Code | Title | Hours |
---|---|---|
DCLS Research I | 2 | |
DCLS Research II | 3 | |
DCLS Research III | 3 | |
DCLS Capstone | 1 |
Code | Title | Hours |
---|---|---|
Clinical Residency I | 4 | |
Clinical Residency II | 5 | |
Clinical Residency III | 5 |
* 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.
Year 1 | |||||
---|---|---|---|---|---|
Fall | Hours | Spring | Hours | Summer | Hours |
2 | 3 | 3 | |||
3 | 3 | (or PRVM 853 during Year 1, Fall semester) | 1 | ||
3 | 3 | ||||
3 | or | 3 | |||
11 | 12 | 4 | |||
Year 2 | |||||
Fall | Hours | Spring | Hours | Summer | Hours |
3 | 3 | 1 | |||
2 | 3 | 2 | |||
3 | 3 | 4 | |||
1 | 2 | ||||
(online section available) | 3 | ||||
12 | 11 | 7 | |||
Year 3 | |||||
Fall | Hours | Spring | Hours | ||
1 | 1 | ||||
3 | 3 | ||||
5 | 5 | ||||
1 | |||||
9 | 10 | ||||
Total Hours 76 |
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
Essential Movement Requirements
Essential Communication Requirements
Essential Intellectual Requirements.
Essential Behavioral and Social Requirements
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Boston University
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:
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.
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 .
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.
In addition to the pathology curriculum, students may choose from three additional specialized tracks:
Specialized coursework offered through the department includes:
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:
For first-year PiBS students interested in pathology, the following courses are recommended.
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.
For MD/PhD students interested in pathology, the following courses are required/recommended.
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.
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.
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.
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.
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 .
Criteria for admission.
Students must have received a baccalaureate degree from an accredited university. Additional criteria considered by the admissions committee include:
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 .
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
Note that this information may change at any time. Read the full terms of use .
Boston University is accredited by the New England Commission of Higher Education (NECHE).
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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
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.
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.
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.
Courses to Develop Diagnostic Expertise (864 contact hours) | |
---|---|
Advanced Clinical Topics: Pathophysiology and Diagnostic Testing | Clinical Immunology and Transfusion Medicine |
Cardiovascular | Autoimmunity |
Endocrine disorders | Transfusion reactions |
Gastrointestinal and pancreatic disorders | Stem cell therapy and immunotherapy |
Hepatobiliary disorders | Molecular Diagnostics |
Impaired glucose metabolism | Methods in diagnosis of inherited and acquired disorders |
Renal disorders | Hematopathology |
Reproductive disorders | Diseases of red blood cells |
Respiratory disorders | Diseases of white blood cells |
Vitamins, trace metals, and nutrition | Bleeding and thrombotic disorders |
Tumor markers | Introduction to Health Assessment |
Advanced Microbiology and Infectious Disease | Health assessment overview |
Host-pathogen interaction | Health systems |
Microbial pathogenesis | Professional responsibilities |
Bacteriology | Pharmacology |
Virology | Toxicology |
Mycology | Pharmacokinetics |
Antibiotic susceptibility | |
Diagnostic Management Teams (432 contact hours) | |
Anemia | Liver disease |
Autoimmune disease | Infectious disease |
Coagulation | Toxicology |
Forensics | Transfusion medicine |
Clinical Service Experiences (288 contact hours) | |
Obstetrics and gynecology | Geriatrics |
Internal medicine | Surgical intensive care unit |
Forensics | Nephrology |
Research Courses (144 contact hours) | |
DCLS Project 1 | DCLS Project 2 |
DCLS Project 3 |
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.
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.
