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Modernising Scientific Careers Overview. Professor Maggie Pearson Academic and Training Programme Director Modernising Scientific Careers 25 October 2011. The White Paper sets out four key themes:

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Modernising scientific careers overview

Modernising Scientific CareersOverview

Professor Maggie Pearson

Academic and Training Programme Director

Modernising Scientific Careers

25 October 2011

Modernising scientific careers overview

The White Paper sets

out four key themes:

Putting patients first through more information and greater choice and control over their care – ‘no decision about me without me’

Improving healthcare outcomes by ensuring professionals are free to focus on improving health outcomes. Improving the quality of care will become the main purpose of the NHS

Autonomy and accountability giving power back to NHS professionals and healthcare providers

Cutting bureaucracy and improving efficiency by continuing to reinvest savings of up to £20bn in front-line services by 2014 in line with the Quality, Innovation, Productivity and Prevention (QIPP) agenda.

Modernising scientific careers education training to drive outcomes and system improvement

Modernising Scientific CareersEducation & Training to drive outcomes and system improvement

New ways of working and delivery of service

Supporting consolidation and reconfiguration

Providing new skill sets

Modernising scientific careers overview

Modernising Scientific Careers Training and Career Pathways

* Accredited Specialist Expertise

** Extending professional regulation

*** Subject to public consultation

Consultant Healthcare Scientist Appointment

Potential equivalence route

*** Higher Specialist Scientific Register

Associates and Assistants


Healthcare Science Practitioner (HCSP)

ASE* (Senior Healthcare Scientist)

Healthcare Scientist

Higher Specialist Scientific Training (HSST)

** Regulation in line with EPR

*** Regulation as a Healthcare Science Practitioner

*** Regulation as a Healthcare Scientist

Learning and Development Framework

Practitioner Training Prog. (PTP)

Integrated BSc

Scientist Training Programme (STP)

Potential equivalence and progression route

Potential equivalence and progression route

Direct entry

Graduate direct entry

Modernising scientific careers career structure

Modernising Scientific Careers: Career Structure


Undertake clearly defined task and protocol based, high volume, low risk activities requiring some structured training such as vocational training qualifications e.g. phlebotomist

Undertake more advanced and complex high volume low risk investigative tasks. Requires appropriately trained staff, probably at Foundation degree level training e.g. processing samples through machines in pathology laboratories and fitting hearing aids


Apply technology, in the delivery and reporting of quality assured tests, investigations and interventions for patients, on samples and equipment. Use a degree of judgement and deal with ambiguity within a clinical context. Able to undertake activities which are outlined in ‘protocols’ e.g. genetic screening activities


Complex scientific and clinical roles. High risk, low volume activities which require highly skilled staff able to exercise clinical judgement about complex facts and clinical situations. Interact with patients e.g. undertaking complex heart scan which requires professional judgement and interpretation


In-depth, highly complex role. Equivalent to medical consultant role as requires clinical judgement, scientific expertise and leadership in direct patient care e.g. specialist scientific expertise to develop and implement new radiotherapy treatments such as proton therapy. This role could include a clinical director/consultant audiologist with expertise in complex hearing/ balance problems

Consultant/ Higher Specialist Scientist

Modernising scientific careers where have we got to

Modernising Scientific Careers: Where have we got to?

Training programme design

Curriculum development

New accredited academic programmes [BSc, MSc]

Work-based learning



Research capacity building in the healthcare science workforce

Modernising scientific careers overview


Education & Training Landscape for Healthcare Science

Academy for Healthcare Science & Prof Bodies

MedicalEducationEngland (HCSPB)

( moving to HEE)


HCS training


Centre forWorkforce Intelligence

Lead HCS

Commissioner &


DH MSC team

Healthcare Professions Council

Healthcare providers HCS Forum

HEI partners

SHAs and MSC leads

Department of Health &

other UK Health Depts

Modernising scientific careers overview


Curriculum Working Groups: Colleagues from Professions develop curriculum


Curriculum Working Groups for further comment


MSC team for comment/

consistency check


MSC team for amendment and calibration to ensure consistency (6)

MEE HCS PB ETWG for initial comment


MSC team for final check


MEE HCS PB ETWG for final comment and approval


ETWG Co-Chairs

Send to Professional Bodies for comment


ETWG considers Professional Bodies’ comments


Report on delivery to

DH/NHS England Implementation Board and


Healthcare science practitioner

Healthcare Science Practitioner

  • Work in a range of healthcare settings

  • Clearly defined technologically based role

  • Delivery and reporting of quality assured tests, investigations and interventions

  • Patients, samples, equipment

  • Scope to progress to Senior Healthcare Science Practitioner

Msc education training at all levels

MSC: Education & training at all levels

Practitioner Training Programme (PTP)

