The Canadian Alliance for Medical Laboratory Professionals Regulators (CAMLPR), which represents its membership of provincial regulators for the medical laboratory technologist (MLT) profession, has released new competency profiles for the fields of practice within medical laboratory technology. As part of its legislated regulatory requirements, CAMLPR members are assuming the responsibility for providing prior learning assessment (PLA) and competency assessment (examination) services for MLTs in Canada. CAMLPR is preparing new prior learning assessment and competency assessments based on these profiles to ensure that both internationally and Canadian-educated applicants continue to meet standards necessary for public safety.
Below are answers to frequently asked questions (FAQs) to help you better understand the changes and what they mean for you. This FAQ will be revised periodically as more questions are received by CAMLPR and as more information becomes available.
Last revised: January 30, 2025
Context
What is the role of CAMLPR?
The Canadian Alliance for Medical Laboratory Professionals Regulators (CAMLPR) represents provincial regulatory bodies for Medical Laboratory Technologists (MLTs) in Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario, Prince Edward Island, Quebec, Saskatchewan, and British Columbia (observer). These regulatory bodies have both the duty and authority, under legislation, to establish the standards of knowledge, skills, and judgment required for the practice of MLTs in a regulated jurisdiction.
CAMLPR focuses on ensuring that regulatory approaches and practices for medical laboratory professionals across Canada are fair, efficient, effective, ethical, transparent, and inclusive.
To learn more about CAMLPR, visit About Us.
For information about jurisdictions that are not CAMLPR members, please refer to the section “ How do the changes affect MLTs in British Columbia, Alberta, Yukon, Northwest Territories, or Nunavut? ”
What is the Flexible Pathways to Registration for Medical Laboratory Technologists project?
The goal of the Flexible Pathways to Registration for Medical Laboratory Technologists project is to implement field-specific registration for each field of practice where jurisdictional legislation permits. MLT registrants will have fields of practice designated on their registration, allowing them to practice within those named fields.
The project involves developing pathways to practice for both internationally and Canadian-educated applicants who seek to register and practice as an MLT in Canada. This includes developing field-of-practice entry-level competencies to reflect current practice requirements, delivering prior learning assessment and competency assessments (examinations), and streamlining the registration process for individuals whose background and education qualify them to work as MLTs. CAMLPR is also developing an online portal where applicants can apply for prior learning assessments and competency assessments and access learning resources.
CAMLPR received a grant from the Government of Canada (Employment and Social Development Canada) for this project. By preventing shortages of highly qualified personnel, the provincial regulatory bodies will help achieve the objective of increasing the supply of qualified health professionals.
Why is this work necessary now?
Canada’s health sector is facing a significant shortage of Medical Laboratory Technologists (MLTs), a critical role in healthcare. Well-educated and skilled newcomers face challenges entering the workforce quickly.
The new competency profiles, organized by fields of practice, will help clarify registration requirements and streamline the application process. By doing so, internationally educated MLTs will be able to obtain registration and employment in Canada more quickly, ultimately increasing the number of qualified professionals available to fill vacancies and shortages in the healthcare system. Canadian educated applicants, including those from non-traditional education backgrounds, may have the opportunity to select the fields of practice in which they seek registration.
It is important to maintain a single, unified set of competency profiles for MLTs in Canada, regardless of where they were educated. By implementing these new, field- specific profiles for all future applicants, CAMLPR, on behalf of the provincial MLT regulators, is fulfilling the mandate to maintain consistent, high standards of practice that apply equally to both internationally and Canadian-educated MLTs.
Who is carrying out this work?
CAMLPR is leading this work on behalf of member organizations with the support of Directions Evidence and Policy Research Group, a consulting firm with expertise in healthcare competency development, education, professional regulation, and labour markets. Directions has collaborated with a variety of regulatory and professional bodies across Canada. Their work has focused on competency development and assessment in sectors such as social work, teaching, and speech and audiology. For example, they supported the Canadian Council of Social Work Regulators in defining professional competencies and worked with the Council of Ministers of Education Canada on the development of a language competency framework for teachers.
