We work with students to try and identify a site in their geographical area that is amenable to collaborate as an affiliate with Rutgers to provide the DCLS clinical practice residency experience. A formal affiliation agreement with the site must be established.

DCLS Clinical Education Affiliates  

Froedtert Health Inc. & The Medical College of Wisconsin, Inc., WI
Iowa City VA Health Care System, IA
Northwestern Memorial Healthcare, IL
Prime Health Services-Lake Huron Medical Center, MI
RWJBarnabas Health, NJ
The New York and Presbyterian Hospital, NY
University Hospital, NJ
University of Maryland Medical Center, MD
Wellstar-MCG Health Medical Center, GA

We have clinical education affiliate sites in several states and continue to seek additional sites. However, we cannot guarantee a site can be found in a specific geographical area and travel or relocation for the clinical practice year may be required and may incur additional expense to the student.

SHP Doctorate in Clinical Laboratory Science Program Mission Statement

Advance peoples’ health and the medical laboratory science workforce through excellent education, innovative research, scholarship, service,  and contribute to quality healthcare to individuals and communities. 

SHP Doctorate in Clinical Laboratory Science Program Goals

The goals of the Doctorate in Clinical Laboratory Science Program are to prepare caring, collaborative, and competent doctoral educated advanced practitioners in clinical laboratory science dedicated to increasing patient safety and the value of clinical laboratory services through consulting, collaborating on the interprofessional teams, optimizing test utilization and diagnostic processes, and conducting and applying evidence-based translational research. 

DCLS education is implemented through competencies required for evidence-based clinical decision-making and clinical services improvement assessed by measurement of clinical laboratory science (CLS) outcomes.

Upon completion of the program, graduates will be prepared to:

1. Provide patient-centered, customized consultation services on appropriate test selection and interpretation for the purpose of clinical decision-making among the interprofessional healthcare team and for the patient.*
2. Monitor laboratory data, test utilization, and diagnostic testing processes for individual patients and populations using informatics and analytics to reduce diagnostic errors, improve efficiency, and reduce costs.*
3. Conduct research and apply evidence to demonstrate clinical utility of laboratory tests and algorithms and to improve the quality, efficiency, and safety of the overall diagnostic testing process.*
4. Educate health care providers, patients, their families, and the general public on the indications, best evidence, patient preparation, and interpretation of clinical laboratory testing, including home self-testing.*
5. Direct laboratory operations at all levels of complexity to comply with all state and federal laws and regulations, as well as guidelines determined by professional boards of licensure, and certification/accreditation agencies.*
6. Participate in public and private health policy decision-making at all organization and government levels using best evidence.*
7. Demonstrate exemplary professional and ethical behaviors in practice, education, and scholarly activities.
   • Abide by and promote the Clinical Laboratory Science Profession Code of Ethics.
   • Demonstrate a commitment to patients and promote and protect patient and human subjects’ rights.
   • Demonstrate a commitment to the profession through leadership and active participation in professional organizations. 
   • Contribute to new knowledge in the field through research and dissemination of findings.
   • Become life-long learners using self-assessment and continuing education to advance one’s own knowledge and skills*.

* Modified from the ASCLS Position Paper on Advanced Practice: Doctorate in Clinical Laboratory Science, adopted by ASCLS House of Delegates in August 2016, and revised in July 2024. These outcomes also meet the Institute of Medicine’s core competencies for health care professionals, namely, the ability to provide patient-centered care, work in interdisciplinary teams, employ evidence-based practice, apply quality improvement, and utilize informatics. (Institute of Medicine. Health Professions Education: A Bridge to Quality. Washington, DC, National Academies Press, 2003).

*Data as of August 2024; updated annually in August 

** ASCP-BOC is in the process of developing a DCLS Board Certification Exam

Technical Standards were developed to assist each student in evaluating their capabilities and chances for success in a particular program.

https://shp.rutgers.edu/admissions/rbhs-technical-standards/

In order for students to accurately evaluate their capabilities the DCLS program specific Technical Standards  indicate what is required to do well in the DCLS program, and the skills/functions required to be successful in the program and as a DCLS allied health professional. 

DCLS Program Standards

The following standards pertain to particular cognitive, motor, behavioral and social skills that are associated with the educational process and practice for the Doctor in Clinical Laboratory Science (DCLS). Students are required to meet the following abilities and expectation.

