Eugene Wigner

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https://en.wikipedia.org/wiki/Eugene_Wigner 

Eugene Wigner
Born	Wigner Jenő Pál November 17, 1902 Budapest, Austria-Hungary
Died	January 1, 1995 (aged 92) Princeton, New Jersey, US
Citizenship	American (post-1937) Hungarian (pre-1937)
Alma mater	Technical University of Berlin
Known for	Bargmann–Wigner equations Law of conservation of parity Wigner D-matrix Wigner–Eckart theorem Wigner's friend Wigner semicircle distribution Wigner's classification Wigner distribution function Wigner quasiprobability distribution Wigner crystal Wigner effect Wigner energy Relativistic Breit–Wigner distribution Modified Wigner distribution function Wigner–d'Espagnat inequality Gabor–Wigner transform Wigner's theorem Jordan–Wigner transformation Newton–Wigner localization Wigner–Inonu contraction Wigner–Seitz cell Wigner–Seitz radius Thomas–Wigner rotation Wigner–Weyl transform Wigner–Wilkins spectrum 6-j symbol 9-j symbol
Spouse(s)	Amelia Frank (1936–1937; her death) Mary Annette Wheeler (1941–1977; her death; 2 children) Eileen Clare-Patton Hamilton (1979–d. 2010; his death; 1 child)
Awards	Medal for Merit (1946) Franklin Medal (1950) Enrico Fermi Award (1958) Atoms for Peace Award (1959) Max Planck Medal (1961) Nobel Prize in Physics (1963) National Medal of Science (1969) Albert Einstein Award (1972) Wigner Medal (1978)
Scientific career
Fields	Theoretical physics Atomic physics Nuclear physics Solid-state physics
Institutions	University of Göttingen University of Wisconsin–Madison Princeton University Manhattan Project
Doctoral advisor	Michael Polanyi
Other academic advisors	László Rátz Richard Becker
Doctoral students	John Bardeen Victor Frederick Weisskopf Marcos Moshinsky Abner Shimony Edwin Thompson Jaynes Frederick Seitz Conyers Herring Frederick Tappert J O Hirschfelder
Signature

Eugene Paul "E. P." Wigner (Hungarian: Wigner Jenő Pál, pronounced [ˈviɡnɛr ˈjɛnøː ˈpaːl]; November 17, 1902 – January 1, 1995) was a Hungarian-American theoretical physicist and mathematician. He received the Nobel Prize in Physics in 1963 "for his contributions to the theory of the atomic nucleus and the elementary particles, particularly through the discovery and application of fundamental symmetry principles".

A graduate of the Technical University of Berlin, Wigner worked as an assistant to Karl Weissenberg and Richard Becker at the Kaiser Wilhelm Institute in Berlin, and David Hilbert at the University of Göttingen. Wigner and Hermann Weyl were responsible for introducing group theory into physics, particularly the theory of symmetry in physics. Along the way he performed ground-breaking work in pure mathematics, in which he authored a number of mathematical theorems. In particular, Wigner's theorem is a cornerstone in the mathematical formulation of quantum mechanics. He is also known for his research into the structure of the atomic nucleus. In 1930, Princeton University recruited Wigner, along with John von Neumann, and he moved to the United States.

Wigner participated in a meeting with Leo Szilard and Albert Einstein that resulted in the Einstein-Szilard letter, which prompted President Franklin D. Roosevelt to initiate the Manhattan Project to develop atomic bombs. Wigner was afraid that the German nuclear weapon project would develop an atomic bomb first. During the Manhattan Project, he led a team whose task was to design nuclear reactors to convert uranium into weapons grade plutonium. At the time, reactors existed only on paper, and no reactor had yet gone critical. Wigner was disappointed that DuPont was given responsibility for the detailed design of the reactors, not just their construction. He became Director of Research and Development at the Clinton Laboratory (now the Oak Ridge National Laboratory) in early 1946, but became frustrated with bureaucratic interference by the Atomic Energy Commission, and returned to Princeton.

In the postwar period he served on a number of government bodies, including the National Bureau of Standards from 1947 to 1951, the mathematics panel of the National Research Council from 1951 to 1954, the physics panel of the National Science Foundation, and the influential General Advisory Committee of the Atomic Energy Commission from 1952 to 1957 and again from 1959 to 1964. In later life, he became more philosophical, and published The Unreasonable Effectiveness of Mathematics in the Natural Sciences, his best-known work outside technical mathematics and physics.

Early life

Werner Heisenberg and Eugene Wigner (1928)

Wigner Jenő Pál was born in Budapest, Austria-Hungary on November 17, 1902, to middle class Jewish parents, Elisabeth (Einhorn) and Anthony Wigner, a leather tanner. He had an older sister, Bertha, known as Biri, and a younger sister Margit, known as Manci, who later married British theoretical physicist Paul Dirac. He was home schooled by a professional teacher until the age of 9, when he started school at the third grade. During this period, Wigner developed an interest in mathematical problems. At the age of 11, Wigner contracted what his doctors believed to be tuberculosis. His parents sent him to live for six weeks in a sanatorium in the Austrian mountains, before the doctors concluded that the diagnosis was mistaken.

Wigner's family was Jewish, but not religiously observant, and his Bar Mitzvah was a secular one. From 1915 through 1919, he studied at the secondary grammar school called Fasori Evangélikus Gimnázium, the school his father had attended. Religious education was compulsory, and he attended classes in Judaism taught by a rabbi. A fellow student was János von Neumann, who was a year behind Wigner. They both benefited from the instruction of the noted mathematics teacher László Rátz. In 1919, to escape the Béla Kun communist regime, the Wigner family briefly fled to Austria, returning to Hungary after Kun's downfall. Partly as a reaction to the prominence of Jews in the Kun regime, the family converted to Lutheranism. Wigner explained later in his life that his family decision to convert to Lutheranism "was not at heart a religious decision but an anti-communist one". On religious views, Wigner was an atheist.

