| Benefits |
Comments |
-
Differentiates CLS/MT from CLT/MLT levels
|
- Too often, the current levels are used
interchangeably; current job ads list either level for the same position
|
- Allows the profession to redefine the professional levels and job
responsibilities
Allows the technician level to be developed into the “doer”
Decreases the “overeducated but underutilized” feelings
May allow us to recruit more technician levels with a defined
difference between the levels
|
- Again the differentiation issue; many leave the profession because
they are overeducated and underutilized – work side-by-side with
technician level for a salary difference (if any) that does not reflect
the difference in education
|
- By focusing the technical content in the technician curriculum, allows
the management, troubleshooting, research, and education to be developed
fully in the new curriculum
|
|
- Increases recognition for the completion of essentially a “pre-med”
curriculum as an undergraduate
|
|
- Is consistent with parallel professions that have technical and
advanced levels (e.g. PT, OT, Pharm.D)
|
|
- May result in less attrition due to higher commitment required by more
education
|
- Should demonstrate the reported correlation between educational level
and the number of practitioners employed full time
|
- Will provide increased mobility into non-traditional fields
|
- Baccalaureate degree does not carry the same level of credibility and
achievement as in the past
|
- May result in opportunities for independent practice and planning and
implementing programs to meet specialized needs
|
- Look at what Pharm Ds’ or RNs’ are doing --Why shouldn’t the CLS/MT be
teaching diabetics how to use glucose meters? Why shouldn’t the CLS/MT be
teaching anticoagulated folks how important INR testing is or to adjust
their warfarin based on MD-approved algorithms? Serving as consultants to
alternative health care settings in establishing programs? An opportunity
for reimbursement way down the road?
|
- Results in the increased professional credibility and autonomy that go
hand-in-hand with higher educational training seen in allied health
professions
|
- Follows a similar path as that by OT, PT, SLP, and others
|
- Results in increased leadership abilities and independent thinking
skills developed through graduate level work
|
- Curriculum would allow time for research and development and increased
problem-solving that could be transferred to clinical practice
|
- Increases respectability due to the higher degree
|
|
- May be able to define a specific scope of practice that others have
not claimed or already taken; allows the taking of new opportunities into
the scope of practice
|
|
- Develop new skills that consistent with our scope now done by others
with additional education
|
|
| Ramification |
Comments |
- See some items under “benefits”
|
|
- May be decreased number of graduates until
transition complete, schools achieve stability, recruitment efforts
increase, and the new job role is accepted
|
|
- May result in increased salaries
|
- This may not be just an increase in the CLS/MT
level but an adjustment between the two levels
|
- Will be two levels of entry until the conversion of
programs occurs
|
|
- May result in “second class” feeling by those
without the additional education
|
|
- Will need some kind of “upgrade” program to
facilitate the acquisition of the new level/degree
|
|
- Will be recognized more a professional than a “lab
person”
|
|
