathway, the DCLS only accepts students during the fall cohort each year. This means that completing an application early is even more important for this program. Depending on each student’s education level when they start the program and whether the student is enrolled full-time or part-time, this degree can be completed in 3 to 6 years.

Why is a  Full Pathway   in Lab Science Important?

Careers in health care are often very complex, and laboratory science is no exception. The advancement of laboratory technology and the increasing demand for qualified professionals further complicates this issue. The University of Cincinnati makes it a priority to ensure that students are prepared to fill these roles and that they have a clear path to advance.

Why Complete The Pathway

Committing to the full lab science pathway is a big commitment, but the career benefits make it worth the time and money. The benefits of advancing via the lab science pathway include:

• Greater Career Opportunities – Advanced degrees like the MS-MLSL and DCLS open doors to leadership, research, and specialized fields all throughout the lab science industry
• Increased Earning Potential – These advanced positions often pay higher salaries and higher financial rewards. The ASCP estimates that certified laboratory scientists earned $69,000 annually as of 2021, while laboratory leaders with master’s degree or higher earned between $85,000 and $95,000 on average.
• Enhanced Job Security – Students with more qualifications are more adaptable and desirable to employers in chaotic job markets. The Bureau of Labor Statistics (BLS) estimates that the laboratory scientist jobs are projected to grow 11% during the 2020’s, which is faster than average for all occupations.
• Greater Impact on Patient Care – Lab science professionals play a critical part in improving patient outcomes through advanced research and laboratory practice

The  University of Cincinnati Online Experience

The University of Cincinnati Online is the perfect conduit for the UC education experience. Most students, especially at the graduate level, are working hard to balance their commitments outside their education. UC Online makes this more manageable by offering:

• Asynchronous Coursework – Assignments can be completed on a student’s timeline without having to visit campus.
• Application to Graduation Support – Every student will be assigned an Enrollment Services Advisor (ESA) and a Student Success Coordinator (SSC) to assist them every step of the way!
• World-Class Faculty – The faculty leading these courses are among the top experts in the field. A prime example is the director of the MS-MLSL and DCLS programs, ASCLS President, Dr. Patricia Tille .
• Scholarship Opportunities – UC’s College of Allied Health Science offers several scholarships, including exclusive benefits for active-duty military personnel, veterans, and University to Business scholarships.

Take the  Next Steps   with UC’s Full Pathway in MLS

There’s no better time than now to start your journey at the University of Cincinnati. Our faculty and staff are ready for you whether you’re starting at the graduate or undergraduate level, full-time or part-time. We’d like to invite you to apply for the next step that best fits your career and get your application started!

You can apply for the Bachelor’s in Med Lab Science , Master’s in Med Lab Science Leadership , and the Doctorate of Clinical Lab Science by filling in your information on the respective program page. Please don’t hesitate to contact us directly if you have questions or call (833) 556-8611 between 8 a.m. and 5 p.m. Monday through Friday.

Frequently Asked Questions (FAQs)

What is the best specialization in laboratory science.

The ideal specialization depends on each student’s career goals and interests. Many popular areas include molecular diagnostics, microbiology, hematology, and clinical chemistry – all of which can be advanced with a degree from UC.

Which degree is best for a laboratory professional?

The best degree depends on the role you desire in your career. Our bachelor’s degree serves as a gateway to become a certified medical laboratory scientist. Those who are interested in leadership, education, or more advanced laboratory opportunities would benefit from a master’s or doctorate degree.

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MLT to Medical Laboratory Science, Bachelor of Science

Advance your career with the online MLT to MLS Bachelor of Science completion program

The online MLT to Bachelor of Science in Medical Laboratory Science (MLS) degree completion program is designed for working Medical Laboratory Technicians (MLTs) seeking to advance their careers. This online MLT to MLS program provides you with the opportunity to advance your education and career in areas like microbiology, clinical chemistry, hematology, immunology, body fluids and transfusion medicine. By offering a flexible online format, this program will accommodate your busy schedule without compromising academic rigor. Our program equips you to deliver accurate diagnoses, ultimately leading to effective treatments and comprehensive patient care.