After graduating from the secondary school in 1920, Wigner enrolled at the Budapest University of Technical Sciences, known as the Műegyetem. He was not happy with the courses on offer, and in 1921 enrolled at the Technische Hochschule Berlin (now Technical University of Berlin), where he studied chemical engineering. He also attended the Wednesday afternoon colloquia of the German Physical Society. These colloquia featured such luminaries as Max Planck, Max von Laue, Rudolf Ladenburg, Werner Heisenberg, Walther Nernst, Wolfgang Pauli, and Albert Einstein. Wigner also met the physicist Leó Szilárd, who at once became Wigner's closest friend. A third experience in Berlin was formative. Wigner worked at the Kaiser Wilhelm Institute for Physical Chemistry and Electrochemistry (now the Fritz Haber Institute), and there he met Michael Polanyi, who became, after László Rátz, Wigner's greatest teacher. Polanyi supervised Wigner's DSc thesis, Bildung und Zerfall von Molekülen ("Formation and Decay of Molecules").

Middle years

Wigner returned to Budapest, where he went to work at his father's tannery, but in 1926, he accepted an offer from Karl Weissenberg at the Kaiser Wilhelm Institute in Berlin. Weissenberg wanted someone to assist him with his work on x-ray crystallography, and Polanyi had recommended Wigner. After six months as Weissenberg's assistant, Wigner went to work for Richard Becker for two semesters. Wigner explored quantum mechanics, studying the work of Erwin Schrödinger. He also delved into the group theory of Ferdinand Frobenius and Eduard Ritter von Weber.

Wigner received a request from Arnold Sommerfeld to work at the University of Göttingen as an assistant to the great mathematician David Hilbert. This proved a disappointment, as the aged Hilbert's abilities were failing, and his interests had shifted to logic. Wigner nonetheless studied independently. He laid the foundation for the theory of symmetries in quantum mechanics and in 1927 introduced what is now known as the Wigner D-matrix. Wigner and Hermann Weyl were responsible for introducing group theory into quantum mechanics. The latter had written a standard text, Group Theory and Quantum Mechanics (1928), but it was not easy to understand, especially for younger physicists. Wigner's Group Theory and Its Application to the Quantum Mechanics of Atomic Spectra (1931) made group theory accessible to a wider audience.

Jucys diagram for the Wigner 6-j symbol. The plus sign on the nodes indicates an anticlockwise reading of its surrounding lines. Due to its symmetries, there are many ways in which the diagram can be drawn. An equivalent configuration can be created by taking its mirror image and thus changing the pluses to minuses.

In these works, Wigner laid the foundation for the theory of symmetries in quantum mechanics. Wigner's theorem proved by Wigner in 1931, is a cornerstone of the mathematical formulation of quantum mechanics. The theorem specifies how physical symmetries such as rotations, translations, and CPT symmetry are represented on the Hilbert space of states. According to the theorem, any symmetry transformation is represented by a linear and unitary or antilinear and antiunitary transformation of Hilbert space. The representation of a symmetry group on a Hilbert space is either an ordinary representation or a projective representation.

In the late 1930s, Wigner extended his research into atomic nuclei. By 1929, his papers were drawing notice in the world of physics. In 1930, Princeton University recruited Wigner for a one-year lectureship, at 7 times the salary that he had been drawing in Europe. Princeton recruited von Neumann at the same time. Jenő Pál Wigner and János von Neumann had collaborated on three papers together in 1928 and two in 1929. They anglicized their first names to "Eugene" and "John", respectively. When their year was up, Princeton offered a five-year contract as visiting professors for half the year. The Technische Hochschule responded with a teaching assignment for the other half of the year. This was very timely, since the Nazis soon rose to power in Germany. At Princeton in 1934, Wigner introduced his sister Manci to the physicist Paul Dirac, whom she married.

Princeton did not rehire Wigner when his contract ran out in 1936. Through Gregory Breit, Wigner found new employment at the University of Wisconsin. There he met his first wife, Amelia Frank, who was a physics student there. However she died unexpectedly in 1937, leaving Wigner distraught. He therefore accepted a 1938 offer from Princeton to return there. Wigner became a naturalized citizen of the United States on January 8, 1937, and he brought his parents to the United States.

Manhattan Project

Wigner receiving the Medal for Merit for his work on the Manhattan Project from Robert P. Patterson (left), March 5, 1946

Although he was a professed political amateur, on August 2, 1939, he participated in a meeting with Leó Szilárd and Albert Einstein that resulted in the Einstein–Szilárd letter, which prompted President Franklin D. Roosevelt to initiate the Manhattan Project to develop atomic bombs. Wigner was afraid that the German nuclear weapon project would develop an atomic bomb first, and even refused to have his fingerprints taken because they could be used to track him down if Germany won. "Thoughts of being murdered," he later recalled, "focus your mind wonderfully."

On June 4, 1941, Wigner married his second wife, Mary Annette Wheeler, a professor of physics at Vassar College, who had completed her Ph.D. at Yale University in 1932. After the war she taught physics on the faculty of Rutgers University's Douglass College in New Jersey until her retirement in 1964. They remained married until her death in November 1977. They had two children, David Wigner and Martha Wigner Upton.

During the Manhattan Project, Wigner led a team that included Alvin M. Weinberg, Katharine Way, Gale Young and Edward Creutz. The group's task was to design the production nuclear reactors that would convert uranium into weapons grade plutonium. At the time, reactors existed only on paper, and no reactor had yet gone critical. In July 1942, Wigner chose a conservative 100 MW design, with a graphite neutron moderator and water cooling. Wigner was present at a converted rackets court under the stands at the University of Chicago's abandoned Stagg Field on December 2, 1942, when the world's first atomic reactor, Chicago Pile One (CP-1) achieved a controlled nuclear chain reaction.

