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Doctorate of Clinical Laboratory Sciences

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

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

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2024-25 Academic Catalog

Doctor of clinical laboratory sciences.

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

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

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

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

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

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

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

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

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

Completed prerequisite course work

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

Grade point average

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

Required credentials

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

Professional work experience

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

Health and physical requirements

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

Background check/drug screening

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

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

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

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

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

DCLS Core Course Descriptions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Degree Requirements:

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

Core Curriculum

* DCLS 800 will be taken during each residency semester. 

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

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

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

Students enroll in DCLS 800 during each clinical residency semester.

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

Essential Observational Requirements

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

Essential Movement Requirements

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

Essential Communication Requirements

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

Essential Intellectual Requirements.

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

Essential Behavioral and Social Requirements

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

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Boston University Academics

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• PhD in Pathology & Laboratory Medicine

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

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

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

Current foci of research by departmental faculty and students include:

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

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

Program in Biomedical Sciences (PiBS)

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

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

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

Program Overview

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

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

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

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

Specializations

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

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

Specialized coursework offered through the department includes:

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

Involvement with the MD/PhD Program

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

Program Structure

Md/phd and phd general requirements.

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

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

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

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

Sample Curriculum for PhD and MD/PhD

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

First-year fall (10–12 units)

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

First-year spring (10–12 units)

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

Second-year fall (10–12 units)

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

Second-year spring (12 units)

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

Required to sit for the qualifying exam

• GMS FIBS I–IV

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

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

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

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

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

Additional Requirements

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

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

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

Qualifying Exams

Chobanian & Avedisian SOM Department of Pathology & Laboratory Medicine

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

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

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

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

Oral examination—1 ½–2 hours

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

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

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

PhD Thesis/Doctoral Dissertation Committees

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

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

Admission & Financial Assistance

Criteria for admission.

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

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

Financial Support

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

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

Additional Opportunities

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

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

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

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

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DCLS Application is OPEN!

Curriculum at a glance, doctorate of clinical laboratory science full curriculum.

The University of Cincinnati is dedicated to helping all students take the necessary courses to finish their degree as efficiently as possible. The DCLS program includes paths for students with Bachelor’s and Master’s degrees in medical laboratory science and related fields.

• Post-Baccalaureate Student Credit Requirement: 81 Credits
• Graduate Degree Student Credit Requirement: 60 Credits

A full-time student can finish this program in as little as three years , while a part-time student can finish in as little as six years . These include:

• Up to 63 credit hours (depending on whether a student has a bachelor’s or master’s degree) of Core Courses
• 9 credit hours of Elective Courses
• At least 9 credit hours of Clinical Experience

DCLS Technical Standards & Essential Functions

Medical laboratory science students must use good judgment, patience, attention to detail, and scientific curiosity to perform the duties of a clinical practice. To be successful in the DCLS program, all applicants must be able to perform or learn to perform the essential functions below.

Observation and Vision

Students must be able to use a computer to acquire and enter information, including using the university’s learning management system, complex laboratory information systems, and other software/technology. This includes full participation in class discussions, group projects, clinical practice, and use of web-based library resources to search for information and link to course readings and video presentations. Students must also:

• Accurately use information from textbooks and written documents, and use information from slides, videos, or other electronic media
• Interpret graphic images and other forms of data readouts (statistics, graphs, spreadsheets) without assistive devices
• Obersve experiment results and subjects accurately
• Characterize colors, odors, clarity, and viscosity of biological specimens, reagents, or chemical reaction products
• Operate a clinical-grade binocular microscope to discriminate among fine structural and color differences of microscopic specimens, including hue, shade, and intensity

If a student’s ability to read or acquire information using a computer, textbook, or other written document is compromised, they must find other means to collect and convey information. This will be the student’s responsibility and is subject to reasonable accommodations that may be granted under the ADA.

Communication

Students must be able to communicate effectively and appropriately in English with staff, faculty, and fellow students. This includes, but is not limited to verbal, written, typed, or graphic communication. The candidate must be able to participate in written and verbal discussions, advanced clinical practice, and compose written assignments and projects. This includes the ability to adapt to assistive devices where needed such as: phone receivers, hearing aids, etc.