By completing this online degree, you’ll be eligible to sit for the MLS certification exam through Route 2 eligibility. To meet the exam’s requirements, you must have a bachelor’s degree and at least two years of comprehensive clinical lab experience within the last 5 years. While our program fulfills the degree requirement, it’s important to note that additional professional experience is necessary to sit for the MLS (ASCP) exam .

Complete your bachelor’s degree in as little as two years and take the next step in your medical laboratory career.

Credit Hour Requirements

To graduate and receive your diploma, a minimum of 120 credits is required. There is no limit to the number of credits that can transfer; however, students must take at least 30 credit hours at Ohio State to receive an Ohio State degree.

Why choose Ohio State for the online MLT to MLS program?

The online MLT to MLS program at Ohio State is nationally ranked in the top 10 by Authority  and College Factual . Asynchronous courses offer a flexible learning experience without compromising the quality of education, ensuring the same education from NAACLS-accredited faculty as students learning on-campus.

At Ohio State, you will be joining a program with a strong history of student success:

• 100% of students over the past 3 years have passed the ASCP Board of Registry Certification Exam within a year of graduation, scoring above the national average in all subject areas .
• 100% of graduating students have had employment or graduate program placement.

With top rankings, flexible coursework, expert faculty, and outstanding student outcomes, this program equips graduates with the knowledge and skills necessary to excel in the field of medical laboratory science.

Frequently Asked Questions

What can i do with a bachelors degree in medical laboratory science.

A Bachelor of Science in Medical Laboratory Science (MLS) opens doors to diverse careers. While many MLS graduates work in hospital labs, opportunities span research, quality control, forensics, industry, sales, information systems, fertility, environmental health, public health, and education. Some students go on to pursue advanced degrees in medicine, dentistry, or nursing. Ohio State offers tailored MLS programs to fit various career goals.

Is a bachelor's in MLS worth it?

A degree completion in Medical Laboratory Science (MLS) offers several advantages over an associate’s degree or certification. Graduates often find expanded career opportunities, including leadership roles, research positions, and specialization within the field. Professionals with a bachelor’s degree typically command higher salaries compared to those with associate’s degrees. The in-depth knowledge gained from a bachelor’s program, encompassing medical sciences, laboratory management, and research methodologies, also provides a strong foundation for advanced studies like medicine, dentistry, or graduate school. Additionally, in certain professional settings, a bachelor’s degree is preferred or even required so by completing your degree, you open yourself up to more career opportunities. While an associate’s degree or certification can lead to successful careers, a bachelor’s degree can provide a more comprehensive education and greater career flexibility.

How do I know if my credits will transfer to Ohio State and meet the prerequisite course requirements?

The Professional Admissions office offers free transfer credit evaluations for interested students and these can be completed by submitting an online form available on their website. In some cases they may advise you to have the courses further evaluated by the department that offers the course in question. Please do not send your transcripts to The Medical Laboratory Science department, they do not perform transcript reviews or evaluations. Learn more about prerequisite transfer credit

Academic Calendar

The online MLT to MLS Bachelor of Science enrolls in Spring and Autumn terms with application deadlines in October and January.

Spring 2025

Application Deadline October 1, 2024

Term Start Date January 6, 2025

Autumn 2025

Application Deadline January 31, 2025

Term Start Date August 26, 2025

Admission Criteria

Admission criteria for this program, includes:

• GPA of 2.50 or higher
• Students may be admitted before completion of these courses, but they must be completed before the Autumn semester of the second year in the professional program.
• Poof of MLT Certification in good standing with ASCP
• Knowledge of the field with a strong personal statement and academic performance in math, chemistry, and biology (science GPA).

Students who have an associate degree from another institution can request an evaluation of their courses via the Program Prerequisite Evaluation Form. You can also explore course equivalences by reviewing the information provided on the  Transferology  site.

The State Authorization Reciprocity Agreement, also known as  SARA , establishes uniform standards for distance education for all participating states and institutions. Ohio State joined SARA in 2015, which means Ohio State can offer most online and on-ground courses and programs in  SARA member states, districts and territories without seeking authorization in each state.

Career Outlook

A BS in Medical Laboratory Science can lead to a rewarding career in a growing field, with job stability and opportunities for advancement. After earning your MLS certification, as a medical laboratory scientist you will play a critical role in diagnosing and treating diseases and contributing to important medical research.