In healthcare, Directions partnered with the Canadian Alliance of Audiology and Speech-Language Pathology Regulators, contributing to the establishment of competency standards to ensure that professionals in audiology and speech-language pathology meet rigorous service expectations. Directions has also played a critical role in assessment development, including collaborating with the National Association of Pharmacy Regulatory Authorities to create practice assessments that uphold the professional standards of pharmacists and with the Council of Ministers of Education Canada on the development of a language competency assessment for the teaching profession.
Directions has been working with a team of CAMLPR-selected MLT subject matter experts from across Canada to develop the field-of-practice competency profiles , DACUM (developing a curriculum), competency assessments (examinations), and resources.
Directions was selected as the lead consultant for the Flexible Pathways to Registration for Medical Laboratory Technologists project through a competitive RFP process for project management and consultation services.
What is changing?
What is changing in the Medical Laboratory Technologist competency profiles?
CAMLPR has 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.
What is changing in prior learning assessments and competency assessments (examinations)?
CAMLPR is introducing new prior learning assessments and field-of-practice competency assessments (examinations) for the Medical Laboratory Technologist (MLT) profession in Canada. These changes will be implemented in phases for those seeking registration to practice in Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario, Prince Edward Island, and Saskatchewan.
CAMLPR has formed a transition team with the Canadian Society for Medical Laboratory Science (CSMLS) to outline the processes for applicants. Further details will be provided once the processes have been finalized.
When does CAMLPR expect implementation of the new competencies to begin?
CAMLPR has released the competencies for the benefit of all interested parties.
Starting November 1, 2025, all internationally educated medical laboratory technologists (IEMLTs) and non-traditionally educated applicants (BSc, MSc, PhD) must follow the CAMLPR Pathways application and registration processes. These include prior learning assessments and competency assessments (entry-to-practice examinations).
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.
Further information on applicant categories (IEMLTs, applicants with non-traditional education, Canadian-Educated Applicants with MLT Education) can be found here.
Does the CAMLPR competency assessment (examination) process become effective for all graduates of accredited MLT programs as of March 1, 2026?
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.
If I complete a Canadian MLT program before March 1, 2026, what competency assessment (exam) should I take?
Graduates of CAMLPR-approved Canadian Medical Laboratory Technology programs who write their exam on or after March 1, 2026, will be required to write the applicable CAMLPR field-of-practice competency assessments (examinations). This includes graduates who attempted the CSMLS exam but did not pass their first or second attempts before March 1, 2026.
What field-of-practice competency assessments (examinations) will I take after the changes take effect?
The competency assessments (examinations) will be tailored to specific fields of practice. This means applicants can pursue assessment and registration in any one of the eight fields of practice or in several fields. Competency assessments will be available individually for each field of practice or bundled exams covering multiple fields. For more information, please see the Exams section.
What if I have already started an educational program, my prior learning assessment, or the examination process before the changes take effect?
CAMLPR has formed a transition team with the Canadian Society for Medical Laboratory Science (CSMLS) that will outline the process for applicants who have begun their prior learning assessment or examination process but have not passed their exam before the changes take effect. Further details will be provided once the process has been finalized.
What will change in registration to practice as an MLT?
The regulators of Medical Laboratory Technologists in Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia, Ontario, Prince Edward Island, and Saskatchewan are planning to implement field-specific registration where permitted by jurisdictional legislation. This means that future MLT registrants will have their specific fields of practice designated on their registration, allowing them to practice only within those designated fields. If they wish to practice in additional fields after registration, they can apply for additional designations after demonstrating they have the required education and have passed the competency assessment for each additional field of practice.
How many fields-of-practice should I register in?
