Competency Profiles

Competency profiles are essential in regulated professions because they define the knowledge, skills, and judgment required for safe, efficient, and ethical practice. They help ensure consistent standards across the profession, supporting public safety by outlining what professionals must know and be able to do. Competency profiles also guide ethical conduct, emphasizing integrity, confidentiality, and responsible decision- making. They also serve as a foundation for professional development and career advancement by helping practitioners identify areas for improvement and growth.

In August 2024, CAMLPR introduced eight new entry-level competency profiles for the MLT profession. There is a competency profile for each of the following fields of practice:

• Clinical Chemistry
• Hematology
• Transfusion Medicine (Science)
• Clinical Microbiology
• Histology
• Cytology: Gynecologic and Non-gynecologic
• Cytogenetics
• Molecular Diagnostics

The competency profiles address specimen collection, preparation and testing, evaluation and interpretation, reporting and communication, equipment and resources, safety, professionalism, and quality assurance. Each profile includes field-specific competencies and competencies that are shared (common) across fields of practice.

The new competency profiles will allow MLT applicants to be registered in each field of practice where they have demonstrated competency.

The development process for the new competency profiles occurred in several stages:

• Spring 2023: Competencies were initially drafted based on international standards and reviewed by an MLT practitioner. Subject matter experts were engaged to verify and clarify the knowledge required of entry-level practitioners.
• Summer 2023: The Competency Development Advisory Committee (CDAC), comprising representatives from CAMLPR, the Canadian Society for Medical Laboratory Science (CSMLS), MLTs, educational institutions, and other key stakeholders, provided input on the competencies.
• Fall 2023: MLT stakeholders, including clinical practitioners, employers, educators, and government representatives, reviewed the competency profiles through an online survey.
• Winter 2023-24: Employers were surveyed regarding the techniques and competencies required in Core Lab (Clinical Chemistry, Hematology, Transfusion Medicine (Science)) settings.

Following these stages, the CAMLPR Flexible Pathways to Registration for MLTs Steering Committee refined the draft competency profiles based on feedback from each stage of the development process. This iterative approach ensured that the profiles are aligned with current requirements and are adaptable to future changes within the medical laboratory technology sector.

For more information on the competency profile development process, please download the development report.

The competency statements were developed using guidelines that focused on the structure and relevance of each competency. Competencies must be:

• Entry-level: Required upon initial entry to the profession.
• In the public’s interest: Prioritizing public safety and well-being.
• Relevant: Reflecting the current scope and demands of the profession.
• Adaptable: Capable of accommodating changes in laboratory technology and the healthcare environment.
• Measurable: Clearly measurable to allow for objective assessment.
• Clear: Easily understandable, avoiding jargon.
• Concise: Expressed economically to avoid redundancies.

Competencies were also designed to prioritize public safety, adapt to changes in laboratory technology, and remain relevant to current professional demands.

Each competency statement follows a specific structure:

1. The observable action required by the task,
2. The object or subject to which the action is applied,
3. The purpose for which the action is performed, and
4. The method or procedure used to perform the action.

This structure ensures clarity and consistency across all competency statements.

Competencies are classified as either common, meaning they apply across multiple fields of practice, or are specific to one or more fields of practice. They are also grouped into the categories of specimen collection, preparation and testing, evaluation and interpretation, reporting and communication, equipment and resources, safety, professionalism, and quality assurance.

Competency profiles outline the essential knowledge, skills, and judgment required for specific fields of practice. These profiles are designed to be comprehensive, but not exhaustive, focusing on high-frequency, high-priority competencies needed for entry- level practitioners. They are not intended to capture every task or skill encountered in professional practice but to provide a clear foundation for practitioners starting their careers.

The development of these profiles was a collaborative process involving significant input from subject matter experts (SMEs), the Competency Development Advisory Committee (comprising representatives from CAMLPR, the Canadian Society for Medical Laboratory Science (CSMLS), MLTs, educational institutions, and other key stakeholders), as well as surveys and feedback from clinical practitioners, employers, educators, and government representatives across Canada. Although this inclusive process captured a wide range of perspectives, differences still arose due to varying professional experiences and diverse work environments, such as laboratory, educational, and management settings. Each of these environments emphasizes different competencies, leading to differences in expert judgment about what skills should be prioritized for entry-level practitioners. Throughout this process, competencies were added, refined, and sometimes removed to reflect collective priorities on the most important skills required for entry-level practice.