The Chianti fiasco purchased by Wigner to help celebrate the first self-sustaining, controlled chain reaction. It was signed by the participants.

Wigner was disappointed that DuPont was given responsibility for the detailed design of the reactors, not just their construction. He threatened to resign in February 1943, but was talked out of it by the head of the Metallurgical Laboratory, Arthur Compton, who sent him on vacation instead. As it turned out, a design decision by DuPont to give the reactor additional load tubes for more uranium saved the project when neutron poisoning became a problem. Without the additional tubes, the reactor could have been run at 35% power until the boron impurities in the graphite were burned up and enough plutonium produced to run the reactor at full power; but this would have set the project back a year. During the 1950s, he would even work for DuPont on the Savannah River Site. Wigner did not regret working on the Manhattan Project, and sometimes wished the atomic bomb had been ready a year earlier.

An important discovery Wigner made during the project was the Wigner effect. This is a swelling of the graphite moderator caused by the displacement of atoms by neutron radiation. The Wigner effect was a serious problem for the reactors at the Hanford Site in the immediate post-war period, and resulted in production cutbacks and a reactor being shut down entirely. It was eventually discovered that it could be overcome by controlled heating and annealing.

Through Manhattan project funding, Wigner and Leonard Eisenbud also developed an important general approach to nuclear reactions, the Wigner–Eisenbud R-matrix theory, which was published in 1947.

Later years

Wigner accepted a position as the Director of Research and Development at the Clinton Laboratory (now the Oak Ridge National Laboratory) in Oak Ridge, Tennessee in early 1946. Because he did not want to be involved in administrative duties, he became co-director of the laboratory, with James Lum handling the administrative chores as executive director. When the newly created Atomic Energy Commission (AEC) took charge of the laboratory's operations at the start of 1947, Wigner feared that many of the technical decisions would be made in Washington. He also saw the Army's continuation of wartime security policies at the laboratory as a "meddlesome oversight", interfering with research. One such incident occurred in March 1947, when the AEC discovered that Wigner's scientists were conducting experiments with a critical mass of uranium-235 when the Director of the Manhattan Project, Major General Leslie R. Groves, Jr., had forbidden such experiments in August 1946 after the death of Louis Slotin at the Los Alamos Laboratory. Wigner argued that Groves's order had been superseded, but was forced to terminate the experiments, which were completely different from the one that killed Slotin.

Feeling unsuited to a managerial role in such an environment, he left Oak Ridge in 1947 and returned to Princeton University, although he maintained a consulting role with the facility for many years. In the postwar period he served on a number of government bodies, including the National Bureau of Standards from 1947 to 1951, the mathematics panel of the National Research Council from 1951 to 1954, the physics panel of the National Science Foundation, and the influential General Advisory Committee of the Atomic Energy Commission from 1952 to 1957 and again from 1959 to 1964. He also contributed to civil defense.

Near the end of his life, Wigner's thoughts turned more philosophical. In 1960, he published a now classic article on the philosophy of mathematics and of physics, which has become his best-known work outside technical mathematics and physics, "The Unreasonable Effectiveness of Mathematics in the Natural Sciences". He argued that biology and cognition could be the origin of physical concepts, as we humans perceive them, and that the happy coincidence that mathematics and physics were so well matched, seemed to be "unreasonable" and hard to explain. His original paper has provoked and inspired many responses across a wide range of disciplines. These included Richard Hamming in Computer Science, Arthur Lesk in Molecular Biology, Peter Norvig in data mining, Max Tegmark in Physics, Ivor Grattan-Guinness in Mathematics, and Vela Velupillai in Economics.

In November 1963, Wigner called for the allocation of 10% of the national defense budget to be spent on nuclear blast shelters and survival resources, arguing that such an expenditure would be less costly than disarmament. Wigner considered a recent Woods Hole study's conclusion that a nuclear strike would kill 20% of Americans to be a very modest projection and that the country could recover from such an attack more quickly than Germany had recovered from the devastation of World War II.

Wigner was awarded the Nobel Prize in Physics in 1963 "for his contributions to the theory of the atomic nucleus and the elementary particles, particularly through the discovery and application of fundamental symmetry principles". The prize was shared that year, with the other half of the award divided between Maria Goeppert-Mayer and J. Hans D. Jensen. Wigner professed that he had never considered the possibility that this might occur, and added: "I never expected to get my name in the newspapers without doing something wicked." He also won the Franklin Medal in 1950, the Enrico Fermi award in 1958, the Atoms for Peace Award in 1959, the Max Planck Medal in 1961, the National Medal of Science in 1969, the Albert Einstein Award in 1972, the Golden Plate Award of the American Academy of Achievement in 1974, and the eponymous Wigner Medal in 1978. In 1968 he gave the Josiah Willard Gibbs lecture.

Mary died in November 1977. In 1979, Wigner married his third wife, Eileen Clare-Patton (Pat) Hamilton, the widow of physicist Donald Ross Hamilton, the Dean of the Graduate School at Princeton University, who had died in 1972. In 1992, at the age of 90, he published his memoirs, The Recollections of Eugene P. Wigner with Andrew Szanton. In it, Wigner said: "The full meaning of life, the collective meaning of all human desires, is fundamentally a mystery beyond our grasp. As a young man, I chafed at this state of affairs. But by now I have made peace with it. I even feel a certain honor to be associated with such a mystery." In his collection of essays 'Philosophical Reflections and Syntheses' (1995), he commented: "It was not possible to formulate the laws of quantum mechanics in a fully consistent way without reference to consciousness."

Wigner died of pneumonia at the University Medical Center in Princeton, New Jersey on 1 January 1995. He was survived by his wife Eileen (died 2010) and children Erika, David and Martha, and his sisters Bertha and Margit.