Intellectual-Conceptional (Integrative and Quantitative) Abilities

The student must be able to measure, calculate, reason, integrate, and synthesize intellectual materials. The student must be able to use problem-solving skills in a timely fashion and have the ability to assimilate, learn, and communicate large volumes of complex, technically detailed information. They must be able to apply these concepts.

Behavioral and Social Attributes

The student must have the emotional health to utilize all of their intellectual abilities. This includes using good judgment, and self-control, and being able to operate in stressful situations where they may need to adapt to a changing environment. Developing effective working relationships with fellow students, faculty, staff, and other health care professionals and patients both online and face-to-face is also required. Students should be able to evaluate their performance, accept constructive criticism, and be willing and able to improve.

Manual Dexterity and Mobility

The student must be able to move freely and safely within the laboratory. This includes reaching benches, top shelves, and manually adjusting to patients in different settings from lying in beds or on mobile carts or chairs. Students should be able to collect lab specimens from patients and properly use lab equipment (i.e. pipettes, inoculating loops, and test tubes) and adjust instruments to perform procedures. This includes moderately taxing continuous physical work from prolonged sitting, and using a keyboard to operate instruments, calculate, record, evaluate, and transmit laboratory information.

Any questions about these standards or policies should be directed to the University of Cincinnati’s Accessibility Resources department.

DCLS Core Courses

These Courses Are Required to Complete the Doctorate Degree

DCLS Elective Courses

Students Must Select Nine (9) Credits in this Category

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Students can be accepted into the Doctorate of Clinical Laboratory Science program from both the Bachelor’s and Master’s levels. Visit the DCLS program’s admission requirements page for the full requirements for both levels.

The University of Cincinnati does not require students in the online Doctorate of Clinical Laboratory Science program to travel for their required residency. The residency is designed to be completed over three semesters and can be partially completed at home and local affiliated sites depending on your location within the U.S.

Visit the DCLS curriculum page for more details on the program classes!

Professionals from ANY laboratory background can qualify for the Master’s in Medical Laboratory Science Leadership program.

Applicants must have at least ONE of the following:

• Medical Laboratory Science/Medical Laboratory Technology certification (ASCP, AMT, AABB or equivalent)
• At least 2-5 years of professional practice as a laboratory science professional or related experience.

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• v.8; Jan-Dec 2021

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

Jose h. salazar.

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

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

Christopher J. Zahner

Vicki s. freeman, michael laposata.

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

Introduction

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

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

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

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

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

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

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

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

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

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

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

Program Description

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

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

Doctorate in Clinical Laboratory Sciences (DCLS) curriculum sequence.

DCLS Curriculum Content.

Abbreviation: DCLS, Doctorate in Clinical Laboratory Sciences.

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

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

Doctorate in Clinical Laboratory Sciences (DCLS) curriculum milestones.

Student Admissions and Attrition

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

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

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

Doctoral Project Topics

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

Doctoral Projects of Doctorate of Clinical Laboratory Sciences Graduates.*

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

Faculty Characteristics and Clinical Evaluations

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

Faculty Supervision.

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

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

Student Employment Preferences

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

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

Postgraduation Outcomes

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

Job opportunities after graduation (n = 12).

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

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

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

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

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

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

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

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

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

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

Conclusions

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

Acknowledgments

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

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

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

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Discover the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Sciences

Ph.d. program, ph.d. program overview.

At Mayo Clinic Graduate School of Biomedical Sciences, you’ll discover a unique research training environment of academic inquiry and scientific discovery, combined with exceptional intellectual and technological resources designed to help you achieve your highest scientific career goals.

Through the Ph.D. program, you’ll acquire a broad expertise in biomedical science with the opportunity to go deeper into your primary area of research interest.

year average time to degree

Best graduate school rankings

a top school for biological sciences as ranked by U.S. News & World Report

Guaranteed 5-year internal fellowship

includes full tuition, stipend, and benefits

Whether you’re preparing for graduate school or applying now, the Mayo Clinic experience for biomedical science Ph.D. students is different.