Jurisdictional differences add further complexity to the development of profiles that are intended to be pan-Canadian. Each province and territory has unique standards and regulations that can shape competency expectations, and even within a single jurisdiction, labs may vary in the specific skills they emphasize. For example, laboratories in high-traffic, urban hospitals often prioritize different competencies than smaller rural laboratories. This variability means that a competency profile must represent a common foundation of skills applicable across different contexts, even if it does not capture all requirements of particular settings.

Educational institutions are encouraged to use their professional judgment to prepare students for the assessments based on the CAMLPR Fields-of-Practice Competency Profiles. The profiles outline the essential skills and knowledge that students need to demonstrate, but institutions are best positioned to tailor their curricula and instructional approaches to meet these requirements based upon their knowledge about the students and the institutional resources at their disposal.

Medical laboratory technology is constantly evolving with advancements in healthcare and technology. CAMLPR is committed to regularly reviewing and updating the competency profiles to reflect current practices and advancements in medical laboratory technology. This will involve collaboration with stakeholders, including MLTs, educational institutions, professional organizations, and employers.

Beginning March 1, 2026, CAMLPR will administer the CAMLPR competency assessments (examinations) to all registration applicants, including those educated in Canada, based on the new CAMLPR competency profile.

The new competency profiles and examinations will require that educational institutions revise and align their curricula to ensure that graduates meet the required competencies for entry-level practice as MLTs. Institutions may need to adjust their teaching methods, course content, and assessment strategies to prepare students effectively for the new examinations. This alignment, a regular feature of professional programs, will ensure that students are well-equipped with the skills and knowledge needed to succeed in the profession and pass the necessary exams.

To support educators, CAMLPR is offering resources for each field of practice, including the following:

• Exam overview: A description of the CAMLPR Fields-of-Practice Competency Assessments (Examinations)
• Cross-reference material to compare the CAMLPR competency profile with the CSMLS profile: CAMLPR compared its 2024 Medical Laboratory Technologist (MLT) Fields-of-Practice Competency Profiles to the 2024 Canadian Society for Medical Laboratory Science (CSMLS) Entry-to-Practice Competency Profiles. CAMLPR used the 2024 CSMLS profile, rather than the 2016 version, to reflect current educational and regulatory standards, recognizing that institutions strive to keep their programs up to date. The comparison has been provided to educational institutions; educators requiring a copy may contact info@camlpr.org.
• Suggested textbooks and resources: A list of resources in each field of practice.
• DACUM (Developing a Curriculum): This resource is a detailed outline of the steps associated with each professional competency. It is designed to help educational institutions assess the changes they believe will be needed to maintain the currency of their programs.
• Webinar for educators

CAMLPR will not dictate how educational institutions should structure their curricula as it trusts their professional expertise in determining the best approach for preparing students for the competency assessments (examinations).

All applicants for registration in Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario, Prince Edward Island, and Saskatchewan will be assessed using the CAMLPR field-of-practice competency profiles. Please also refer to the section on Applicants seeking to practice in British Columbia, Yukon, Northwest Territories, Nunavut, Quebec, or Alberta on the exam eligibility page.

All applicants, regardless of their educational background, are expected to have clinical training or relevant experience in their applicable fields of practice before they are eligible to write the field-of-practice competency assessments (examinations).

CAMLPR does not anticipate any changes to the competencies achievable through simulation based on the CAMLPR field-of-practice profile. Any changes in the future will be communicated to educational institutions prior to implementation.

No, they are not. Given the process used to develop the competencies (see section on Fields-of-Practice Competency Profiles), CAMLPR is confident that the profiles are aligned with current requirements.

A CAMLPR-approved program is an HSO EQual-accredited, accredited with condition, or registered medical laboratory technology program. This will not change during the transition.

CAMLPR and Accreditation Canada | EQual have signed an agreement to provide accreditation services to Medical Laboratory Science (MLS) educational programs. Under this partnership, CAMLPR and Accreditation Canada | EQual will work together to incorporate the CAMLPR competency profile(s) into the accreditation assessment process.