Publications

• 1958 (with Alvin M. Weinberg). Physical Theory of Neutron Chain Reactors University of Chicago Press. ISBN 0-226-88517-8
• 1959. Group Theory and its Application to the Quantum Mechanics of Atomic Spectra. New York: Academic Press. Translation by J. J. Griffin of 1931, Gruppentheorie und ihre Anwendungen auf die Quantenmechanik der Atomspektren, Vieweg Verlag, Braunschweig.
• 1970 Symmetries and Reflections: Scientific Essays. Indiana University Press, Bloomington ISBN 0-262-73021-9
• 1992 (as told to Andrew Szanton). The Recollections of Eugene P. Wigner. Plenum. ISBN 0-306-44326-0
• 1995 (with Jagdish Mehra and Arthur S. Wightman, eds.). Philosophical Reflections and Syntheses. Springer, Berlin ISBN 3-540-63372-3

Medical laboratory scientist

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/Medical_laboratory_scientist 

 

Medical laboratory scientist

A medical laboratory scientist at the National Institutes of Health preparing DNA samples.
Occupation
Names	Medical Laboratory Scientist (MLS) / Clinical Laboratory Scientist (CLS) / Medical Technologist (MT) Doctor of Medical Laboratory Science (DMLS)
Activity sectors	Health care, Research & Development, Allied Health, Biomedical research
Description
Competencies	Analytical skills, quality control and knowledge of laboratory medicine and technology.
Education required	Doctor of Philosophy for Management/Directorship Roles Doctor of Medical Laboratory Sciences (DMLS) for Management/Directorship Roles Master of Science often for Education/Management Roles Honours degree in Laboratory Science (Scientist) Bachelor of Science in Medical Laboratory Science (Scientist) Doctor of Medical Laboratory Science

A medical laboratory scientist (MLS), also traditionally referred to as a clinical laboratory scientist (CLS), or medical technologist (MT), is a healthcare professional who performs chemical, hematological, immunologic, histopathological, cytopathological, microscopic, and bacteriological diagnostic analyses on body fluids such as blood, urine, sputum, stool, cerebrospinal fluid (CSF), peritoneal fluid, pericardial fluid, and synovial fluid, as well as other specimens. Medical laboratory scientists work in clinical laboratories at hospitals, reference labs, biotechnology labs and non-clinical industrial labs. Those that work in non clinical industrial labs are often referred to as biomedical laboratory technologist (BLT) in parts of the world.

Job duties

MLS in his work environment

 

Medical laboratory scientists work in all areas of the clinical laboratory, including blood banking, chemistry, hematology, immunology, histology and microbiology . They perform a full range of laboratory tests – from simple prenatal blood tests to more complex tests to uncover diseases such as HIV/AIDS, diabetes, and cancer. They are also responsible for confirming the accuracy of test results, and reporting laboratory findings to pathologists and other physicians. The information that a medical laboratory scientist gives to the doctor influences the medical treatment a patient will receive. Medical laboratory scientists operate complex electronic equipment, computers, and precision instruments costing millions of dollars.

Medical Laboratory Scientists analyze human fluid samples using techniques available to the clinical laboratory, such as manual white blood cell differentials/counts, bone marrow counts, analysis via microscopy, and advanced analytical equipment. Medical laboratory scientists assist doctors and nurses in choosing the correct lab tests and ensure proper collection methods. Medical laboratory scientists receive the patient specimens, analyze the specimens and report results. A pathologist may confirm a diagnostic result, but often the medical laboratory scientist is responsible for interpreting and communicating critical patient results to the physician. 

Medical laboratory scientists must recognize anomalies in their test results and know how to correct problems with the instrumentation. They monitor, screen, and troubleshoot analyzers featuring the latest technology available on the market. The MLS performs equipment validations, calibrations, quality controls, "STAT" or run-by-run assessment, statistical control of observed data, and recording normal operations. To maintain the integrity of the laboratory process, the medical laboratory scientist recognizes factors that could introduce error and rejects contaminated or sub-standard specimens, as well as investigates discrepant results.

A typical laboratory performs hundreds of different tests with a number of methodologies. Common tests performed by medical laboratory scientists are complete blood count (CBC), comprehensive metabolic panel (CMP), electrolyte panel, liver function tests (LFT), renal function tests (RFT), thyroid function test (TFT), urinalysis, coagulation profile, lipid profile, blood type, semen analysis (for fertility and post-vasectomy studies), serological studies and routine cultures. In some facilities that have few phlebotomists, or none at all, (such as in rural areas) medical laboratory scientists may perform phlebotomy on patients, as this skill is part of the clinical training.

Because medical laboratory scientists are skilled in diverse scientific disciplines, employment outside of the medical laboratory is common. Many MLS are employed in government positions such as the FDA, USDA, non-medical industrial laboratories, and manufacturing. The practical experience required to obtain the bachelor's degree in medical technology give the MLS a unique understanding of the inter-relationship between microbiological and chemical testing and the resulting clinical manifestations in clinical, scientific, and industrial settings. 

In the United Kingdom and the United States, senior laboratory scientists, who are typically post-doctoral scientists, take on significantly greater clinical responsibilities in the laboratory. In the United States these scientists may function in the role of clinical laboratory directors, while in the United Kingdom they are known as consultant clinical scientists. 

Though clinical scientists have existed in the UK National Health Service for ~60 years, the introduction of formally trained and accredited consultant level clinical scientists is relatively new, and was introduced as part of the new Modernising Scientific Careers framework.

Consultant clinical scientists are expected to provide expert scientific and clinical leadership alongside and, at the same level as, medical consultant colleagues. While specialists in healthcare science will follow protocols, procedures and clinical guidelines, consultant clinical scientists will help shape future guidelines and the implementation of new and emerging technologies to help advance patient care.

Role in the healthcare process

A Medical Laboratory Scientist's role is to provide accurate laboratory results in a timely manner. An estimated 70 percent of all decisions regarding a patient's diagnosis and treatment, hospital admission and discharge are based on laboratory test results.

in the United Kingdom, Healthcare Scientists including Clinical Scientists may intervene throughout entire care pathways from diagnostic tests to therapeutic treatments and rehabilitation. Although this workforce comprises approximately 5% of the healthcare workforce in the UK, their work underpins 80% of all diagnoses and clinical decisions made.

