A new paradigm for clinical laboratory science education: a case study for survival and growth

Abstract

Clinical laboratory science (CLS) education programs are faced with declining numbers of qualified students and resources. A solution is to move toward a new education paradigm. The new paradigm emphasizes cooperation between institutions, asynchronized learning and advising, the use of technology for teaching and advising and the decentralization of the teaching process. This article presents a case study describing how 1 CLS program was able to go from a scarcity mentality to an abundance mentality by implementing the new paradigm.