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 titles | Outcomes |
---|---|
Overutilization and underutilization of autoantibody tests in patients with autoimmune disorders Rajendran R, Salazar JH, Seymour RL, et al. Overutilization and underutilization of autoantibody tests in patients with suspected autoimmune disorders . 2021. doi:10.1515/dx-2020-0139 | Completed August 2019 Published March 5, 2021 |
Optimizing warfarin therapy in a rural hospital through the use of a diagnostic management team | Completed August 2019 Under review for publication |
Impact of an anemia diagnostic management team on primary care providers | Completed August 2019 Under review for publication |
Role of a thromboelastography diagnostic management team to diagnose and manage coagulopathies in complex patients | Completed August 2019 Under review for publication |
Assessment of narcotic prescription changes and documentation reconciliation in family medicine and pain practitioners | Completed December 2019 |
Overutilization and underutilization of thyroid function tests in pregnant women with suspected thyroid disorders | Completed August 2020 In Press |
Implementation of a metabolic syndrome diagnostic management team in an inpatient psychiatric hospital setting | Completed August 2020 |
Review of diagnostic errors in platelet refractory patients for a novel implementation of a multicenter platelet refractory diagnostic management team | Completed August 2020 |
Review of test utilization in patients with recurrent pregnancy losses | Completed August 2020 |
Stewardship review of reference testing in hospitalized patients | Completed August 2020 |
Assessing for appropriate test selection and overutilization in vitamin D deficiency | Completed December 2020 |
Diagnostic errors associated with blood cultures yielding bacteria of indeterminate significance | Completed December 2020 |
Evaluation of laboratory test utilization in the diagnosis and management of diabetes mellitus type 1 and 2 | Completed December 2020 |
Evaluation of laboratory test utilization in the diagnosis of hepatic disorders associated with hyperbilirubinemia in adult patients | Completed December 2020 |
Effect of a diagnostic management team on thyroid disorders | Completed December 2020 |
† 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.
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.
Characteristics | Number of faculty (%) | Average number of teaching hours per year per faculty | |
---|---|---|---|
Department | Didactic | Clinical | |
Clinical Lab Sciences | 8 (16) | 9 | 12 |
Internal Medicine | 19 (37) | 0 | 40 |
Pathology | 19 (37) | 7 | 41 |
Obstetrics and Gynecology | 5 (10) | 3 | 20 |
Highest Earned Degree | Number (%) | ||
Doctor of Philosophy (PhD) | 12 (24) | - | - |
Doctor of Allopathic Medicine (MD) or Osteopathic Medicine (DO) | 38 (76) | - | - |
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).
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.
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.
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.
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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Medical laboratory 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.
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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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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Are you looking for Doctoral Degrees courses in Medical Laboratory Science / Practice? Here you can find course providers offering full-time, part-time, online or distance learning options for courses abroad.
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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 .
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.
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
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.
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.
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 & dissertations for Division of Medical Sciences
See list of Division of Medical Sciences faculty
Questions about the 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.
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 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.
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.
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.”
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.
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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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.
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’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.
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:
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 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.
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.
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:
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:
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.
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.
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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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.
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.
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:
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.
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.
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.
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
The online MLT to MLS Bachelor of Science enrolls in Spring and Autumn terms with application deadlines in October and January.
Application Deadline October 1, 2024
Term Start Date January 6, 2025
Application Deadline January 31, 2025
Term Start Date August 26, 2025
Admission criteria for this program, includes:
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
See what our students and alumni have to say about their experience at The Ohio State University.
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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.
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 .
University of Kansas Medical Center Department of Clinical Laboratory Science 3901 Rainbow Boulevard Mailstop 4048 Kansas City, KS 66160 913-588-5220 • 711 TTY
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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:
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.
Updated: February 29, 2024
Position | Category |
---|---|
#1817 of 14,131 | In |
#618 of 2,785 | In |
#25 of 385 | In |
#1 of 7 | In |
#758 of 1,013 | For |
Top50% | For |
Acceptance rate & admissions.
Acceptance Rate | 65% |
---|---|
Admissions Requirements | Secondary school certificate (Attestat o srednem obrazovanii) and entrance examination |
Academic Calendar | September to June (September - January; February-June) |
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.
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.
by publication & citation count
/ 47,973 | |
/ 44,345 | |
/ 46,854 | |
/ 40,437 | |
/ 38,539 | |
/ 30,930 | |
/ 29,726 | |
/ 21,231 | |
/ 27,242 | |
/ 21,195 | |
/ 11,707 | |
/ 14,925 | |
/ 20,940 | |
/ 20,174 | |
/ 11,634 | |
/ 9,216 | |
/ 12,260 | |
/ 17,227 | |
/ 8,483 | |
/ 10,817 | |
/ 6,836 | |
/ 10,551 | |
/ 9,603 | |
/ 10,884 | |
/ 5,946 | |
/ 9,133 | |
/ 2,472 | |
/ 8,039 | |
/ 2,449 | |
/ 8,765 | |
/ 7,495 | |
/ 6,625 | |
/ 3,397 | |
/ 5,458 | |
/ 5,825 | |
/ 6,394 | |
/ 5,141 | |
/ 5,853 | |
/ 2,266 | |
/ 3,542 |
Year | Publications | Citations |
---|---|---|
1991 | 4 | 9 |
1992 | 15 | 11 |
1993 | 15 | 16 |
1994 | 22 | 11 |
1995 | 21 | 35 |
1996 | 18 | 39 |
1997 | 27 | 32 |
1998 | 38 | 41 |
1999 | 39 | 63 |
2000 | 25 | 53 |
2001 | 77 | 62 |
2002 | 81 | 71 |
2003 | 91 | 106 |
2004 | 75 | 108 |
2005 | 85 | 140 |
2006 | 114 | 205 |
2007 | 90 | 241 |
2008 | 115 | 227 |
2009 | 114 | 294 |
2010 | 133 | 355 |
2011 | 174 | 427 |
2012 | 161 | 635 |
2013 | 268 | 758 |
2014 | 415 | 1092 |
2015 | 625 | 1903 |
2016 | 662 | 2814 |
2017 | 653 | 3330 |
2018 | 723 | 4220 |
2019 | 848 | 5372 |
2020 | 1059 | 7678 |
2021 | 1193 | 10341 |
2022 | 1128 | 11490 |
2023 | 919 | 12084 |
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.
