Incorporating A Structured Writing Process into Existing CLS Curricula

Abstract

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.