Specialty areas

Many Medical Laboratory Scientists are generalists, skilled in most areas of the clinical laboratory. However some are specialists, qualified by unique undergraduate education or additional training to perform more complex analyses than usual within a specific field. Specialties include clinical biochemistry, hematology, coagulation, microbiology, bacteriology, toxicology, virology, parasitology, mycology, immunology, immunohematology (blood bank), histopathology, histocompatibility, cytopathology, genetics, cytogenetics, electron microscopy, and IVF labs. Medical Technologists specialty may use additional credentials, such as "SBB" (Specialist in Blood Banking) from the American Association of Blood Banks, "SM" (Specialist in Microbiology) from the American Society for Microbiology, "SC" (Specialist in Chemistry) from the American Association for Clinical Chemistry, or "SH" (Specialist in Hematology) from the American Society for Clinical Pathology (ASCP). These additional notations may be appended to the base credential, for example, "MLS(ASCP)SBB". Additional information can be found in the ASCP Procedures for Examination & Certification.

Andrology Laboratory Scientist, Embryology Laboratory Scientist, and Molecular Diagnostics Technologist certifications are provided by the American Association of Bioanalysts; those with the certifications are classified as ALS(AAB), ELS(AAB), and MDxT(AAB) respectively. Certified Histocompatibility Associate, Certified Histocompatibility Technologist, Certified Histocompatibility Specialist, and Diplomate of the ABHI are titles granted by the American Board of Hisocompatibility and Immunogenetics after meeting education and experience requirements and passing the required examination; those individuals would hold the credentials CHA(ABHI), CHT(ABHI), CHS(AHBI), and D(ABHI) upon passing the corresponding examination.

In the United States, Medical Laboratory Scientists can be certified and employed in infection control. These professionals monitor and report infectious disease findings to help limit iatrogenic and nosocomial infections. They may also educate other healthcare workers about such problems and ways to minimize them.

In the United Kingdom the number of Clinical Scientists in a pathology discipline are typically greater, where less medically qualified pathologists train as consultants. Clinical Biochemistry, Clinical Immunology and Genomic Medicine are specialities with an abundance of UK Clinical Scientists, and where the role is well established. Infection services in the United Kingdom are generally undertaken by medically qualified Microbiologists, who may have overall responsibility for laboratory services in addition to Infection Prevention and Control responsibilities, and may be required to contribute to ward rounds and patient clinics. Therefore, the Royal College of Pathologists and Royal College of Physicians have developed Combined Infection Training[10], that medical trainees gain a much more patient focused experience, and undertake Physician examinations in addition to Pathology training. The end result of this is that several regional medical deaneries no longer permit Medical Doctors to train in Microbiology or Virology as single disciplines, and instead advocate dual-specialisation as Infectious Disease/Microbiology or Infectious Disease/Virology [11]. Simultaneously the expansion of higher specialist scientist trainees in microbiology mean that many of the laboratory and scientific responsibilities of medical doctors may be taken on my Clinical Scientists, and medical doctors will instead be expected to perform a much more patient facing role. The exception in Microbiology is the sub-discipline of Virology, which is well suited to the expertise of clinical scientists due to reliance on cutting edge scientific methods, increasing use of specialised genetic technologies, and a technical understanding of virus biology, with a reduced emphasis on patient management compared with Microbiology as a whole.

It is therefore likely that many patients in UK hospitals may come into contact with Clinical Scientists working in a patient facing speciality, who may be confused with medical doctors due to the complex nature of their role.

Educational requirements

Educational and licensing requirements vary by country due to differing scopes of practice and legislative differences.

Australia

In Australia, medical laboratory scientists complete a four-year undergraduate degree program in medical laboratory science or Master of Medical Laboratory science . These programs should be accredited by the Australian Institute of Medical Scientists (AIMS).

Canada

In Canada, three-year college or technical school programs are offered that include seven semesters, two of them comprising an unpaid internship. The student graduates before taking a standard examination (such as the Canadian Society for Medical Laboratory Science, or CSMLS, exam) to be qualified as a medical laboratory technologist. Many MLTs go on to receive a bachelor of science degree after they are certified, but a few university programs affiliated with a college MLT program to allow students to graduate with both MLT certification and a degree such as the University of New Brunswick's Bachelor of Medical Laboratory Sciences program. 

Canada is currently experiencing an increasing problem with staffing shortages in medical laboratories.

New Zealand

In New Zealand, a medical laboratory scientist must complete a bachelor's degree in medical laboratory science or biological or chemical science recognized by the Medical Sciences Council of New Zealand. As part of this degree they must complete clinical placement. Once they graduate they must have worked at least six months under supervision, be registered with the Medical Sciences Counsel of New Zealand, and hold a current Annual Practicing Certificate.

Ghana

In Ghana, a doctor of medical laboratory scientist (MLS.D) is a professional with a six (6) years professional doctorate degree in medical laboratory science, the medical laboratory scientist (MLS) has four (4) years bachelor's degree in medical laboratory science and the medical laboratory technicians (MLT) has three (3) years diploma in medical laboratory science.

The curriculum for the programme include clinical rotations, where the students get hands-on experiences in each discipline of the laboratory and performs diagnostic testing in a functioning laboratory under supervision.

