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Registration Workshop. Lindsey Sutherland. ACS. Route 1 4 year. Route 2 6 year. Individual Overseas experience. Re-admission. Molecular genetic. Developing sciences. HPC. Completion of recognised Qualification Replacement of Grade A certificate of competence. In the future….

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registration workshop

Registration Workshop

Lindsey Sutherland



Route 1

4 year

Route 2

6 year


Overseas experience


Molecular genetic

Developing sciences


Completion of recognised


Replacement of Grade A certificate of competence

In the future….


12 weeks submit 2x copies

6 weeks ACS assessors approve portfolio

4-6 weeks notice of interview

2 weeks formal notification

HPC informed

Application to HPC (2 weeks)

CMGS Members

4 year £125

6 year £175

Dev Sc £225


4 year £250

6 year £250

Dev Sc £300


HPC = £60 (£120 every 2 years)

CMGS = £45 per year

6 year 120 pages max 4 year 60 pages max
Covering report

Contents list

Training report

Competency table

Font size 12+

2 copies submitted (+ one for you!!)

Spiral bound

Don’t use section separators

Evidence can be hand-written

6 year = 120 pages MAX4 year =60 pages MAX
developing sciences
Developing Sciences
  • If your experiences don’t fit neatly into one modality

Haem + molecular

Biochem + molecular

  • Cost more
  • 3 portfolios – more than 120 pages
  • 3 assessors
covering report normally chronological
Covering report – normally chronological
  • Pre Grade A training
  • Grade A Training
      • Introductory Module
      • Disease A module
      • Disease B module
      • Project
  • Band 7 Clinical Scientist
      • Disease C module
      • Disease D module
      • Development
      • Audit
      • Presentation at meeting
what do the competencies really mean
What do the competencies really mean?

Sci – background knowledge in mol genetics discipline

Clin – application of Sci knowledge to the field of clinical mol genetics, clinical consequences of testing and interpreting results / impact of patients

Tech – knowledge of tests, how they work, and relate to differences in referral types / situations and how to control the quality of these tests

R&D – ability to apply scientific knowledge and clinical knowledge to direct R&D in the context of maintaining quality of the service

Comm – What and when to relate scientific, clinical and technical knowledge to others in and around the profession

Prob solv – Application of scientific and clinical knowledge for optimum utilisation of resources

Manag – control over the application of the sci, clin, tech knowledge to effectively be able to problem solve, perform R&D and communication on a professional level with others

how do they link with one another


Problem solving R&D





How do they link with one another?
so where do i start
So where do I start?
  • The ACS recently agreed that you need to have covered the following areas….
consideration to modules
Consideration to ‘modules’
  • Keeping to the page limit is difficult! Take time to consider which modules would cover the most competencies
  • Good experiences to present:
      • Development project – good for a new disease or testing strategy
      • Validation of a test
      • An audit
      • Directorate disease review
      • Case studies of more unusual cases, multi disciplinary, or multi test
      • Pathogenicity studies or other literature searches and appraisal for reporting
  • Other multi competency evidence:
      • Duty scientist
      • Caseload responsibility, especially when supervising or co-ordinating others
covering report presentation
Covering report - presentation

Breast Cancer

I have been responsible for management of the BRCA mutation scanning service, following training, since April 2005. The laboratory provides diagnostic testing using…… On a day to day basis, I am responsible for prioritisation of samples and co-ordination of several technical staff…… BRCA reports can often require extensive literature searches to determine if a variant has any evidence of being pathogenic…. Due to the pressures on reporting times as recommended by the white paper, I have developed an alternative testing strategy……

Competencies: Sci, Clin, tech, R&D, comm, prob solv, manag

Appendix A3

example of a module
Example of a ‘module’

For this example appendix A3 may contain the following:

  • Disease essay or brief introduction
  • Testing strategy + examples of results
  • Test validation
  • Policies or SOPs you have written
  • Case studies
  • Presentation given
the interview
The interview
  • Intention is to ascertain if you understood the content of your portfolio
  • PLEASE prepare!!
  • Aim is to assess ALL competences and basic principles underlying them
  • Not assessing academic components except to support background to competencies
  • Want to see appreciation of all aspects and thorough understanding of WHY?

eg: not just what to do if you spill acetonitrile but Why the action should be taken

  • Remember that you don’t have to know all molecular diseases in details for this interview, but you should know your portfolio diseases
competences 1

Case studies – interpretation

Example reports, including QA

‘Evidence based’ refers to examples of test sensitivity, alternatives

Clinical audit / evaluation

Validation of tests, sending away, essays covering clinical implications, treatments etc, rotation in Clinical Genetics

Competences (1)


  • Written evidence may not necessarily be possible (i.e practical lab experience) – cover in intro
  • Many points covered by training and experience
  • Example reports indicate knowledge of testing suitability and limitations
  • Duty scientist, sending away samples, pathogenicity studies, development, essays / disease summaries, running caseloads
competences 2
Research and Development

Many point would be covered by Grade A / B research and development projects

Also include abstracts if work has been presented (poster or spoken)

Don’t include the entire project – the abstract (in the evidence section) and a short summary (in the covering report text) is sufficient

Further training and audit are examples of the ability to critically appraise results

Pathogenicity studies, PhD etc, validations

Competences (2)


  • Many points covered by training and experience
  • ‘Experience’ can also be indicated by having trained others
  • SOPs indicate technical knowledge
  • Attendance at training courses / seminars / MRCPath self-help course
  • As before, example QA reports and troubleshooting discussions are of value
  • Validation, development, caseloads, audit outcome and implementation
competences 3

Journal clubs (list), meetings (in- and out-of- house)

Presentation abstracts (in-house, posters, spoken etc.etc.)

Experience of IT – remember, most scientists will be able to use Word, Excel, Powerpoint and Access (databases) – this is sufficient to indicate an IT competency

Directorate reviews, validations and audits, duty scientists, seminars

Problem solving

Research and development work

Troubleshooting exercises

Scientific knowledge of test limitations / sensitivity

Audits, caseloads, duty scientist, case studies

Competences (3)
competences 4

Think about what has been discussed in appraisals / PDRs etc.

Lab management – lists, spreadsheets, assistance with maintenance of equipment etc. Health and Safety

Attendance at lab meetings, knowledge of QC issues

Delegation of duties to MTOs

Responsibilities – many scientists are responsible for running one or more disease services, albeit under the direction of a senior scientist

Knowledge of laboratory hierarchy

Time management

Quality management, Audits, participation in hospital training (eg back care, fire, H&S), caseloads

Competences (4)