Whether you’re looking to grow in your current career or make a career change altogether, Ohio State’s online programs can help you achieve your goals. Learn what the outlook is for your current or next career move using O*Net’s My Next Move tool.

Throughout the program you will gain the knowledge and the skills to excel in areas such as microbiology, clinical chemistry, hematology, immunology, bacteriology, body fluids, and transfusion medicine. Medical Laboratory Scientists play a critical role in patient care by performing laboratory tests and communicating results to healthcare providers.

MEDLBS 4100: Medical Laboratory Special Microbiology

Introduce medical mycology, parasitology, and virology in the aspects of fundamental epidemiology, disease transmission routes, clinical correlation of microbial diseases, as well as diagnostic tests to identify commonly encountered and clinically important viruses, fungi, and parasites.

MEDLBS 4000: Medical Laboratory Clinical Bacteriology

Introduce medical bacteriology in the aspects of fundamental epidemiology, disease transmission routes, clinical correlation of microbial diseases, as well as diagnostic tests to identify commonly encountered and clinically important bacteria.

MEDLBS 4050: Medical Laboratory Hematology

Introduces the student to the theory and application of clinical laboratory procedures used to identify and evaluate the formed elements of the blood and hemostatic mechanisms in health and disease.

MEDLBS 4200: Medical Laboratory Immunology

Provides the student the theory, application, and correlation of clinical immunology knowledge and procedures used to evaluate the function of the immune system in health and disease.

HTHRHSC 4200: Health Sciences Research/ Analytical Scientific Writing in Health and Rehabilitation Sciences

This course introduces students to the scientific writing process by exploring data analysis techniques, developing analytical and critical skills to comprehend evidence, synthesizing research design and outcomes, and finally, written communication of the scientific rigor of evidence to advance clinical practice in healthcare.

Understanding Online Course Types

As you research the right online program for you, you likely will come across the terms “asynchronous” and “synchronous.” Learn what these terms mean and how they’re important to consider when understanding how a program will fit into your life.

Program Faculty

Courses within the MLT to MLS program are taught by the same NAACLS-accredited Ohio State faculty who teach on campus, ensuring a high-quality education that meets rigorous standards.

Jessica Mantini, MS, MLS (ASCP)

Jessica is the program director for the MLT to Bachelor of Science in Medical Laboratory Science. She teaches courses and labs in immunohematology and microscopy. Her professional areas of interest are in transfusion medicine and clinical education.

Tammy L. Bannerman, Ph.D. (ABMM)

Testimonials

See what our students and alumni have to say about their experience at The Ohio State University.

"I really enjoyed the MLS program! The professors' deep understanding of the material made it engaging, and I can directly apply the knowledge I gained in my current job in blood banking. The classes on hematology and immunology that we took will be highly beneficial in my journey to becoming a physician."

"There have been days at work when I think to myself, ‘I just learned about that last night’. It’s really exciting when you can actually see that come to be a part of your work day."

"Being able to apply everything I was working on for school immediately to my work was my favorite part of the program."

"I could not have faced so many obstacles without the support, strength and guidance from the faculty and staff. Even when times were tough, they believed in me, so I believed in me."

Get started.

Speak with a knowledgeable Enrollment Advisor who can help answer your questions and explain different aspects of the more than 70 online degrees and certificates offered at Ohio State.

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What is a Doctor of Clinical Laboratory Science?

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Department of Clinical Laboratory Sciences

KU's doctorate in clinical laboratory science prepares MLS professionals for advanced practice roles.

A doctor of clinical laboratory science (DCLS) interacts directly with the clinicians, making patient connections and having important conversations with core members of the clinical team and providing a critical interface between practice, research and health care policy. The DCLS is a critical component of "the right test, for the right patient at the right time."

The role of a DCLS practitioner also assures the effective and appropriate use of lab tests and information, which could result in decreased costs, earlier diagnosis and improved patient outcomes. A DCLS works alongside health care providers, external and internal to the clinical laboratory and integrates information from laboratory professionals.

By providing information to consumers and health care providers, the role of a DCLS is instrumental in providing safe, effective, patient-centered and equitable health care as envisioned by the Institute of Medicine.

Students working toward a DCLS degree will take courses in disease overview and treatment, pharmacology, evidence-based medicine, laboratory utilization in health care and others.