Pakistan

In Pakistan National Institute of Health (NIH) Islamabad is the pioneer in Laboratory Sciences, College of Medical Lab Technology, (CMLT), NIH, Islamabad offers 2 years F.Sc in Medical Lab Technology (MLT), Previously 2 Years B.Sc (MLT) that was discontinued and replaced by 4 years Bachelor Program in Medical Lab Sciences. University of Health Sciences, Lahore also offering 4 year Bachelor program in Medical Lab Sciences through approved colleges. University of Lahore, University of Faisalabad, University of Sargodha and Superior University Lahore offering 5-years Doctor of Medical Lab Sciences (DMLS) Program; Eligibility criteria for 4 years BS Medical Lab Sciences and 5 years Doctor of Medical Lab Sciences (DMLS) is F.Sc Pre-Medical. 

United States

In the United States, a medical laboratory scientist (MLS), medical technologist (MT), or a clinical laboratory scientist (CLS) typically earns a bachelor's degree in medical laboratory science, clinical laboratory science, or medical technology. Other routes include attaining a degree in biomedical science or in a life / biological science (biology, biochemistry, microbiology, etc.). Both routes typically requires the MLS/MT/CLS to obtain certification from a national certifying board (AAB, AMT, or ASCP) as most laboratories exceed the federal minimum requirements established by the Clinical Laboratory Improvement Amendments (CLIA). 

Common comprehensive Medical laboratory scientist degree programs are set up in a few different ways.

• In 3+1 programs, the student attends classroom courses for three years and complete a clinical rotation their final year of study.
• In 2+2 programs, students have already completed their lower division coursework and return to complete their last two years of study in a CLS program.
• In 4+1 program, students who have already completed an undergraduate program return to complete a year of medical laboratory training. The training is typically completed at a clinical site rather than a college.

The core curriculum in medical technology generally comprises 20 credits in clinical chemistry, 20 credits in hematology, and 20 credits in clinical microbiology.

During clinical rotations, the student experiences hands-on learning in each discipline of the laboratory and performs diagnostic testing in a functioning laboratory under supervision. With limited or no compensation, a student in the clinical phase of training usually works 40 hours per week for 20 to 52 weeks. Some programs in the United States have had the time students spend completing their clinical rotation reduced due to staffing shortages. For example, in 2015, the MLS program at the University of Minnesota reduced the clinical rotation portion of the program from 22 weeks to 12 weeks.

In the United States, a two-year academic program (associate's degree) qualifies the graduate to work as a medical laboratory technician (MLT). MLTs receive training more exclusively in laboratory sciences without the basic science coursework often required by MLS programs; however, there are many MLT training programs that require substantial basic didactic science course work prior to entry into a clinical practicum. Although the didactic coursework may be less for the MLT, the clinical practicum, in many cases, is similar to that of the MLS student's. This equates to MLTs who are well equipped to enter the work force with relevant and knowledge based practical application. The shorter training time may be attractive to many students, but there are disadvantages to this route. MTs, MLSs and CLSs usually earn higher salaries and have more responsibilities than MLTs. In 2018, medical laboratory technicians earned an average salary of $51,219, while medical laboratory scientists earned a salary of $67,888. An added disadvantage for MLTs is that some institutions will only employ MLSs, although that practice is starting to change due to recent efforts in cost reduction, and due to staffing shortages.

In practice, the term medical laboratory technician may apply to persons who are trained to operate equipment and perform tests, usually under the supervision of the certified medical technologist or laboratory scientist. Depending on the state where employment is granted, the job duties between MLSs and MLTs may or may not be similar. For example, in Florida, a MLT may only perform highly complex testing while under the direct supervision of a clinical laboratory technologist, a clinical laboratory supervisor, or a clinical laboratory director. This may make it impractical for a MLT to lawfully work in a Florida blood bank. California has similar restrictions on MLTs. To accommodate California's restrictions, the American Association of Bioanalysts (AAB) developed a separate certification examination for California licensure. However, this exam does not include material covering the areas of immunohematology or microscopy. Although the typical entry-level academic requirement for most MLTs is an associate degree, a 60 credit certificate program exists through military training programs; such as the U.S. Army's 68K military occupational specialty.

As in other countries, staffing shortages have become a major issue in many clinical laboratories in the United States. Due to several factors, including boomer retirement, and inadequate recruitment and retention efforts, the medical laboratory workforce is shrinking. For the decade 2010–2020, workforce needs are expected to grow by 13%. This translates into about 11,300 positions per year that will need to be filled, with only about 5000 new graduates per year coming out of various programs. By 2025, it is estimated that the shortage of medical laboratory professionals will reach 98,700 in the U.S.

United Kingdom

In the United Kingdom (UK) there are two varieties of registered healthcare scientist in hospitals - Clinical Scientists and Biomedical Scientists (BMS). There is a strict and formal post graduate training programme for both careers followed by statutory registration for each with the Health & Care Professions Council UK (HCPC):[1], for the safety and assurance of the customers - the patients. They are two similar but distinct careers with parallel but different training paths and different entry requirements.

The role of Clinical Scientists is to improve the health and well-being of patients and the public by practising alongside doctors, nurses, and other health and social care professionals in the delivery of healthcare. Their aim is to provide expert scientific and clinical advice to clinician colleagues, to aid in the diagnosis, treatment and management of patient care.

Examples of the type of work they undertake include:

• Advising, diagnosing, interpreting, and treating patients.
• Advising health and social care professionals in the diagnosis and treatment of patients.
• Researching the science, technology, and practise used in healthcare to innovate and improve services.
• Designing, building, and operating technology for diagnosing and treating patients.
• Ensuring the safety and reliability of tests and equipment used in healthcare.

Trainee Clinical Scientist posts are advertised nationally, usually between November and February on the Clinical Scientists Recruitment webpages where application forms may be obtained and electronic submission of applications can be made. These posts are for the approved Pre-registration Training Programme, designed to prepare entrants for higher professional qualifications, further clinical training and eventual Consultant responsibility.

