The identification of current competencies for entry into the career phase of medical laboratory technology

The primary purpose of this study was to identify the current essential competencies for career entry level medical laboratory technologists. A second purpose was to examine the curriculum placement of the essential competencies. Educational coordinators, instructors, instructors, and students of accredited schools of medical laboratory technology participated.

The continental United States was divided into regions to ensure regional representation in the sample. The schools were stratified so that the final population (i70 schools) consisted of all accredited schools approved for an enrollment of at least fifteen students. A random sample of 118 schools was drawn.

Ninety-one competency statements were included in the questionnaire. The instrument used for the collection of data was developed from professional journals, articles, and similar studies. The opinions of the educational coordinators (56), instructors (154), and students (176) were compared to determine the different levels of "Essential" and 'Non- Essential." Each respondent was asked to place the essential competencies in either the 'Pre-clinical' academic or the "Clinical" hospital phase of the curriculum.

From the list of ninety-one competencies included on the instrument, seventy-nine were considered essential by at least 75 percent of each of the three groups. Some of the competencies deleted were important only iii

iv a few years ago. This reflects the changing technology in the field. When the opinions of the educational coordinators were compared with those of the instructors there were no significant differences as to which of the statements were "Essential." However when the opinions of instructors were compared with those of students significant differences became apparent. Comparison of the responses from the educational coordinators and students showed few areas of difference. The same patterns were apparent in curriculum placement. The students generally responded that more of the competencies should be acquired in the "Preclinical" phase of their educational experiences.

The ratio of preclinical to clinical placement was 1 to 3 (22 competencies in preclinical, 65 competencies in clinical), this the opposite of the time allotment in the curriculum.

The following were the conclusions:

1. In general the competencies identified were essential for the education of medical laboratory technologists.

2. The essential competencies should be gained in either the academic or the hospital setting with the major portion to be acquired in the clinical training phase

3. Some competencies should be addressed in both phases of a student's professional preparation.

4. Respondents perceived placement of the competencies in the curriculum according to their position in the educational program.

5. Competencies needed for entry into the field of medical laboratory technology change over time.