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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.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/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/341044/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/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/341044.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-22",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the document define simulation in medical laboratory education?","Question",{"text":113,"@type":114},"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.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the document’s purpose for MLA competency assessment?",{"text":118,"@type":114},"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.",{"name":120,"@type":111,"acceptedAnswer":121},"Which MLA competencies must be attained only through clinical placement?",{"text":122,"@type":114},"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.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},341044,1790367210,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Use of Simulation for Competency Attainment  \nPan-Canadian Entry-to-Practice Medical Laboratory Assistant (MLA) Competency Profile  \nEffective with the February 2027 CSMLS Examination  \nFor the 2024 Revised CSMLS MLA Competency Profile  \nversion date: September 2025  \nCEXM-042-H2SIM  \n©2025, Canadian Society for Medical Laboratory Science. All rights reserved.  \nTable of Contents  \nDefinition of Simulation ......................................................................................................... 1  \nPurpose ................................................................................................................................ 1  \nMethodology ........................................................................................................................ 2  \nResults .................................................................................................................................. 2  \nPractice Domain Breakdown ................................................................................................. 3  \nCSMLS Recommendations for Use of Simulation for MLA Competency Attainment ................ 4  \nCategory 1: Safe Work Practices ....................................................................................... 4  \nCategory 2: Equipment, Instruments, and Reagents .......................................................... 5  \nCategory 3: Pre-Analytical Phase ...................................................................................... 6  \nCategory 4: Analytical Phase ............................................................................................. 8  \nCategory 5: Post-Analytical Phase ..................................................................................... 8  \nCategory 6: Quality and Resource Management ................................................................ 9  \nCategory 7: Communication and Collaboration............................................................... 10  \nCategory 8: Professional Practice .................................................................................... 12  \nClarifications ...................................................................................................................... 14  \nProfile Revision History ................................................................................................... 16  \n©2025 , Canadian Society for Medical Laboratory Science (CSMLS) . All rights reserved. CEXM-042-H2SIM 2025-SEP  \n Definition of Simulation  \nFor the medical laboratory profession, as derived by participants at the National Simulation and Clinical Placement Educator Forum (2016), simulation is defined as:  \nSimulation 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:  \n• through interactive written case-based scenarios;  \n• computerized laboratory information system gaming;  \n• inter-or intra-professional role playing;  \n• standardized patients;  \n• task trainers such as rubber arms for phlebotomy;  \n• virtual simulation for specimen identification;  \n• haptic simulation;  \n• high fidelity simulation, or  \n• hybrids of any of these examples.  \nSimilar 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.  \nPurpose  \nThis document describes","cbCaigxDqLWmuAm2","https://ap.wps.com/l/cbCaigxDqLWmuAm2","pdf",284444,18,"English","# Definition of Simulation\n# Purpose\n# Methodology\n# Results\n# Practice Domain Breakdown\n# CSMLS Recommendations for Use of Simulation for MLA Competency Attainment\n## Category 1: Safe Work Practices\n## Category 2: Equipment, Instruments, and Reagents\n## Category 3: Pre-Analytical Phase\n## Category 4: Analytical Phase\n## Category 5: Post-Analytical Phase\n## Category 6: Quality and Resource Management\n## Category 7: Communication and Collaboration\n## Category 8: Professional Practice\n# Clarifications\n# Profile Revision History","[{\"question\":\"How does the document define simulation in medical laboratory education?\",\"answer\":\"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.\"},{\"question\":\"What is the document’s purpose for MLA competency assessment?\",\"answer\":\"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.\"},{\"question\":\"Which MLA competencies must be attained only through clinical placement?\",\"answer\":\"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.\"}]","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 | PDF",1790040084,45]