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ERIC Number: ED203833
Record Type: RIE
Publication Date: 1981-Jun-21
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Publish or Perish: Technologists in Academia.
Gluck, Sandra C.
Medical technologists are relative newcomers to academia since the development of 2+2 programs and some movement away from didactic teaching at hospital sites. Medical technology faculty are now just as much a part of the publish-or-perish syndrome as their basic science and liberal arts colleagues, although their research activity is not highly developed. A survey was undertaken of 109 academic institutions with medical technology programs having at least 20 students each. The response rate was 54 percent, of which a fifth were not usable. A total of 260 faculty medical technology members was reported; most were assistant professors or instructors. These faculty reported 437 published papers, most published by full professors. This groups also had the least ASCP certifications, and was mostly male. A significant difference was found in publishing activity between ASCP and non-ASCP faculty, and males and females differed on type of publication. Only 34 percent of the respondents reported research as a job requirement, and 45 percent reported it as a tenure requirement. Most program directors felt all their faculty had research skills, and ten percent thought none of their faculty had these skills. Only eight schools reported having programs specifically for faculty research development, although ten schools used various other methods to encourage it. It is concluded that as a female-dominated profession, medical technology has faculty development and career progress problems similar to those in nursing, and that the value of research must be increased and its pursuit encouraged. Data on faculty age, sex, certification, tenure status, educational level, and publications of faculty are appended. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Faculty Publishing