Observational Standards

• Read, comprehend and synthesize a large body of knowledge from a variety of sources, including but not limited to lectures, book, articles, videos, podcast, handouts, and demonstrations.
• Recall, interpret, extrapolate and apply information from a variety of relevant sources, including but not limited to readings, lectures, discussion, observations, and evaluation.
• Review existing data in the ElectronicHealth Record (EMR) and Electronic Medical Record (EMR), collect additional data, recommend obtaining data, and utilize/analyze/ synthesize the data needed to conduct an evaluation of the status of patients.

Communication Standards

• Read, write and understand English (both written and oral).
• Read, comprehend, synthesize, and apply information from a variety of sources including scientific publications, lectures, discussion, observations, videos, podcasts, handouts, the contents of patient charts, clinical notes, diagnostic tests, graphic images, lab reports and other relevant diagnostic and treatment information accurately and efficiently.
• Recognize and relay appropriate verbal, non-verbal, and written communication between self and clinicians, interprofessional healthcare providers, patients, peers, faculty and others.
• Produce complete, accurate, thorough documents in a timely manner, consistent with didactic and clinical requirements.
• Master use of computer and internet and other electronic sources as communication tools i.e. EHR/EMR, Laboratory Information System (LIS) statistical analysis software.
• Produce educational materials, reports and assignments to be presented in a professional style and created to the level of the learner/group/audience.
• Adhere to program, department, clinical and professional publication standards.
• Demonstrate culturally competent socially appropriate empathetic interactions with all, regardless of any personal characteristic or trait, including but not limited to an individual’s age, gender, sexual orientation, race, ethnicity, social-economic status, religion, life-style and/or culture or background.
• Demonstrate effective management skills, including planning, organizing, supervising, and working effectively as a member of a team.
• Expanded consultation skills through interaction with healthcare providers and participation in interprofessional patient-care conferences

Intellectual/Conceptual Standards

• Utilize the application of scientific principles and evidence-based practice in laboratory diagnostic services utilizations to assist in attainment of optimal healthcare delivery to the patient.
• Formulate and recommend algorithms and plans related to clinical laboratory testing and services based upon current scientific rationale, evidence-based practice guidelines and standards of practice/care.
• Monitor laboratory data, test utilization, and diagnostic testing processes in individual patients and populations using informatics and analytics to reduce diagnostic errors, improve efficiency, and reduce costs.
• Maintain confidentiality and uphold the ethical and legal standards of the profession.
• Effectively participate in the didactic, behavioral and clinical portions of academic education.
• Organize, analyze, synthesize and critically appraise information from a variety of sources to determine validity and applicability to practice.
• Demonstrate critical thinking and problem solving, related to self and others to ensure safe and effective practice.
• Possess the self-directness and motivation to independently work on and complete all academic and professional work assignments, including long and/or complicated projects.
• Adhere to the highest standards in conducting research.
• Demonstrate ability and insight to accurately self-assess and reflect on intellectual and conceptual abilities.

Motor Skill Standards

• Master the use of electronic devices required to perform in the classroom and clinical setting.
• Demonstrate sufficient physical and mental health, strength and endurance over the course of the program to participate in didactic and clinical activities.
• Demonstrate prevention techniques such as proper hand washing, use of protective devices and equipment/clothing, to minimize exposing oneself and others to pathogens.

Behavioral and Social Standards

• Maintain patient confidentiality and develop and exhibit professional ethical demeanor.
• Function safely, effectively, efficiently, calmly with emotional stability necessary when dealing with the stresses of an intensive training program in preparation for clinical situations including, but not limited to, academic schedule, clinical practice residency, managing multiple tasks simultaneously and efficiently, and meeting multiple deadlines
• Demonstrate caring and compassion to all patient, clients, families, other caregivers and health care team members.
• Demonstrate behavior which is socially and professionally responsible.
• Respect cultural, ethnic, religious, and social beliefs and preferences in clinical decision making.
• Demonstrate respect, appreciate and engage in non-judgmental interactions regardless of any personal characteristic or trait, including but not limited to an individual’s age, gender, sexual orientation, race, ethnicity, social-economic status, religion, life-style and/or culture or background.
• Accept responsibility for own actions and correct as necessary.
• Maintain appropriate personal hygiene and dress consistent with personal contact associated with patient care and professional interactions.
• Takes responsibility for all assignments, obligations and actions within the academic and clinical environment.
• Accept constructive feedback and respond with appropriate actions.
• Provide appropriate constructive feedback.