Clinical Scientist training involves enrolment of graduates (1st or 2nd class honours degree or better is essential due to the high competition for limited training places) into an intensive 3-year training scheme leading to certification and eventual registration before starting the higher career structure. The basic qualification for becoming a Clinical Biochemist, Clinical Immunologist or Clinical Microbiologist is a good Honours degree in an appropriate subject: for Clinical Biochemistry, that subject might be Biochemistry or Chemistry (or another life science subject which contains a substantial Biochemistry component); for Clinical Immunology, that subject might be any life science degree with an immunology component; for Clinical Microbiology that subject might be any life science degree with a microbiology component.

Although not essential, some candidates will apply with higher degrees in an attempt to improve their chances of selection for training and several universities currently offer MSc courses in Clinical Biochemistry, Immunology and Microbiology which have been approved by the ACB or the AHCS. Full-time and 'sandwich' courses are available, and further information may be obtained from individual programmes, although the level of financial support provided varies, and should be clarified at interview. Some entrants to the profession will already have obtained a PhD, and the training and research experience that this provides is invaluable to the work of the Clinical Scientist. In larger Departments, there may be opportunities to study for a research degree after entering the profession and acquiring registration, but since this has to be fitted in with other responsibilities, it may take some years to complete. It should be clearly understood that the major role of the profession is patient care and that research, management and all the other aspects will come as side issues and not be the predominating factor in the career path. The work of Biomedical Scientists and Clinical Scientists have impact on the diagnosis and treatment of almost every patient admitted to hospitals in the United Kingdom.

The United Kingdom is facing a shortage of qualified Clinical and Biomedical Scientists. The Royal College of Pathologists and the Royal College of Physicians have pointed out the need for increased government funding for medical training programs to prevent diagnostic facilities and medical infrastructure from being overwhelmed.

Nigeria

In Nigeria, Medical Laboratory Science is a high skilled profession charged by Act. 2004 Cap 114 Laws of the Federation of Nigeria. The initial qualification awarded graduates of the programme, like some other medical programmes, was Associate of the Institute of Medical Laboratory Technology/Science (AIMLT/AIMLS) The Medical Laboratory Science Council of Nigeria, which was established by Act. 2004 Cap 114 Laws of the Federation of Nigeria, regulates the practice of Medical Laboratory Science in Nigeria. In Nigeria, the Medical Laboratory Science programme is Bachelor of Medical Laboratory Science (BMLS), regulated by National Universities Commission (NUC) and by the Medical Laboratory Science Council of Nigeria (MLSCN). Students at their first year (100 level) are trained under the Faculty of Science in Basic Sciences and Faculty of Arts, Management and Social science in General studies and Entrepreneurship. At the 200 level, students are taught basic medical sciences and are introduced to Medical Laboratory Science. The third year of the programme marks the beginning of the professional training as students are engaged in the classroom for lectures as well as in the Hospital laboratory for the professional or practical training. At the fourth year students are taught the basics in all the special areas of Medical Laboratory Science. At the end of 400 level programme, successful students are presented for the First professional examination, to be moderated by the Medical Laboratory Science Council of Nigeria At the fifth year, students break into 4 core or specialized areas of Medical Laboratory Science, namely: medical microbiology/parasitology, chemical pathology/immunology, haematology/blood transfusion science and histopathology/cytopathology. At the end of the fifth year, suitable students are presented for final professional examination by the Medical Laboratory Science Council of Nigeria.

Certification and licensing

A Lab tech uses a microscope for a cell count.

United States

There are currently three major certification agencies in the United States of America for clinical laboratory scientists. They are the American Association of Bioanalysts (AAB), the American Medical Technologists (AMT), and the American Society for Clinical Pathology (ASCP). All three national accrediting agencies will certify scientists in the clinical laboratory as generalist (chemistry, hematology, immunology, immunohematology/blood bank, and microbiology). The American Association of Bioanalysts and the American Medical Technologists certifications continue to use the traditional designation Medical Technologist (MT), while the American Society for Clinical Pathology has adopted the designation of Medical Laboratory Scientist (MLS). Regardless of terminology, these highly qualified individuals serve as scientists in the clinical laboratory.

There are two other organizations that have previously provided proficiency examinations to clinical laboratory scientist. The first, is the US Department of Health and Human Services. The second, is the National Credentialing Agency for Laboratory Personnel (NCA). The NCA was absorbed by the American Society for Clinical Pathology in 2009 and promptly dissolved.

In the United States, the Clinical Laboratory Improvement Amendments (CLIA '88) define the level of qualification required to perform tests of various complexity. Clinical Laboratory Scientists, Medical Technologists and Medical Laboratory Scientists are near the highest level of qualification among general testing personnel and are usually qualified to perform the most complex clinical testing including HLA testing (also known as tissue typing) and blood type reference testing. Provider Performed Microscopy, or PPM (doctorate or master's level health provider) and Cytology have additional requirements.

In addition to the national certification, 12 states (California, Florida, Georgia, Hawaii, Louisiana, Montana, Nevada, North Dakota, Rhode Island, Tennessee, West Virginia and New York) and Puerto Rico also require a state license. Puerto Rico, in order to provide the state license, requires either a local board certification with a state examination, or any of both the ASCP and the NCA. Minnesota, Texas, Illinois, Massachusetts, Michigan, Vermont, Washington, New Jersey, Iowa, Utah, Ohio, South Carolina, Wyoming, Pennsylvania, Virginia, South Dakota, Delaware, Missouri, and Alaska are currently attempting to obtain licensure. All states require documentation from a professional certification agency before issuing a state certification. A person applying for state certification may also be expected to submit fingerprints, education and training records, and competency certification. Some states also require completion of a specified number of continuing education contact hours prior to issuing or renewing a license. Licensing is somewhat controversial as it adds a bureaucratic layer in a field that is severely understaffed. Simply requiring testing personnel to obtain and maintain their national certification would help ensure competent testing personnel without increasing costs to testing personnel.

Some states recognize another state's license if it is equal or more stringent, but currently California does not recognize any other state license.