Program | Tuition Cost (per year) |
---|---|
Bachelor's Degree | 150,000 RUB |
Master's Degree | 200,000 RUB |
PhD Program | 250,000 RUB |
The currency used is Russian Ruble (RUB).
The Lobachevsky State University of Nizhni Novgorod has financial aid programs and on-campus housing.
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.
Programs | Bachelor | Master | Doctoral |
---|---|---|---|
Art & Design | Yes | Yes | Yes |
Biology | Yes | Yes | Yes |
Business | Yes | Yes | Yes |
Chemistry | Yes | Yes | Yes |
Computer Science | Yes | Yes | Yes |
Economics | Yes | Yes | Yes |
Engineering | Yes | Yes | Yes |
Environmental Science | Yes | Yes | Yes |
Liberal Arts & Social Sciences | Yes | Yes | Yes |
Mathematics | Yes | Yes | Yes |
Medicine | Yes | Yes | Yes |
Physics | Yes | Yes | Yes |
Psychology | Yes | Yes | Yes |
Diplom Spetsialista | Biochemistry, Biophysics, Chemistry, Economics, Information Technology, Law, Psychology, Taxation, Telecommunications Engineering |
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Magistr | Administration, Applied Mathematics, Biology, Business Computing, Chemistry, Computer Science, Cultural Studies, Ecology, Economics, Electronic Engineering, Finance, History, Human Resources, Information Technology, International Relations and Diplomacy, Journalism, Law, Management, Mathematics, Philology, Physical Education, Political Sciences, Psychology, Radiophysics, Regional Studies, Social Work, Sociology |
Kandidat Nauk | Accountancy, Administrative Law, Analytical Chemistry, Civil Law, Commercial Law, Computer Science, Constitutional Law, Criminal Law, Demography and Population, Developmental Psychology, Ecology, Economic and Finance Policy, Economics, Electrical and Electronic Engineering, Finance, Germanic Languages, History, History of Law, History of Societies, Industrial and Organizational Psychology, Industrial and Production Economics, Inorganic Chemistry, International Economics, Journalism, Labour Law, Literature, Mathematics, Organic Chemistry, Pedagogy, Philosophy, Philosophy of Education, Physical Chemistry, Physics, Political Sciences, Psychology, Radiophysics, Russian, Sociology, Statistics |
Faculty : Biology | Biology |
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Faculty : Chemistry | Chemistry |
Faculty : Computational Mathematics and Cybernetics | Computer Engineering, Electronics and Automation, Mathematics and Computer Science |
Faculty : Economics | Economics |
Faculty : Finance | Finance |
Faculty : History | History |
Faculty : International Relations | International Relations and Diplomacy |
Faculty : Law | Law |
Faculty : Management and Business | Business and Commerce, Management |
Faculty : Mechanics and Mathematics | Mathematics, Mechanics |
Faculty : Philology | Philology |
Faculty : Physical Education and Sports | Physical Education, Sports |
Faculty : Physics | Physics |
Faculty : Radio Physics | Physics |
Faculty : Social Sciences | Social Sciences |
Institute : Economics and Entrepreneurship | Accountancy, Business and Commerce, Business Computing, Economics, Small Business |
School : General and Applied Physics | Applied Physics, Physics |
Address | prosp. Gagarina 22 Nižnij Novgorod, 603022 Russia |
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City population | 1,252,000 |
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.
Abroad University MBBS Application Form 2024 | |
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Kursk State Medical University, Russia | |
Grigol Robakidze University, Georgia |
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.
College summary.
Let us look at the major details of Nizhny Novgorod State Medical University Russia.