Applicants can pursue as many or as few fields of practice for registration as they choose. However, potential applicants are cautioned that pursuing only limited fields of practice may limit their employment opportunities. MLT employers determine the qualifications for employment and many employers will require their employees to hold registration in multiple fields of practice. For instance, MLT employers may specify that employees have the MLT General designation (Clinical Chemistry, Hematology, Transfusion Medicine (Science), Clinical Microbiology, and Histology). Applicants for registration as General MLTs will be required to demonstrate the required education and successfully complete an examination that encompasses these five fields. If, for example, applicants successfully complete the examination in only three of the five fields, they will be able to seek registration to practice in the three successfully completed fields while they continue their studies to successfully complete examinations in the remaining two fields of practice.
It is recommended that applicants take the MLT General examination (Clinical Chemistry, Hematology, Transfusion Medicine (Science), Clinical Microbiology, and Histology) for greatest employability.
Is this the same as RT subject registration?
Delivery of laboratory services has changed over the last decade. Previously, many facilities delivered laboratory services in all five fields of MLT General, for example. The Core Lab Survey conducted with MLT employers in 2024 indicated the need for MLTs with expertise in core laboratory fields (Chemistry, Hematology, and Transfusion Medicine (Science)). This feedback informed the creation of the ‘Core’ Lab bundle which was identified as important for rural and remote locations. The development of the eight fields-of-practice competency profiles provides the ability to be nimble and offer various bundles of assessments that may be required in the future.
Will the new processes for individuals with non-traditional education reduce the quality of MLTs working in the field?
No, the new Flexible Pathways processes are designed to maintain high standards. All applicants, regardless of their educational background, must demonstrate the required prior learning and competencies through assessments for each field of practice. Applicants with non-traditional educational background will undergo a prior learning assessment in their chosen fields of practice, and if successful, will be approved to take the applicable competency assessments. If applicants do not meet the required learning and competency standards, they must complete a learning plan and be reassessed before being approved to take the applicable competency assessments. This ensures that only those who meet the professional standards are allowed to practice, maintaining the quality of MLT practice and public safety.
What is changing for MLTs who are already registered?
The changes to the competency profiles, prior learning assessments, competency assessments (examinations) and registration processes will not affect the registration status of Medical Laboratory Technologists who are already registered to practice.
How will the changes impact MLT employers?
MLT employers will see changes in how new graduates and internationally educated MLTs are assessed and registered once the changes take effect. The new field-of- practice competency profiles mean that MLTs will be registered in specific areas of practice, with their skills and knowledge aligned with the needs of their roles. These changes are also expected to increase the supply of registered Medical Laboratory Technologists for employment, as the new processes will make it easier for internationally educated MLTs to demonstrate their competencies in specific fields and become registered to practice.
In provinces where Medical Laboratory Technologists are regulated, employers will specify the field-of-practice designations that must be included on an MLT’s registration for them to be eligible for a given position. In jurisdictions where MLTs are not regulated, employers will specify the field-of-practice exams that must be passed for employment eligibility.
What examinations will employers require for MLTs?
Employers require MLTs to be registered with their regulatory body in provinces where Medical Laboratory Technologists are regulated. Registration indicates that you have successfully met all necessary requirements, including passing the required examinations. While the specific examination provider may vary, the most important factor is being registered and in good standing with the regulatory body, as this is necessary to be eligible to work as an MLT.
In provinces where Medical Laboratory Technologists are regulated, employers will specify the field-of-practice designations that must be included on an MLT’s registration for them to be eligible for a given position. In jurisdictions where MLTs are not yet regulated, employers will specify the examinations that must be passed for eligibility.
How do the changes affect MLTs in British Columbia, Yukon, Northwest Territories, Nunavut, Quebec, or Alberta?
Please refer to the section on Applicants seeking to practice in British Columbia, Yukon, Northwest Territories, Nunavut, Quebec, or Alberta on the exam page.
Does CAMLPR intend to manage and administer the prior learning assessment and national exam process, or will it be contracted out to a third-party provider?
CAMLPR will manage and administer the prior learning assessment and examination process. CAMLPR will work with World Education Service (WES) for document authentication and educational credential assessments.
How does CAMLPR address gaps in field-of-practice competencies for internationally educated medical laboratory technologists those related to?