Program highlights:

• Research training by leading investigators in fields ranging from molecules to populations, all in the context of exceptional health care.
• Embedded within a top academic medical center, you’ll have access to clinical data from more than 6 million patient histories.
• A Career Development Internship program where senior students experience networking opportunities in career settings different from those of their research mentors.
• A national destination for research training of students from backgrounds underrepresented in science. Mayo’s NIH-funded IMSD is more than two decades old, and Mayo invented the NIH PREP concept.
• Join about 250 students who have access to 300+ faculty members in small class sizes.
• 87% of graduates since 1989 are employed in academia or industry.
• Three campuses in Minnesota, Florida, and Arizona with diverse research opportunities.
• Every student is awarded a fellowship for five years that fully covers tuition.
• Ph.D. students receive a stipend and health benefits.

See yourself here

Hear from students and faculty to get an idea of what it's like to learn here, live here, and be a Ph.D. student at Mayo Clinic College of Medicine and Science.

"I can be the scientist I want to be"

Choosing your area of specialization.

You'll choose from one of eight  biomedical science specialty tracks within our Ph.D. Program. Track choice is indicated during the application process and confirmed after admission. But you'll be able to do research and learn in any Mayo laboratory that interests you, even if it's not within your track.

Perspectives on our Ph.D. Program

"Collaboration is massive here"

Collaborative research and learning environment

The hallmark of research at Mayo Clinic is the highly collaborative interaction that occurs between investigators in basic science and clinical areas. While each investigator has a competitively funded independent lab, collaboration with graduate students and staff across the institution is common. As a Ph.D. student, you’re free to select any Mayo mentor, regardless of which track you choose.

"Allowed me to build my own team"

Teaching opportunities

Tutoring and teaching opportunities are available and optional for our Ph.D. students. If you’re interested in developing these skills, serving as a tutor or a teaching assistant can help cement the knowledge you gain from your coursework.

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Apply between Sept. 1 and Dec. 4 for the following academic year.

To get in touch with the Ph.D. Program, fill out the form on the Contact Us page .

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VCU College of Health Professions

Medical laboratory sciences.

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Ph.D. in Health Related Sciences

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

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

• Patient Care

College of Public Health

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. 

View the Program

Tuition & Fees

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

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

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

• Medical Laboratory Sciences

Master of Science in Laboratory Medicine and Biomedical Science (MS)

• Current Students

Welcome to the Graduate Program

The Master of Science degree in laboratory medicine and biomedical science offers two tracks: (1) clinical laboratory science and (2) biomedical research. Admission to this program requires the successful completion of a bachelor of science (BS) degree in medical laboratory science and national certification as a medical laboratory scientist OR a bachelor of science degree in a related science, such as biology, chemistry, or microbiology.

Areas for advanced study and research specialization include immunology, cell biology, molecular biology, clinical chemistry, toxicology, microbiology, hematology, hematopathology, immunohematology, and genetics.

Program Purpose Statement

"To support the goals of the Department of Pathology by enhancing the understanding of disease, teaching knowledge to others, and improving medical diagnosis and treatment of disease.”

Program Objectives

A critical component of administering the MS program in laboratory medicine and biomedical science is the evaluation of its effectiveness in meeting program objectives. Outcomes and objectives are assessed throughout the graduate program, in successful completion of didactic coursework, projects, preliminary exams, thesis research, and thesis defense. The objectives of the program are to:

• Increase the student’s technical competence in the area of study.
• Develop an approach to research procedures and understand the importance of properly defining research problems.
• Provide a working background in scientific writing and data management.
• Increase the student’s awareness and knowledge of new laboratory-related technologies.
• Prepare the student for continuation into an appropriate PhD program or medical school, if desired.

The program also focuses on three areas for students to obtain experience and confidence in that are important to their professional advancement. These areas are:

• Organization and presentation of  scientific information to peers and faculty members.
• Review and interpretation of scientific literature.
• Improvement of technical writing skills.

