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National Accrediting
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| Should the CLS/MT Education Entry Level be the Masters Degree? |
Differentiation Between the CLS/MT and CLT/MLT
Do we differentiate between what the CLS/MT and the CLT/MLT do? Are they
interchangeable as many employers believe and hire in that way? Or,
regardless of level, are they used the same way?
Who differentiates between CLS/MT and CLT/MLT?
Employment advertisements in professional journals recruit either CLS/MT or
CLT/MLT for many generalist positions. Is it because this provides hiring
flexibility during a workforce shortage? An employer may not want to hold a
position open for someone based on certification level. Or is it because
both have the qualifications and skills to perform the job? One can conclude
that either level qualifies for the job requirements.
A review of job descriptions reveals that the differentiation between levels
is based solely on education in many institutions. The job tasks for
entry-level bench positions are the same regardless of certification level.
In California the recent passage of an MLT bill delineates between the
CLS/MT and CLT/MLT. Licensed CLT/MLTs will be permitted to perform waived
and moderate complexity testing. The CLT/MLT will not be allowed to perform
microscopic analysis and immunohematology tests. In some institutions to
make a distinction between levels the CLT/MLT is not employed in Blood Bank.
Does anyone know of a CLT/MLT program that doesn’t teach Blood Bank?
Certification agencies have written professional level definitions to
differentiate between the CLS/MT and CLT/MLT. Content outlines and test
items for certification examinations are derived from the professional level
descriptions. Certification agencies have conducted practice analyses to
validate examinations by providing a link between job performance and
examination content. The results of the practice analysis for CLS/MTs, CLT/MLTs
and phlebotomists conducted in 2001 by the ASCP BOR shows an overlapping
scope of practice for many tasks performed by CLT/MLTs and CLS/MTs. In some
clinical laboratories only the CLS/MT may perform the more advanced
technical tasks.
Accrediting agencies such as NAACLS write the educational and professional
training requirements and standards for clinical laboratory science
programs. The program standards delineate the level of training with
specific content differences.
CLIA defines several routes for personnel specifications that qualify an
individual for several positions within a clinical laboratory, i.e.,
laboratory director, clinical consultant, technical consultant, technical
supervisor, general supervisor and testing personnel. (1) CLIA has specified
the qualifications for different personnel roles within a clinical
laboratory but doesn’t differentiate the CLS/MT from the CLT/MLT. NAACLS
revised the CLS/MT program standards in 1995, and again in 2001 to assure
that CLS/MT programs are preparing graduates to possess the skill set for
the consultant and management job specifications as defined by CLIA.
NAACLS hosted the futures conference in September of 2000 to profile the
laboratory professional of the future and to differentiate the future roles
of the CLS/MT and CLT/MLT. The executive summary of the conference outcomes
defines some of the responsibilities expected of the CLS/MT graduate in the
year 2005. “Management opportunities will include laboratory supervision and
coordination, laboratory finance issues and roles in compliance and
reimbursement.” “As educators, CLS(MT) will educate the CLT/MLTs, staff,
patients and the public. CLS/MTs will have opportunities in consultation,
wellness programs, and public health.” In 2005, will our CLS/MT graduates be
prepared for the manager and educator roles?
Many exceptional CLS/MT programs are preparing graduates with the advanced
skill set needed for management roles. When the graduates get to the
workplace will managers provide positions so graduates can use these skills
in addition to their technical skills or will core job tasks still reign? In
July, 2000, the ASCP BOR prospective study of career patterns reported that
in the first five years of practice CLS/MTs did acquire more advanced
technical and management tasks but still did core tasks frequently.(3) Many
CLS/MT programs have an introduction to management and education course/s in
their curricula. Is it enough to prepare them for the future? With the CLT/MLT
performing the majority of bench tests, isn’t it time for the CLS/MT to move
beyond the bench?
References:
1. www.vh.org/adult/provider/pathology/CLIA/Personnel
Schwabbauer, M. Personnel Regulations
2. NAACLS The Laboratory Professional of the Future A compilation of Data
from the September 22, 2000 NAACLS Futures Conference.
3. Ward-Cook, K. Medical Technologist Core Job Tasks Still Reign, Laboratory
Medicine 31:7; 375-379 (2000).
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Copyright © 2008 National Accrediting Agency for Clinical Laboratory Sciences. All rights reserved. Comments or suggestions to the site editor. |
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