United Kingdom

In the United Kingdom all clinical scientists and biomedical scientists have had to be registered with the Health & Care Professions Council (HCPC) in order to work unsupervised, to develop through the careers grades of their profession and to use the protected titles of "Clinical Scientist" or "Biomedical Scientist". The HCPC registers nearly 200,000 healthcare professionals[3] and while success in an approved degree course from an accredited University is sufficient for all other professions, both clinical scientists and biomedical scientists have post graduate training and no approved degree courses. Autonomous assessment of applicants in these two professions with subsequent certification for successful ones, is the only approved UK route to registration for them.

"Clinical Scientist", just as "Biomedical Scientist", is a protected title under the law (there is a £5000 fine for transgressors who fraudulently use the title without being registered by the state). The HCPC can strike people off the register for malpractice in just the same way as for doctors with the General Medical Council (GMC).

Those who are working in "Trainee" positions in the profession are permitted to use the title with an appropriate caveat, for example – "Pre-registration Clinical Scientist", Trainee Clinical Scientist, etc. Alternatively some may use titles specific to the discipline they train in, such as Trainee Clinical Biochemist", "Clinical Immunologist in Training" or “ Pre-Registrant Clinical Microbiologist” which is also perfectly acceptable since it is not implying the protected "Clinical Scientist" title of fully qualified and registered practitioners. It is against the law to formally work with the title of “Clinical Scientist” without professional registration.

Nigeria

 

In Nigeria successful student at the end of the training in both academic and professional assessments with respect to the graduation requirements is certified by the respective University, inducted and licensed by the Medical Laboratory Science Council of Nigeria after a successful internship training. http://mlscn.gov.ng

Further education

As in many healthcare professions, a Medical Laboratory Scientist may pursue higher education to advance or further specialize in their career.

• Master of Science, Master of Business Administration, Master of Health Administration, Doctor of medical laboratory science for specialization, education and management roles.
• Doctor of Philosophy for management and directorship roles in the clinical laboratory as well as for academic research and professorship. Doctors of Philosophy holding a degree in a biological science, and who are board certified by a CLIA-approved entity, are qualified as a medical laboratory director.
• Doctor of Medicine or Doctor of clinical laboratory Science - this is the position that qualifies an individual to oversee or direct almost all types of clinical laboratories. Under U.S. CLIA laws, a requirement of at least year of clinical laboratory experience (any MD) or pathology residency must be met.

In the United Kingdom The Modernising Scientific Careers (MSC) programme sets out for the first time a comprehensive training and career framework for the whole healthcare science workforce inclusive of the more than 50 different scientific professional specialisms. In its conception it aimed to provide a coherent framework that was accessible, affordable and designed specifically to both capture scientific and technological advances and to provide improved outcomes for patients, the service and professionals. A key aspect of the framework from the start was the formalisation of training to develop talented clinical scientists to undertake quality assured Higher Specialist Scientist Training (HSST) programmes to prepare them for roles as Consultant Clinical Scientists. It is envisaged that Consultant Clinical Scientists will work synergistically and in partnership with their medical colleagues and within multiprofessional clinical teams to support clinical scientific practice aimed at quality improvement, innovation and world-class outcomes for patients. This scientific expertise and leadership will provide important benefits and added value to patients and to the service as it moves forward through the 21st century. This will bring to fruition the vision of science and realise the potential of scientific and technological advances for both translational and personalised medicine.

Training through the Higher Specialist Scientist Training pathway is discipline specific. For life science disciplines (Immunology, Microbiology, Virology, Haematology, Biochemistry) the training curriculum and formal examinations are administered by the Royal College of Pathologists. The life science training pathway for Clinical Scientists follows a similar pathway to that undertaken by medically qualified specialist registrars in pathology. Clinical Scientists are therefore the only discipline of non-medical healthcare professionals examined by a Medical Royal College. Clinical Scientists who attain both part 1 examination certification and part 2 certification are awarded Fellowship of the Royal College of Pathologists (FRCPath) and are deemed to have the knowledge and expertise expected of a consultant level scientist. Consultant Clinical Scientist posts generally require candidates to have completed FRCPath qualification to be eligible.

All Clinical Scientists regardless of seniority or specialisation may have other responsibilities including academic appointments, responsibilities as clinical lead for a pathology service, or may have wider hospital responsibilities such as Directorship of Infection Prevention and Control, or responsibility for the hospital's Research and Development strategy. Junior clinical scientists may become involved in academic research, working towards award of a Ph.D. or DClinSci.

Job title

Russian MLS prepares the analyses in ELISA laboratory

The informal abbreviations of job titles may be a source of confusion. In the United States Medical Laboratory Scientist (ASCP) and Medical Technologists (AMT) or (AAB) are often called "med techs" (based on the era in which they were known as "medical technologists"), but this shorthand term is shared by other healthcare employees, including pharmacy techs, radiographers (also known as radiologic technologists), and respiratory therapists.

In the United States there is a formal distinction between an MLT and a MT/MLS. Often, MT/MLS have at least a bachelor's degree, while MLT have an associate degree. However, due to grandfathering rules and certification requirements between the boards of registry, some MT/MLS may only have an associate degree. Scientists and technologists generally earn a higher income than technicians, have more responsibilities, and have more opportunities for advancement.

In the United Kingdom, there are defined training pathways leading to professional registration as either a Clinical Scientist, or as a Biomedical Scientist. The role descriptions for these healthcare scientists are very different, where clinical scientists generally undertake non-routine research and development, as well as improving and providing clinical service using scientific expertise. Biomedical Scientists in the United Kingdom are similar to the role of MLT and MT/CLS described above, and have similar regulatory requirements for professional regulation. Clinical Scientists in the United Kingdom may struggle with a lack of professional recognition. This is in part due to the myriad job titles used to describe them including Clinical Physiologists, Medical Physicists, and Clinical Biochemists, which generally mean the public and other healthcare workers assume Clinical Scientists to be medically qualified doctors, due to the sometimes complex nature of the role.