Medical Laboratory Sciences Division, Department of Pathology Spencer Fox Eccles School of Medicine, Rm. 5R441 Telephone: 801-587-1242 Email:  [email protected]

Graduate Program Director

Diana G. Wilkins, MS, PhD

Graduate Program Co-Director

Irene De Biase, MD, PhD

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Clinical Laboratory Science, Master of Science

Clinical Laboratory Science

Master of Science

Course Delivery

Total Credits

Credit Hour

Minimum Duration

• Program Details

Course Information

Admissions requirements.

• Tuition & Fees

Program Overview

The Masters of Science degree in Clinical Laboratory Science emphasizes the multidisciplinary nature of the laboratory sciences, encourages research that crosses traditional laboratory disciplines, and promotes innovative thinking. The curriculum is customized to the student's interests and to supporting the students research project. Students conduct research projects with resident and adjunct faculty. MSU Biomedical Laboratory Diagnostics (BLD) graduate students choose our program for its clinically relevant courses in diagnostic theory and application, low student to faculty ratio, and program flexibility. This program can be completed fully through Michigan State University online. For students interested in updating their technical skills, there is also the option to take advanced level lab course(s.) BLD Masters program students come from various disciplines, including the medical laboratory, industry, academic research labs and other health related backgrounds.

Program Outcomes

The BLD Graduate Program faculty help students create the curriculum and research plans that fit their education and career goals. This can include coursework in topics such as molecular diagnostics, immunodiagnostics, advanced flow cytometry, mass spectrometry, biomedical laboratory operations, transfusion medicine/hemostasis, cell biology, statistics, information technology, scientific writing and research in the sciences.

The student will also complete a research project in an area of interest under the guidance of expert BLD faculty and local mentors. Through the project, the student investigates an area of interest, collects data and refines their scientific writing and presentation skills. For some students, this can lead to professional publications and/or presentations. Students can also use the coursework from this program to prepare for national credentialing exams in specific content areas such as molecular biology, flow cytometry, etc.

Please note that our courses do not directly provide eligibility for national credentialing exams. For details on credentialing, please see: https://www.ascp.org/content/board-of-certification/get-credentialed or contact the BLD program to see if our program advisors can provide any course plans that would align with your credentialing goals. Unfortunately, our masters program does not provide a path to certification through the ASCP B.O.C.

Career Outlook

This program provides the foundation for career advancement in the biomedical sciences through laboratory leadership, hospital specialist roles, life sciences research, PhD programs, and medical laboratory science education faculty/program director roles. The BLD faculty mentor students in professional development and networking, and this mentorship also creates career advancement opportunities.

A Top-Ranked Education

• 60th Best Public Universities in America — U.S. News & World Report, 2024
• 123rd Global University —  U.S. News & World Report, 2024

Dr. Rachel Morris

Graduate program director, to be accepted to this program, you must have:.

• A bachelor's degree in science from an accredited college or university
• Previous work experience - Résumé
• Taken the GRE or have certification as a medical laboratory professional through ASCP
• Taken the TOEFL (Only required if English is not your native language)
• A written personal statement or letter of intent 
• 3 letters of recommendation
• Official transcripts from all previous schools

To apply to this program:

• Complete a university graduate application and pay the application fee.
• Official transcripts sent to mailing address is: Michigan State University Hannah Administration Building 426 Auditorium Road, Room 250 East Lansing, Michigan 48824-2604 
• Official general GRE (Graduate Record Exam) scores. GRE scores can be up to 5 years old. The MSU GRE code is 1465. The BLD Department Code is 0601.
• For applicants in which English is not their first language, an English Language Proficiency test must be taken. Test takers should use the Michigan State University code 1465.

Application Deadline

November 5th

Tuition & Fees  per credit

Cost of Attendance

The university reserves the right to make changes in the types, structures, rates for fees, and tuition. Every effort will be made to give as much advance notice as possible. In addition to tuition and fees, there are other expenses associated with your Cost of Attendance. A breakdown of a graduate student budget can be found here .