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Novgorod State Medical University | |
Novgorod, Russia | |
1920 | |
Public | |
English and Russian | |
Not Required | |
, | |
Ministry of Health of the Russian Federation | |
USD: $ 5,500/- (Annually) INR: Rs. 4,56,500/- (Annually) | |
Country- 271 World- 8447 ( Edurank) | |
September Intake | |
Yes (Male/Female) | |
https://pimunn.ru/ | |
These renowned bodies have given recognition to the Nizhny Novgorod State Medical Academy.
The faculties at Nizhny Novgorod State Medical Academy in Russia differ from one department to another, encompassing various disciplines and specialities.
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).
MBBS | 6 Years (English Medium) 7 Years (Russian Medium) |
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.
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.
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.
Your age should be at least 17 years old on or before 31st December of the admission year. *No Upper Age Limit. | |
Class 12th in Science, with PCB and English subjects from a board recognized by the authorities in India. | |
50% in 10+2 (UR) 45% (SC/OBC/ST) | |
(For Indian Students) |
Graphical Representation of Eligibility Criteria
Before taking admission at Nizhny Novgorod Medical University Russia, please carry all these related documents.
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 .
MBBS | $ 5,500/- | Rs. 4,56,500/- |
Hostel | $ 850/- | Rs. 70,550/- |
Medical Insurance | $ 150/- | Rs. 12,450/- |
According to Edurank, the Nizhny Novgorod State Medical University ranking in Russia and all over the World Ranking:
Country Ranking | 271 |
World Ranking | 8447 |
Nizhny Novgorod State Medical University Russia Address: 10/1, Minin and Pozharsky Sq., Nizhny Novgorod, Russia, 603950 Contact Number : +91 7827-804-741
Where is nizhny novgorod state medical university russia located.
Minin and Pozharsky Sq, 10/1, Nizhny Novgorod Nizhny Novgorod Oblast, Russia, 603005.
Various scholarships and service grants are available to deserving students. The Study Now, Pay Later Plan is available from case to case.
Nizhny Novgorod State Medical Academy Russia accepts transferees on a case-to-case basis.
Hello, I'm Manish Verma, with a year of expertise in MBBS and Ayush courses. I have detailed knowledge of various colleges' fee structures, cutoffs, and intake procedures. If you're looking for insights or assistance in pursuing MBBS or BAMS courses, feel free to comment below—I'm here to help!
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KU School of Health Professions. University of Kansas Medical Center. Department of Clinical Laboratory Science. 3901 Rainbow Boulevard. Mailstop 4048. Kansas City, KS 66160. 913-588-5220 • 711 TTY. Learn about KU Medical Center's doctorate in clinical laboratory science (DCLS) and how to apply.
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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 clinical doctorate in clinical laboratory science requires 77 credits at the graduate level. Core curriculum may be completed as a distance learning program and on a full or part-time basis. During the final year of the program, you'll enroll in 7 to 10 credits a semester for an immersive, full-time clinical residency with research credits ...
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Clinical Laboratory Science can be Plan A (with thesis project when completed in the appropriate setting) or Plan B. The MS in Biomedical Laboratory Operations is a Plan B option and requires the completion of a science and management project. The MA in Biomedical Laboratory Science (non-thesis option) is a course- based degree program.
9 Universities offering Doctoral Degrees Medical Laboratory Science / Practice courses abroad. More Information. Are you looking for Doctoral Degrees courses in Medical Laboratory Science / Practice? Here you can find course providers offering full-time, part-time, online or distance learning options for courses abroad. On Campus.
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).
Clinical Laboratory Science Graduate Degrees Our Clinical Laboratory Science graduate programs are recognized as leaders in their field. A graduate degree from Rutgers School of Health Professions will put you in the forefront of laboratory science. You'll become a vital part of the health care team, whether assuming a managerial and leadership role
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Lobachevsky State University of Nizhni Novgorod. 23 Prospekt Gagarina, Nizhny Novgorod 603950 Russian Federation |. Website. #1455 in Best Global Universities (tie) University Data. Rankings ...
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.
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.
According to QS World University Rankings 2023, Lobachevsky University is in the top 1200 of the world's best universities, as well as in the top 550 in Mathematics [12] and Physics. [13] Lobachevsky University is among the top 1,500 universities in the world according to Times Higher Education World University Rankings 2023 [14] and is also listed in THE subject rankings in physics, [15 ...
If you want to study MBBS at Nizhny Novgorod State Medical University, check the eligibility below. Your age should be at least 17 years old on or before 31st December of the admission year. *No Upper Age Limit. Class 12th in Science, with PCB and English subjects from a board recognized by the authorities in India.