The Use of Simulation for Competency Attainment - Pan-Canadian Entry-to-Practice Medical Laboratory Assistant (MLA) Competency Profile - Effective with the February 2027 CSMLS Examination

Sep 22, 2026

Defines simulation as an educational technique that imitates real-life scenarios to enable learners to demonstrate and receive feedback on knowledge, skills, abilities, judgment, and teamwork. Establishes the purpose, methodology, and results for using simulation to assess and evaluate attainment of Medical Laboratory Assistant (MLA) competencies based on the 2024 Pan-Canadian Entry-to-Practice MLA Competency Profile. Recommends maximum simulation use for evaluation while specifying which competencies must be attained only in clinical placement, aligned with CSMLS examination and accreditation processes.

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Definition of Simulation

Purpose

Methodology

Results

Practice Domain Breakdown

CSMLS Recommendations for Use of Simulation for MLA Competency Attainment

Category 1: Safe Work Practices

Category 2: Equipment, Instruments, and Reagents

Category 3: Pre-Analytical Phase

Category 4: Analytical Phase

Category 5: Post-Analytical Phase

Category 6: Quality and Resource Management

Category 7: Communication and Collaboration

Category 8: Professional Practice

Clarifications

Profile Revision History

The Use of Simulation for Competency Attainment Pan-Canadian Entry-to-Practice Medical Laboratory Assistant (MLA) Competency Profile Effective with the February 2027 CSMLS Examination For the 2024 Revised CSMLS MLA Competency Profile version date: September 2025 CEXM-042-H2SIM ©2025, Canadian Society for Medical Laboratory Science. All rights reserved. Table of Contents Definition of Simulation ......................................................................................................... 1 Purpose ................................................................................................................................ 1 Methodology ........................................................................................................................ 2 Results .................................................................................................................................. 2 Practice Domain Breakdown ................................................................................................. 3 CSMLS Recommendations for Use of Simulation for MLA Competency Attainment ................ 4 Category 1: Safe Work Practices ....................................................................................... 4 Category 2: Equipment, Instruments, and Reagents .......................................................... 5 Category 3: Pre-Analytical Phase ...................................................................................... 6 Category 4: Analytical Phase ............................................................................................. 8 Category 5: Post-Analytical Phase ..................................................................................... 8 Category 6: Quality and Resource Management ................................................................ 9 Category 7: Communication and Collaboration............................................................... 10 Category 8: Professional Practice .................................................................................... 12 Clarifications ...................................................................................................................... 14 Profile Revision History ................................................................................................... 16 ©2025 , Canadian Society for Medical Laboratory Science (CSMLS) . All rights reserved. CEXM-042-H2SIM 2025-SEP Definition of Simulation For the medical laboratory profession, as derived by participants at the National Simulation and Clinical Placement Educator Forum (2016), simulation is defined as: Simulation is an educational technique used to imitate real life scenarios (in part or whole), which enables participants to demonstrate and receive feedback on knowledge, skills, abilities and/or judgment. This can include but is not limited to communication, problem-solving, critical thinking and the ability to collaborate and work effectively within a health care team. Simulation can reflect simple to complex situations or processes and can be accomplished in any of the following examples: • through interactive written case-based scenarios; • computerized laboratory information system gaming; • inter-or intra-professional role playing; • standardized patients; • task trainers such as rubber arms for phlebotomy; • virtual simulation for specimen identification; • haptic simulation; • high fidelity simulation, or • hybrids of any of these examples. Similar to healthcare simulation, academic student simulation encompasses a range of activities with a broad common purpose of improving the effectiveness and efficiency of services and ultimately, enhancing competency acquisition by students in a safe and secure environment that reduces potential harm to patients, students, and the laboratory and general healthcare systems. Purpose This document describes

FAQs

How does the document define simulation in medical laboratory education?

Simulation is defined as an educational technique that imitates real-life scenarios (in part or whole) so participants can demonstrate and receive feedback on knowledge, skills, abilities, and/or judgment, including teamwork and critical thinking.

What is the document’s purpose for MLA competency assessment?

It describes how simulation should be used for assessment and evaluation of attaining Medical Laboratory Assistant (MLA) competencies based on the 2024 Pan-Canadian MLA Competency Profile, including recommendations on where simulation can replace clinical sign-off.

Which MLA competencies must be attained only through clinical placement?

The document indicates that some competencies must be attained only in clinical placement, while others can be evaluated using simulation as part of the competency attainment process.

Sep 22, 2026

Uploaded by Anna Hans