The MSU Value Promise

You can be ensured a return on your investment at Michigan State University.

As one of the top research universities in the world, Michigan State University has advanced the common good with uncommon will for more than 160 years. MSU pushes the boundaries of discovery and forges enduring partnerships to solve the most pressing global challenges while providing life-changing opportunities to a diverse and inclusive academic community.

MSU has been offering online degree programs for over 20 years. Our maturity is evident in the high quality of the learning experience enjoyed by our online students.

MSU provides programs and initiatives that support and enhance diversity. We will expand our campus and external partnerships to put in place inclusive recruitment and retention practices. We nurture and promote individuals’ varied experiences and perspectives, ensuring structures and processes make possible full participation by all members of our community.

MSU’s nationally recognized online programs foster student growth and well-being throughout their academic career. We will expand inclusive mentoring practices and accelerate improvement across units to implement evidence-based practices to ensure our students complete successfully.

Continuing education  can be one of the most exciting, challenging, and rewarding experiences you undertake in your life. We hope you consider becoming a Spartan, to learn online and reach your career goals.  With highly ranked online programs and exceptional professors, we educate students who advance the common good with uncommon will.

Explore More Online Programs

• UNC Chapel Hill

Online Masters of Clinical Laboratory Science – Medical Laboratory Science Track

About the program.

The online Medical Laboratory Science track in the Master’s of Clinical Laboratory Science degree (MLS graduate program) has been developed for certified laboratory professionals.

The MLS graduate program prepares technologists to be leaders in the laboratory profession through advanced coursework in molecular diagnostics, research design, laboratory administration and educational methods. This program is designed for laboratory professionals who wish to deepen their scientific knowledge, prepare for teaching roles, or advance in administrative roles.

The MLS graduate program consists of primarily web-based courses, and culminates in a Capstone project. (Students may choose elective courses that are delivered in a different format.) The web-based courses allow students greater flexibility in learning but they are no less demanding than traditional classroom courses. Students interested in the MLS graduate program will be allowed to complete the program on a full time or part time basis, but should be ready to make a commitment to studying at the graduate level. This commitment in time and resources will enable professional growth and development, and contribute to career advancement.

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9 Universities offering Doctoral Degrees Medical Laboratory Science / Practice courses abroad

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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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University of Alberta

THE World Ranking: 109

University of Manitoba

THE World Ranking: 351

International Islamic University Malaysia (IIUM)

University of Minnesota, Twin Cities Campus

THE World Ranking: 85

Tokyo Medical and Dental University (TMDU)

THE World Ranking: 401

The University of British Columbia

THE World Ranking: 41

Central South University

Jilin University

Boston University

THE World Ranking: 78

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MS in Medical Laboratory Science

At the heart of a patient-centered health care team, managing labs and running tests that will inform diagnosis and treatment..

A career in medical laboratory science combines the challenges of medicine, pathology, basic sciences, and clinical laboratory sciences. Using state-of-the-art biomedical instruments, critical thinking skills, and molecular techniques, medical laboratory scientists are detectives. Loyola's two-year Master of Science in Medical Laboratory Science will give you the tools you need to enter this low-profile, but critically important, aspect of the health care field.

*NEW! Interested in only one discipline of Medical Laboratory Science?  Learn about our new  Clinical Certificate programs

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Our Commitment to You

Graduates with a Master of Science in Medical Laboratory Science will possess the following knowledge, skills, and professional values to start a career in the lab.

• Adequate knowledge and background experience to qualify for and pass national certification examinations
• Depth of learning in various major fields of medical laboratory science
• Competencies to work as an entry-level medical laboratory scientist
• Strong written and verbal communication skills to serve the needs of patients, the health care team, scientific peers, and the general public

PROFESSIONAL VALUES

Faculty and administrators are engaged in a collaborative effort to recruit, retain, educate, and graduate health care professionals who contribute to the well-being of society. The overall goal of the MS in MLS program is to prepare you for a professional career in all facets of Medical Laboratory Science.