Those who possess a DCLS degree will be prepared to act as consultants to health care providers, serve as laboratory directors, educate patients and health care providers, perform and disseminate research on evidence-based practice and test utilization and enter academic positions.

The American Society for Clinical Laboratory Science has a position paper that elaborates on the role and responsibilities of a DCLS .

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Medical Laboratory Sciences, BSMLS

The Department of Biological Sciences offers a Bachelor of Science in Medical Laboratory Sciences in affiliation with the following schools of clinical laboratory science:

Students complete a minimum of 88 semester hours at UNT prior to entering clinical training. Then students must enroll in a minimum of 12 months of clinical training (for a minimum of 32 semester hours) at any hospital or university laboratory approved by the National Accrediting Agency for Clinical Laboratory Sciences. Upon graduation, students are eligible to take national examinations given by the American Society of Clinical Pathologists Board of Certification (ASCPBOC).

Comanche County Memorial Hospital (School of Medical Technology) Lawton, OK

Baylor Scott and White, Temple

Tarleton State University at All Saints Hospital, Fort Worth

Houston Methodist Hospital, Houston

United Regional Medical Health Care System (School of Medical Technology)

Parkview School of Medical Laboratory Science, Pueblo, CO

Coursework includes the study of:

• amino acids, carbohydrates, enzymes, proteins and vitamins in humans
• bacteria and disease
• the immune system
• organic chemistry
• scientific methods for analyzing chemical reactions
• the structure and function of cells, tissues and organ systems in animals and humans
• animal parasites
• techniques for examining cells and body fluids under a microscope
• technical writing

View the Medical Laboratory Sciences major web brochure.

THECB Marketable Skills

1. Oral and written communication

2. Quantitative data analysis

3. Plan, organize, and prioritize work

4. Operate modern clinical instrumentation

5. In-depth knowledge of clinical scienc

Learn more about specific degree requirements for the BS in Medical Laboratory Sciences in the undergraduate catalog.

Lobachevsky State University of Nizhni Novgorod: Statistics

Updated: February 29, 2024

Quick Review

Acceptance rate & admissions.

We've calculated the 65% acceptance rate for Lobachevsky State University of Nizhni Novgorod based on the ratio of admissions to applications and other circumstantial enrollment data. Treat this information as a rough guide and not as a definitive measure of your chances of admission. Different programs may have significantly varying admissions rates.

Research profile

Lobachevsky State University of Nizhni Novgorod has published 10,100 scientific papers with 65,152 citations received. The research profile covers a range of fields, including Physics, Engineering, Chemistry, Quantum and Particle physics, Biology, Materials Science, Organic Chemistry, Environmental Science, Computer Science, and Optical Engineering.

Lobachevsky State University of Nizhni Novgorod majors

by publication & citation count

Annual publication & citation counts

The tuition table for Lobachevsky State University of Nizhni Novgorod gives an overview of costs but prices are approximate and subject to change and don't include accommodation, textbooks, or living expenses. The costs of programs might differ significantly for local and international students. The only source of truth for current numbers is the university's official website.

The currency used is Russian Ruble (RUB).

The Lobachevsky State University of Nizhni Novgorod has financial aid programs and on-campus housing.

Programs and Degrees

The table below displays academic fields with programs and courses that lead to Bachelor's, Master's, and Doctorate degrees offered by Lobachevsky State University of Nizhni Novgorod.

Note that the table provides a general overview and might not cover all the specific majors available at the university. Always visit the university's website for the most up-to-date information on the programs offered.

Lobachevsky State University of Nizhni Novgorod faculties and divisions

Location and contacts

Lobachevsky State University of Nizhni Novgorod in social media

Nizhny Novgorod State Medical University Russia 2024-25: Admission, Courses, Fees, Eligibility, Ranking etc.

Nizhny Novgorod State Medical University is also known as Privolzhsky Research Medical University. It is a leading medical University located in Nizhny Novgorod, Russia. It was founded in 1920. Nizhny Novgorod State Medical University Russia offers a wide range of undergraduate and postgraduate programs in General medicine, dentistry and pharmacy.

