From Where We Sit: Preparing the Next Generation of Laboratory Educators
By NAACLS Review Committee Chairs: Nadine Lerret, Jennifer Knight, and Phyllis Ingham
Much has been written about the shortage of medical laboratory professionals across the country. Clinical laboratories continue to experience staffing challenges, and educational programs are working diligently to graduate more students to meet the growing demand for laboratory services. Workforce data consistently highlight these shortages and emphasize the importance of strengthening the pipeline of new laboratory professionals entering the field.
However, from where we sit working closely with NAACLS-accredited programs, another issue is growing alongside the workforce shortage: the need to prepare the next generation of laboratory educators to lead programs, support students, and sustain the quality of laboratory education in the years ahead.
Across the country, many of the program directors and faculty members who built and sustain today’s accredited laboratory programs have devoted decades of service to the profession. Their commitment to teaching, mentoring, and program leadership has shaped the careers of thousands of laboratory professionals. As these experienced educators approach retirement or transition into new roles, programs are beginning to ask an important question: Who will be ready to step into these leadership positions in the years ahead?
Programs rely heavily on experienced educators and program directors who understand not only laboratory science but also curriculum development, accreditation standards, student advising, and program administration. Replacing that depth of knowledge and experience requires time and intentional preparation.
One of the most effective ways to prepare future educators is through intentional mentorship. Many program leaders recognize that developing future educators must begin long before leadership transitions occur.
To immerse them early, some programs invite clinical laboratory professionals into the educational environment through guest lectures, participation in faculty meetings, and/or involvement in advisory committee discussions. These experiences allow practicing laboratory professionals to gain insight into the broader scope of laboratory education beyond daily clinical responsibilities.
Over time, this involvement helps build an understanding of how programs function, how curriculum decisions are made, how accreditation standards guide program operations, and how educators work collaboratively to support student success. Through this gradual, on-going exposure, individuals begin to see the complexity and responsibility involved in educational leadership and become better equipped to teach laboratory students in ways that will best prepare them for their future in clinical diagnostics.
Potential future laboratory education leaders can be identified among experienced laboratory professionals who demonstrate strong communication skills, professional commitment, and a desire to support student learning. Providing mentorship and gradual involvement in program activities allows these individuals to develop confidence and familiarity with the responsibilities of educational leadership before stepping into program leadership roles themselves.
Mentorship of future educators is not simply a matter of succession planning. It is an investment in the long-term stability, continuity, and success of laboratory education programs.
How NAACLS Supports the Development of Educators
NAACLS has long recognized the importance of supporting the development of laboratory educators and program leaders. The organization provides several opportunities that allow laboratory professionals to gradually build the knowledge and experience needed to transition into educational roles.
NAACLS educational workshops provide valuable guidance on accreditation standards, program management, assessment practices, and continuous quality improvement. For many new educators, these workshops offer an important introduction to the broader expectations associated with leading an accredited program.
Another important resource that NAACLS provides is Dr. NAACLS, which is a monthly live meeting with NAACLS staff and reviewers, offering opportunities for open dialogue between educators and NAACLS leadership regarding accreditation questions and program challenges. These conversations often provide practical insight that cannot be gained from reading the standards alone.
NAACLS relies on the active participation of volunteers across the profession to support quality laboratory education programs. Serving as a self-study reviewer, site visitor, or review committee member allows educators to gain a deeper understanding of accreditation expectations while contributing to the continued quality of laboratory education nationwide. This Fall, NAACLS will request 131 site visit volunteers, the most in over thirty years. Because we need to pair new site visit volunteers with a mentor, we will likely need current volunteers to help with multiple site visits. Increasing the number of site visit mentors will help significantly.
Professional networking opportunities also provide valuable avenues for growth and collaboration among laboratory educators. NAACLS’ sponsoring and participating organizations create opportunities for educators to connect with and learn from one another. For example, the American Society for Clinical Laboratory Science (ASCLS) sponsors the Clinical Laboratory Educator’s Conference (CLEC) annually, bringing together educators from across laboratory science disciplines. Other professional meetings, including the ASCP KnowledgeLab and Annual meeting, ASCLS-AGT-SAFMLS JAM, AAPA, and NSH, among others, provide ongoing opportunities for discussion, mentorship, and shared problem-solving to benefit educators. These events and resources create an important professional pathway for laboratory professionals considering a transition into education.
The CLS-List serv is another resource that encourages lively discussions and peer support related to the day-to-day realities of being a laboratory educator. AMLEP, a newer organization sponsored by ASCLS, also offers shared educator resources and additional opportunities for engagement. These also represent important resources that laboratory educators can engage with to better serve their student programs and maintain the quality standards that NAACLS expects.
Preparing the next generation of laboratory educators will require thoughtful planning and collaboration across the entire profession. Academic programs, hospital-based programs, clinical laboratories, and professional organizations all share responsibility for supporting this effort.
Identifying potential educators early, inviting them into the educational environment, and providing mentorship along the way can help ensure that programs remain strong and stable as leadership transitions occur.
From where we sit, the future of laboratory education depends on a shared commitment to developing those who will follow. The educators who came before built strong programs that have served the profession well. The responsibility now rests with the current generation of educators to help prepare those who will carry this work forward.
By investing in mentorship and leadership development today, laboratory education and the profession it supports can remain strong for many years to come. From where we sit on the NAACLS Review Committees, one thing is clear: the strength and sustainability of laboratory education will depend on how intentionally the profession prepares and mentors the educators who will guide the next generation of programs.
References
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