• Provide students with the competency and knowledge of the clinical laboratory to enter the profession of medical laboratory science.
• Facilitate the practice of strong communication skills sufficient to serve the needs of patients, the health care team, scientific peers, and the general public.
• Cultivate the next generation of scientists’ leadership abilities to help guide the changing landscape of health care.

The mission of the MS in Medical Laboratory Science (MLS) program at Loyola is to educate competent and qualified Medical Laboratory Scientists. The MS in MLS program focuses on preparing students to enhance the health of individuals, communities, and the larger global environment through the discovery, application, and dissemination of knowledge, and service with others. Our mission is to improve patient care through accurate laboratory testing and diagnostic results. The program strives to impart upon graduates exceptional leadership training and acquisition of a clinically relevant base of scientific knowledge and critical thinking skills to engage in clinical laboratory practice, industry, or research. Our mission aligns with that of Loyola’s Health Science Campus to advance the University's commitment to a socially just world by developing health care leaders and improving human health through education and research. 

GOALS AND COMPETENCIES

The goal of the MS in Medical Laboratory Science program is to prepare students for a professional career in a facet of Medical Laboratory Science through the acquisition of a clinically relevant base of scientific knowledge, the development of critical thinking skills, and a set of methodological tools to assimilate accurate and valid diagnostic information with disease states.

Students will learn to search the scientific literature, data repositories, and to evaluate and select the relevant information from these sources. Students will also learn to communicate clearly with medical colleagues, scientific peers, patients and with the public.

Program goals:

• Provide students with the competency and depth of knowledge in major disciplines of the clinical laboratory to enter the profession of medical laboratory science.
• Facilitate the practice of strong written and verbal communication skills sufficient to serve the needs of patients, the health care team, scientific peers, and the general public in graduates.

The master's degree is conferred after demonstrating certain competencies:

• Acquisition of general and applied knowledge base in the major fields of medical laboratory science.
• Acquisition of oral and written communication skills sufficient to serve the needs of patients, the health care team, scientific peers and the general public.
• Satisfactory completion of coursework and professional practicum.

PROGRAM OUTCOMES

As of 3/12/2024, the Loyola's MS in Medical Laboratory Sciences achieved the following three year average program outcomes for students graduating in 2020-2022:

The three year average certification pass rate for all graduates of the program including and beyond one year of graduation is 94%.

FACULTY, STAFF, AND CLINICAL AFFILIATES

Mls faculty and staff.

• Kristen Pesavento, EdD, MA, MLS(ASCP) CM  MB CM -MLS Graduate Program Director; Assistant Professor
• Kamran M. Mirza, MD, PhD-MLS Medical Director; Associate Professor; Assistant Dean of DEI for SSOM
• Marian Acurio, MLS(ASCP) CM 
• Sarahgin Dumaraog, MS, MLS(ASCP) CM - Instructor
• Anastasia Gant Kanegusuku, PhD-Assistant Professor
• Amanda Harrington, PhD, D(ABMM)- Professor
• Julie Huynh, MPH, MLS(ASCP) CM - MLS Program Manager; Instructor
• Constantine Kanakis, MD, MSc, MLS(ASCP) CM - Instructor
• Jack Maggiore, PhD, MT(ASCP)- Assistant Professor
• Wafa Marji, MS, H(ASCP) CM -Instructor 
• Aneta Szczesniak, MS, MLS(ASCP) CM -Instructor 
• Jeanine Walenga, PhD, MT (ASCP)- Professor

Clinical Affiliates

• Loyola University Medical Center, Maywood, Illinois
• University of Chicago Medical Center, Chicago, Illinois
• Gottlieb Memorial Hospital, Melrose Park, Illinois
• MacNeal Hospital, Berwyn, Illinois
• OSF Little Company of Mary, Evergreen Park, Illinois
• Alverno Laboratories, Locations across Illinois and Indiana
• Labcorp, Itasca, Illinois

By the numbers

Projected growth for medical laboratory lab jobs, million new health care jobs created by 2024, vacancy rate in medical laboratory science field as of 2017.

