IDENTIFICATION AND VALIDATION OF ENTRY LEVEL COMPETENCIES CONSIDERED TO BE ESSENTIAL TO THE SUCCESS OF MEDICAL LABORATORY ASSISTANTS (PENNSYLVANIA)

The purpose of the study was to develop and validate a list of competencies for medical laboratory assistants in secondary schools. Research questions are as follows: (1) What competencies are considered to be essential to the success of medical laboratory assistants trained in skills centers in Southeastern Pennsylvania? (2) What is the degree of importance of each competency? (3) What is the degree of difficulty of performance of each competency? (4) What is the degree of frequency of use of each competency?;Questions were developed utilizing the 94 identified competencies. Respondents rated each competency on three dimensions (Importance, Difficulty of Performance, Frequency of Use) on a Likert-type rating scale. Conclusions included: (1) The use of the DACUM process was appropriate to develop a competency list for secondary level medical laboratory assistants. (2) The medical laboratory assistant's role is varied and consists of 12 broad areas of expertise. (3) The ninety-four identified competencies are the basic performances required for adequate preparation to enter employment as a medical laboratory assistant. (4) No competency was rated "unimportant," therefore, it was concluded that an adequate curriculum for medical laboratory assistants must include all of the 94 identified competencies. (5) Secondary medical laboratory assistant students should be able to master all of the 94 competencies identified by this study. (6) Medical laboratory assistants should be required to use all of the 94 competencies identified shortly after their initial job entry and should have mastered each competency in their job setting prior to full employment.;It was recommended that further studies be conducted to investigate the following: (1) Ascertain the impact of medical practice changes on job requirements for secondary medical laboratory assistants; (2) Determine differences in requirements for secondary and post-secondary medical laboratory programs; (3) Replicate the study to test assumptions and performance criteria of the 94 identified competencies; (4) Expand the study to include a statistical analysis of the relationship between the 94 competencies and job success; (5) Identify and contrast success requirements in secondary and post-secondary medical laboratory programs; (6) Ascertain a competency hierarchy to articulate training over all medical technology programs.;An occupational analysis was conducted using medical laboratory experts in a Developing a Curriculum (DACUM) process. Ninety-four (94) competencies in twelve (12) general areas were identified.