by Yvonne Banks, MHA, MLS(ASCP), Program Manager,  School of Clinical Laboratory Science

Brief History

Our hospital’s Medical Laboratory Science (MLS) program began in 2019 and earned initial accreditation in May 2020. The idea for an MLS program affiliated with the university was first proposed by the Dean of Biology in 2015. However, it took four years to find a qualified Medical Laboratory Scientist to develop and fully implement the program. In 2019, the program came to fruition, fulfilling the dean’s vision.

The program was designed to promote the MLS career path to biology majors, offering students the opportunity to earn a Bachelor of Science in Medical Laboratory Science, a certificate of completion from our hospital, and the credentials to become certified medical laboratory scientists. The program was successful for a couple of years, but things started to change when the hospital was acquired by a statewide conglomerate.

The new organization’s administration was unaware that the hospital housed three allied health programs: radiology, cardiovascular technology, and medical laboratory science. For years, these programs had been instrumental in providing the hospital with well-educated staff. Due to the new ownership’s lack of awareness, along with organizational changes, faculty shortages, and pressures from the acquisition, program admissions were impacted. As a result, the program director had no choice but to place the program on inactive status and seek a position with a different program.

Several months later, a newly appointed Allied Health Director recognized the value of the allied health programs  and began revitalizing all the educational programs. This revitalization included the MLS program, which would require a search for a new Program Director.

1st Day of Work

Starting as the Program Director for a MLS program that had been dormant for nearly two years is not for the faint of heart. The job’s full scope was unclear when I accepted the role. Perhaps it was in the job description, but, as is often the case, the description lacked detail. It didn’t explain that the program was in disarray, with a self-study due in less than a year, no training, and no support. Beyond restarting and running the program, I was expected to attend hospital director meetings, complete bi-weekly rounds, advocate for resources, clean and set up the MLS lab, and handle many other tasks.

The previous director had left behind good plans and outlines but departed before developing relationships with the administration to generate support. All program files were stored on a hard drive, which I had been reviewing to piece together the program’s history and status. The prior program lacked a dedicated learning space; laboratory breakrooms, conference rooms, and offices were used as makeshift classrooms. Despite these challenges, students reported feeling didactically prepared for clinicals, though they noted the lack of a proper learning environment.

When I first reviewed the program’s assigned space, I had hope. As an MLS professional, I contacted my extensive network, including a close friend involved in MLS education and leadership who connected me with fellow MLS program directors from hospital-based facilities. These relationships became invaluable, offering guidance on everything from career fairs to youth healthcare camps, setting up the lab, and completing the self-study.

Administrative Misconceptions of the MLS Program

The new administration had no experience managing educational programs when the hospital was acquired. Misunderstandings about the MLS program quickly surfaced. For example, I frequently had to clarify the difference between a hospital “Med Tech” and a laboratory Medical Technologist (MT), as well as the distinction between MTs and Medical Laboratory Technicians (MLTs). Other misconceptions included assuming all lab staff are generalists who do the same task and jobs, underestimating the complexity of the lab’s core departments, and thinking Phlebotomy is all we teach. I had to continually explain that the program could not be effectively carried out with one point three FTE (full-time employees), using only myself to teach all the classes. Whether there are two or ten students, the amount of information we teach is the same.

To address these challenges, I invited my Allied Health Director and administration to biannual advisory meetings, which provided them with insight into the program’s needs and challenges. Biweekly one-on-one sessions with my director—who also teaches in the nursing program—has been instrumental in gaining support. I also advocate for the program by consistently communicating its progress and needs via emails, often copying the laboratory director to reinforce the message.

One major ongoing challenge is securing a microbiology instructor. Despite my efforts, administration and HR have trouble grasping the depth and breadth of laboratory education. They assume the program’s scope is narrow, and I can manage the entire curriculum alone. I’ve written business cases and pleaded my side. I’ve gone as far as to make comparisons to tangible experiences they’ve had. I tried to compare lab education to high school. A student doesn’t take a “high school” course; they take math, history, and language classes with specialized math, history, and language teachers. There is no all-encompassing “lab” class. There are fundamental courses (Hematology, Urinalysis, Serology, etc.) that need educators with adequate content expertise. It is a battle I continue to fight.

Turning the Corner

As I look back over the past few months and the many requests I have made, I am most appreciative of the support I have received. In the first few months, as I was setting up the laboratory and requesting my Taj Mahal of laboratory and classroom design, I was given the run around. I constantly dealt with each person passing the buck, with cost concerns and logistical challenges cited as major obstacles. The outdated hospital posed many difficulties, including asbestos underneath the tile, large millwork removal, poor lighting, peeling countertops, etcetera. My first attempt to secure renovations for the old microbiology laboratory space was denied. However, as I cleared out old large and bulky instrumentation, large carbon dioxide tanks and mounds of binders from pre-covid, administration began to see the picture I was painting. Eventually, they agreed to add a fresh coat of paint, polish and clean the floors, removing the old urine drug screen turnstile cannisters from the wall, patching holes, and approving a larger 80-inch smart monitor for easier viewing during class. With each change the laboratory underwent, the administration and I are proud to showoff our newly cleaned and remodeled School of MLS areas.

Advice and Lessons Learned
As I work to rebuild the MLS program, I’ve learned the importance of persistence and advocacy. My advice to other hospital-based program directors includes:

1. Identify Stakeholders: Understand what support they can offer and how your program benefits them.
2. Communicate Constantly: Keep administrators informed of the program’s progress, needs, and student achievements. Give regular updates on how you ensure the program remains relevant and noticed. Tie your successes back to the support they gave you and thank them.
3. Ask Boldly: Stand up and stand out. Don’t hesitate to ask for the resources your program needs. Do not be afraid to negotiate or compromise to get a part of your original ask. You never know when a “yes” might be the answer.
4. Engage Proactively: Introduce your program to colleagues and hospital staff outside the laboratory to raise awareness. I love asking colleagues if they have ever heard of the MLS program or the career. Asking questions about their familiarity with the program can spark interest and open conversations. Asking questions and advocating at meetings has been a valuable tool.

Advocating for a MLS program is a continual effort, but persistence pays off. Remember to aim high, negotiate, and make your voice heard.

Staff Note – This is the fifth and final article in our ongoing series on advocating for your program. Previous installments include:

• Strict Accreditation Standards May Be Challenging to Medical Laboratory Programs  by Dr. Hassan Aziz
• The Pitfalls of Prescriptive Standards in Clinical Laboratory Science Education by Dr. Peter Hu
• How to Approach Your Administration to Get What You Want by Dr. Elaina Bleifield
• Advocating for Additional Faculty in a Laboratory Science Program by Laura Ahonen

On March 12th, NAACLS will culminate this series with a special Dr. NAACLS roundtable with those who participated. Registration is open.

Additionally, NAACLS Board of Directors President Robert Cottrell and NAACLS CEO Marisa James will host a breakout session “Advocate for Success: Leveraging Data and Strategy to Secure Essential Faculty Resources“ at CLEC. The session will be Friday, March 7th 2:45 – 3:45 PM EST. See the CLEC app for details!