The MS in Medical Laboratory Science program accepts students for fall semester enrollment and is designed to be completed within five continuous semesters of study over the course of two years.

View full descriptions for the MLS curriculum , which includes all course titles, descriptions, sequences, and when each course is offered.

The MS in Medical Laboratory Science program only admits students for the Fall semester. Each cohort consists of a maximum of 12 students.

NO GRE REQUIRED!

Apply now , application requirements.

Applicants to the MS in Medical Laboratry Science must submit the following:

• Completion of the  Loyola University Chicago graduate school admission application
• Bachelor degree from a regionally accredited institution prior to matriculation
• Official transcripts from all undergraduate institutions attended
• Completion of the following prerequisite courses:
• 16 semester hours (or 24 quarter hours) of biological science, including one semester of microbiology with a laboratory component
• 16 semester hours (or 24 quarter hours) of chemistry with laboratory including one semester in organic or biochemistry
• 3 semester hours (4 quarter hours) of mathematics
• Minimum overall GPA of 3.0 out of 4.0
• Two letters of recommendation
• Statement of Purpose
• Essential Functions of MLS

There is no GRE required for application to the MS in Medical Laboratory Science degree.

INTERNATIONAL APPLICANTS

International applicants  must submit the following, in addition to the other application materials:

• TOEFL, IELTS, or PTE official score report sent directly from the testing service
• A Course-by-Course transcript evaluation report from ECE or Educational Perspectives

ADMISSION POLICIES

Applications open for the Fall semester approximately one year before intended enrollment. Competitive applicants should submit a completed application by February 1 for the Early Action Deadline.

Fall Early Action:  February 1 All applicants meeting this deadline will receive an admission decision no later than 3 weeks after the Feb 1 deadline pending completed interview and will be eligible for the Parkinson scholarship. Fall Priority:  May 15 All applicants meeting this deadline will be considered for admission. Any applications received after May 15 will be considered until Parkinson reaches enrollment capacity for the fall.

The deadline to accept an admission to enroll for Fall semester is July 15.

Loyola admits students without regard to race, color, sex, age, national or ethnic origin, religion, sexual orientation, ancestry, military discharge or status, marital status, parental status, or any other protected status.

Accreditation

The Loyola University Chicago Medical Laboratory Science program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS). They can be contacted at: National Accrediting Agency for Clinical Laboratory Sciences, 5600 N. River Road, Suite 720 Rosemont, IL 60018; Ph: 773-714-8880; Fax: 773-714-8886; Email:  [email protected]

Tuition and Fees

The Parkinson School of Health Sciences and Public Health and Loyola's Financial Aid Office are committed to helping students secure the financial resources to make their education at Loyola affordable.

COST FINANCIAL AID PAYMENT

Clinical & Translational Science

Translating research to improve clinical care.

CTS Program Guide

The Clinical and Translational Science (CTS) Program is designed for trainees who seek to affect the translation of research into improved clinical care and public health. The CTS Program offers a PhD Program, a Master's Program, and an in-person certificate in Clinical & Translational Science and an online Introduction to Health Economics and Outcomes Research (HEOR). This menu of training options allows individuals with varying educational goals to develop their clinical research skills.

The PhD, MS, and classroom-based certificate program are intended for individuals trained in the medical sciences, most commonly fully trained physicians. Others with similar backgrounds (e.g., DDS, DVM or PharmD), advanced biomedical or clinical degrees, or substantial biomedical or clinical research experience may also be considered. The HEOR Certificate is designed for professionals in the pharmaceutical and biotechnology industry, clinicians, and other health care professionals.

Classes start on July 1 for all CTS programs.

CTS Faculty

Our faculty are drawn from the departments of Medicine, Occupational Therapy,  Pediatrics, Psychiatry, Public Health and Community Medicine, and Community Health. They are committed to teaching and clinical and translational research.