If an internationally educated MLT has gaps in their competencies, the CAMLPR Prior Learning Assessment (PLA) process will identify these gaps. CAMLPR will then develop a learning plan to help the applicant achieve substantial equivalence to Canadian standards. Learning plans may include bridging courses or other resources to support MLTs in developing the required competencies.
Do applicants or registrants of member organization need to become a ‘member’ of CAMLPR?
No, applicants and registrants do not require membership with CAMLPR.
What is changing in MLT education?
How will the new competency profiles affect current students in MLT programs?
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.
What impact will the new competency profiles and examinations have on educational institutions?
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.
Will CAMLPR offer resources to help align curriculum with the new field-of- practice competencies?
To support educators, CAMLPR is offering resources for each field of practice, including the following:
- Exam description
- Cross-reference material to compare the CAMLPR competency profile with the CSMLS profile (please contact CAMLPR)
- Suggested textbooks
- DACUM (Developing a Curriculum)
- Webinar for educators
The DACUM 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.
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).
Are graduates from international MLT programs going to be assessed using the same competency profiles required by Canadian General MLT programs?
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 page.
Are clinical training requirements part of the prior learning assessment for internationally educated MLT and non-traditionally educated applicants? Do Canadian-educated applicants also have clinical training requirements?
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).
What is CAMLPR’s position on how many/which competencies can be achieved through simulation?
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.
Are the recently published competencies less demanding than those upon which current educational programs have been designed?
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.
With the upcoming changes, how does CAMLPR envision accreditation for MLT educational programs moving forward?
CAMLPR is discussing accreditation with the Health Standards Organization.
Fields-of-practice competency profiles
What is the role of 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.
What was the process for developing the new competency profiles?
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.
What guidelines were used in developing the competency statements for each field of practice?
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:
- The observable action required by the task,
- The object or subject to which the action is applied,
- The purpose for which the action is performed, and
- The method or procedure used to perform the action.
This structure ensures clarity and consistency across all competency statements.
How are competencies classified in the fields-of-practice competency profiles?
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.
Why do competencies seem to be missing from the field-of-practice competency profiles?
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.
How will CAMLPR ensure that the competency profiles remain up-to-date and reflective of current practices?
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.
Fields-of-practice competency assessments (Examinations)
What knowledge is assessed in the exams? Does it include theoretical knowledge and practical skills?
Please refer to the Exam Content section on the Exams page.
How will the General MLT be tested?
Applicants who want to register in the General MLT fields will take a MLT General ‘bundled’ examination in Clinical Chemistry, Hematology, Transfusion Medicine (Science), Clinical Microbiology, and Histology. Each field of practice will be equally weighted on the examination.
In addition, feedback received during surveys and town halls of key stakeholders identified the need for a core lab exam. CAMLPR will offer a MLT Core Lab bundled examination that includes Clinical Chemistry, Hematology, and Transfusion Medicine (Science). This examination will be structured similarly to the MLT General bundled examination. Each field of practice is equally weighted.
Will there be sample questions or exams?
Sample questions are expected to be available in mid-2025.
How will the exams be created and maintained?
Please refer to the Development and Review Process section here.
How are the passing scores for the exams determined?
Please refer to the Exam Scoring section here.
When will the exams be offered?
After the competency assessments (examinations) become available to applicants, they will be offered multiple times throughout the year to accommodate applicants. Detailed information on examination dates, registration deadlines, and testing locations will be provided on the CAMLPR website as it becomes available.
How much will the exams cost?
Please refer to the Application Fees section here.
Can an applicant take the exams in more than one field of practice?
Yes, applicants can take competency assessments (examinations) in one or more fields of practice. There will be ‘bundled’ examinations where applicants can take several field-of-practice assessments in a single exam session. Bundles are described under the Application Fees section here.
If an applicant takes a bundled exam but does not pass all fields, they can still apply for registration in the fields they have passed. However, they will need to retake and pass any remaining fields to be registered in those areas.