Students in the DCLS  program must meet the health and immunization requirements for Category 1 https://www.rutgers.edu/sites/default/files/C1_RBHS_Imm_Packet_8.2024.pdf and a Criminal Background Check is required https://shp.rutgers.edu/admissions/admissions-checklist/

Review items in Section A  and Section B

https://shp.rutgers.edu/admissions/admissions-checklist/

https://catalogs.rutgers.edu/generated/shp_current/pg65.html

Technology Resources

RBHS Student Tech Guide– recommendations, resources, discounted/free software, and more:

https://it.rutgers.edu/technology-guide/students/#rbhs

Rutgers Virtual Computer Lab: https://it.rutgers.edu/virtual-computer-labs/

 Technology, Computer and Software  Requirements

DCLS students are required to have appropriate technology and resources to engage in online and off-line education and program activities:

• Device with high-speed access to the internet
• Microsoft Office 365
• Statistical analysis software
• Downloading, uploading annotating files
• Using several browsers to access information and accessing online courses
  • Courses offered in Canvas
  • Documents, power point presentations, videos, external links to websites, articles
  • Access PDF files and convert files to PDF format
  • Online quizzes and exams
  • Course online discussion forums – written postings
• Virtual sessions via Zoom that require audio and video participation:
  • Virtual synchronous class webinars/discussions forums /program meetings
  • 1-1 advisement sessions
  • Rutgers ZOOM is available for all students
• Students are responsible for maintaining a backup of all work
  • Recommended: Students have access to RU BOX a cloud-based file storage application with secure data storage, manage and transfer/share digital files with unlimited storage capabilities.
  • Other options : OneDrive included with Office 365 or an external hard drive

Additional Expenses

Students may have additional expenses:

• Health Insurance (if you do not have your own policy/coverage)
• Cost for books, photocopying and other supplies based on individual course requirements

The Diagnostics Consultation Model (DCM©) operationalizes the practice of the DCLS as active members of interprofessional health care teams in a variety of setting.

• Patient Care Intervention (PCI): Daily patient-care clinical rounds with inter-professional healthcare team: attending physician, residents, medical students, DCLS residents, PharmD, Nurses, other healthcare providers.
• Diagnostics Management Intervention (DMI): Encounters received through direct case management requests to the clinical laboratory with inter-professional team: pathologists, pathology residents, DCLS, clinicians, laboratorians, and other healthcare providers.
• Utilization Review Intervention (URI): Encounters through review of reports generated by the LIS rules with inter-professional team: DCLS, pathologists, pathology residents, laboratorians, clinicians, other healthcare providers i.e., genetic counselors.
• Community Intervention (CI): Consumer information response encounters via testing.com and the ASCLS public consultation network, and other community-based settings.
•  Research – conduct clinical and quality outcomes research project during the clinical practice residency year under the guidance of the DCLS faculty mentor and clinical site preceptor.

These experiences require continuous involvement with interdisciplinary healthcare teams. The scope of interprofessional interactions and the research component are aligned with interaction with other healthcare providers to establish the DCLS as a partner on interdisciplinary healthcare teams and conduct the clinical outcomes research project.

Financial Aid Information can be found at: https://scarlethub.rutgers.edu/financial-services/

SHP Graduate Admission Application: https://shp.rutgers.edu/grad-apply/

At the time of application, a minimum three-years post-certification full time work experience in a clinical laboratory in the US is required. Preference will be given to practicing MLS with work experiences as a generalist or who have worked in several areas of the clinical laboratory.

The DCLS Admissions Committee carefully reviews each complete application packet and admissions is competitive.

International Inquires

At this time the DCLS program is not offering admissions to international candidates, unless you can demonstrate that you worked in the US as a Medical Laboratory Scientist (MLS) preferably as a generalist for a minimum of three years and meet all other admissions requirements. The program is competitive and admission into the program is by the DCLS Admissions Committee. Please refer to the DCLS website for details about the admissions criteria, eligibility, pre-requisites, and other required documentation.  Refer to the Admissions Criteria on the website.

At this time the DCLS program is not offering admissions to international candidates, unless you can demonstrate that you worked in the US as a Medical Laboratory Scientist (MLS) preferably as a generalist for a minimum of three years and meet all other admissions requirements. The program is competitive and admission into the program is by the DCLS Admissions Committee.

Please refer to the DCLS website for details about the admissions criteria, eligibility, pre-requisites, and other required documentation.  Refer to the Admissions Criteria on the website.

The pre-residency theoretical courses are online with weekly lecture materials, discussion forum,  quizzes/exams and other assignments and instructions for interaction and assignment and due dates. Some courses will supplement with synchronous webinars via Zoom, typically 7pm-9pm ET. Students are notified of the webinar dates/times at the start to the course so they have time to arrange their schedule to participate.