Most faculty are participants in the work and activities of the Tufts Clinical and Translational Sciences Institute (CTSI). Our students are also encouraged to participate in CTSI activities.

Students seeking admission to all of the CTSs Graduates Program apply to the Graduate School of Biomedical Sciences using the online application system.

Applicants to the CTS Certificate in Clinical & Translational Science have a strong interest in the topic but are unable to devote two years of full-time study to obtain the MS degree.

Applicants to the online Certificate in Health Economics and Outcomes Research (HEOR) typically include professionals in the pharmaceutical and biotechnology industry, clinicians and other health care professionals who seek an introduction to this topic.

CTS Programs

The CTS Program offers four different training options, a PhD program and an MS program and two Certificate Programs.

Some individuals enter the PhD Program after completing didactic courses and a qualifying exam in the MS program, while others with Master's degrees in Clinical & Translational Science may apply directly. 

The MS and PhD Programs offer concentrations in Clinical Discovery and Investigation, Clinical Effectiveness Research, and Practice to Policy Research.

The classroom-based Certificate focuses on Clinical & Translational Science. The online Certificate focuses on Health Economics and Outcomes Research.

Learn more about the CTS program by exploring our Frequently Asked Questions Page

Meet Our Students

Most of our students come to our programs after completing an advanced clinical degree.

CTS Students

Student Publications

Publishing research findings is an important part of our training.

Contact Information

Angie Rodday , PhD  Associate Program Director

Elizabeth Leary Senior Program Manager

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NSF Graduate Research Fellowship Program (GRFP)

View guidelines, important information about nsf’s implementation of the revised 2 cfr.

NSF Financial Assistance awards (grants and cooperative agreements) made on or after October 1, 2024, will be subject to the applicable set of award conditions, dated October 1, 2024, available on the NSF website . These terms and conditions are consistent with the revised guidance specified in the OMB Guidance for Federal Financial Assistance published in the Federal Register on April 22, 2024.

Important information for proposers

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

Supports fellowships for outstanding graduate students who are pursuing full-time, research-based masters and doctoral degrees in science, technology, engineering or math or STEM education.

The purpose of the NSF Graduate Research Fellowship Program (GRFP) is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. The program recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education. The GRFP provides three years of support over a five-year fellowship period for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM or STEM education.  NSF actively encourages submission of applications from the full spectrum of diverse talent that society has to offer which includes underrepresented and underserved communities.

NSF GRFP was established to recruit and support individuals who demonstrate the potential to make significant contributions in STEM. NSF especially encourages applications from undergraduate seniors and Bachelor's degree-holders interested in pursuing research-based graduate study in STEM.  First- and second-year graduate students in eligible STEM fields and degree programs are also encouraged to apply.

Program contacts

The Graduate Research Fellowship Operations Center is responsible for processing applications and responding to requests for information.  General inquiries regarding the Graduate Research Fellowship Program should be made to:

Graduate Research Fellowship Operations Center, telephone: 866-NSF-GRFP, 866-673-4737 (toll-free from the US and Canada) or 202-331-3542 (international). email: [email protected]

Program events

• August 15, 2024 - Information and Intelligent Systems (IIS) Office Hours
• August 12, 2024 - DEB Virtual Office Hour: Graduate Research Fellowship Program
• July 18, 2024 - IOS Virtual Office Hour: Graduate Research Fellowship Program
• August 15, 2023 - Division of Biological Infrastructure (DBI) Virtual Office…
• August 9, 2023 - MCB Virtual Office Hour: Graduate Research Fellowship Program

Additional program resources

• Non-NSF website with comprehensive information on how to apply, eligibility, phone numbers and email addresses
• Frequently Asked Questions (FAQs) for the Graduate Research Fellowship Program
• Administrative Guide for Fellows and Coordinating Officials
• List of Fellows and Honorable Mentions

Awards made through this program

Organization(s).

• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for STEM Education (EDU)
• Division of Graduate Education (EDU/DGE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral and Economic Sciences (SBE)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OD/OIA)
• Office of International Science and Engineering (OD/OISE)