Nowadays, Nizhny Novgorod State Medical University cooperates with 21 international universities from the Czech Republic, Germany, China, Malaysia, France, India, Armenia, Uzbekistan and More. Nizhny Novgorod State Medical University is equipped with modern facilities and infrastructure to support academic and research activities. The campus includes lecture halls, laboratories, research centers and a well-stocked library.

[Page Index]

College summary.

Let us look at the major details of Nizhny Novgorod State Medical University Russia.

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Affiliation and Recognition

These renowned bodies have given recognition to the Nizhny Novgorod State Medical Academy.

• National Medical Commission.
• World Health Organization.
• Ministry of Science and Higher Education.

The faculties at Nizhny Novgorod State Medical Academy in Russia differ from one department to another, encompassing various disciplines and specialities.

• Faculty of Medicine
• Faculty of Pediatrics
• Faculty of Pharmacy
• Faculty of Medico-prophylaxis
• Faculty of Stomatology
• Faculty of Higher Nursing Education
• Faculty of Preparatory courses

Courses Offered

Nizhny Novgorod State Medical University Courses offer quality medical programs under highly qualified faculty and state-of-the-art infrastructure. The College is famous for its undergraduate medical programs (MBBS).

Why Study MBBS at Nizhny Novgorod State Medical University?

Novgorod State Medical University offers a world-class educational infrastructure to its students. The faculty, researchers, and students at the university represent over 53 countries. The university offers undergraduate and postgraduate courses in English medium at an affordable cost. Nizhny Novgorod State Medical University is located in the city of Nizhny Novgorod in the Russian Federation.

Admission Procedure

If you want to take Nizhny Novgorod State Medical University Russia admission 2024-25, you must qualify for the National Eligibility Entrance Exam (NEET) for Indian students.

Eligibility Criteria

Russia has been one of the top preferred destinations for international students to pursue their Medical Degree Courses. If you want to study MBBS at Nizhny Novgorod State Medical University, check the eligibility below.

Graphical Representation of Eligibility Criteria

Documents Required

Before taking admission at Nizhny Novgorod Medical University Russia, please carry all these related documents.

• Passport (Minimum 18 months validity).
• 10th Certificate & Mark sheet.
• 12th Certificate & Mark sheet.
• Birth Certificate.
• 10 passport-size Photographs.
• Official Invitation letter from the Medical University of Russia.
• Authorization of all documents from the Ministry of External Affairs, New Delhi.
• Legalization of all documents from the Russian Embassy.
• Bank receipt of 1st Year of Tuition fees (required for some Universities).
• HIV test documents.

Fee Structure 2024-25

In this section, all the MBBS students get information about the Nizhny Novgorod State Medical University fee structure for 2024. Check all the relevant queries regarding fees following this page: Low fees for MBBS Colleges in Russia .

Ranking 2024-25

According to Edurank, the Nizhny Novgorod State Medical University ranking in Russia and all over the World Ranking:

Advantages of MBBS in Russia

About Nizhny Novgorod City

• Nizhny Novgorod is situated on the confluence of the Volga and Oka rivers, approximately 400 kilometers east of Moscow.
• Nizhny Novgorod is a major economic, transportation, scientific, educational and cultural center in Russia.
• Nizhny Novgorod is well-connected by rail, road, and water. The city has a comprehensive public transportation system, including buses, trams, and a metro system. The Strigino International Airport serves the city, connecting it to domestic and international destinations.
• Nizhny Novgorod is a vibrant and modern city with a rich history and culture. It is a popular tourist destination, and it is a great place to experience the best of Russia.

Temperatures

Contact Details

Nizhny Novgorod State Medical University Russia Address: 10/1, Minin and Pozharsky Sq., Nizhny Novgorod, Russia, 603950 Contact Number : +91 7827-804-741

Frequently Asked Questions (FAQs)

Where is nizhny novgorod state medical university russia located.

Minin and Pozharsky Sq, 10/1, Nizhny Novgorod Nizhny Novgorod Oblast, Russia, 603005.

What scholarships and grants are available to students?

Various scholarships and service grants are available to deserving students. The Study Now, Pay Later Plan is available from case to case.

Does Nizhny Novgorod State Medical University Russia accept transferees?

Nizhny Novgorod State Medical Academy Russia accepts transferees on a case-to-case basis.

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About Manish Verma

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