To determine the relationship of a variety of preadmission characteristics from cognitive and noncognitive areas to ultimate outcome in clinical laboratory technician (CLT) academic programs.

Design

Survey Setting: United States Participants: CLT students from 19 accredited programs were included in the study.

Intervention

Each student was classified by outcome as a graduate, voluntary withdrawal, or dismissal.

A discriminant analysis was performed on these groups using a number of predictors Main outcome measures: (1) Scores on preadmission academic tests, (2) scores as preadmission interest tests, (3) age, and (4) sex.