Undergraduate training will lead to:

an approved and accredited BSc Honours degree

- in one of five themes of healthcare science:

life sciences/ cardiovascular, respiratory & sleep sciences/ neurosensory sciences/ medical physics technology/ clinical engineering

Currently 7 HEIs ‘accredited’ for new MSC programmes and 12 others being progressed ( covering 49 programmes across 3 Divisions)

Modernising scientific careers overview

Healthcare Science Practitioner Training Programme (PTP)


Trainees with prior experience (either academic or work place experience) could be exempt from certain components. Graduates will exit with a graduate diploma in the additional academic learning

* Proposed Regulation as a Healthcare Science Practitioner

Integrated BSc (Hons) in Healthcare Science

with a Certificate of Competence



Year 3

Application to Practice

Core Specialism

Application of Science, Technologies and Techniques in Service Context

Core Specialism and Project




(up to a

maximum of

50 weeks)

Increasing specialisation & supporting science

Academic learning to support workplace skills development

Clinical Experience

Year 2

Techniques & Methodologies

Year 1

Scientific Basics

Divisional Focus

Introductory Block across Healthcare Science

Work placements

* Subject to public consultation

Practitioner training programme ptp

Practitioner Training Programme [PTP]

  • Learning Outcomes and Indicative Content developed by the MSC team in collaboration with HCS colleagues

  • Five new BSc [Hons] curricula approved

  • Five PTP Training Guides/ Manuals

  • All available on NHS networks at

  • HEI Guide to Implementation available shortly

  • Accreditation process underway for 2011/12

Ptp bachelors degrees accredited

PTP Bachelors degrees: accredited

  • Anglia Ruskin [Cardiac, Respiratory and Sleep Physiology]

  • University of Bradford [Life Sciences Genetics]

  • University of Westminster [[Life Sciences Genetics]

  • Manchester Metropolitan University [Cardiac, Respiratory and Sleep Physiology]

  • University of West of England [Life Sciences]

  • University of Portsmouth [Life Sciences]

  • University of Plymouth [Life Sciences, Cardiac, Respiratory and Sleep Physiology]

  • De Montfort University, Leicester [Cardiac, Respiratory and Sleep Physiology; Audiology; Medical Physics]

  • Southampton University [Cardiac, Respiratory and Sleep Physiology; Audiology]

  • Nottingham Trent University [Life Sciences]

  • University of Wolverhampton [Cardiac, Respiratory and Sleep Physiology]

  • St Georges London [Cardiac, Respiratory and Sleep Physiology]

  • Others in accreditation process

Healthcare scientist

Healthcare Scientist

  • Clinical and specialist expertise in a specific clinical discipline

  • Underpinned by broader knowledge and experience within a healthcare science theme

  • Complex scientific and clinical roles

  • Define and choose investigative and clinical options

  • Make key judgements about complex facts and clinical situations

  • Work directly with patients

  • Innovation, improvement, R&D, education and training

Healthcare scientist training programme stp

Healthcare Scientist Training Programme (STP)

Workplace Training

in an NHS or other approved organisation leading to formal Certification

Academic learning

leading to



With part time attendance

on a HEI based Masters programme throughout the training period

Underpinning knowledge to support the workplace-based training.

Problem based learning may be one of the methods of learning, to enable synergies between the academic programme and the workplace training programme.

  • Remainder in Single Specialism training

  • Followed by an elective ( 4 - 6 weeks) in any healthcare science specialism or a related clinical service

  • Initial 12 months rotational training (3 months in each of 4 specialisms)

Specialism 1

Specialism 2

Specialism 3

Specialism 4

Themed Rotations

Introductory Academic Block (Minimum of 1 month)

Msc education training at all levels1

MSC: Education & training at all levels

Scientist Training Programme (STP)

Postgraduate training will lead to:

a specifically commissioned and accredited Master’s degree

certification of workplace-based training

- following one of 7 themed pathways and 28 specialisms:infection sciences/ blood sciences/ cellular sciences/cardiovascular, respiratory & sleep sciences/ neurosensory sciences/ medical physics / clinical engineering

Scientist training programme

Scientist Training Programme

  • Learning Outcomes and Indicative Content developed by the MSC team in collaboration with HCS colleagues

  • Seven STP curricula developed approved

  • 23 STP Training Guides/ Manuals available in draft form

  • Review by professional bodies

  • HEI Guide to Implementation will be written

  • Accreditation process ongoing for 2011/12

  • STP training places recruited for 2011/12

  • National recruitment process with local involvement for 2012/13

Stp recruitment 2011

STPRecruitment 2011

Stp masters degree providers 71 applications

STP Masters degree providers [71 applications……..]

  • Nottingham University [Blood Sciences; Cellular Sciences; Infection Sciences, Genetic Sciences]

  • Newcastle University [Medical Physics; Cardiac, Vascular, Respiratory and Sleep Sciences with GI and Urodynamic Science]

  • Kings College London [Medical Physics; Clinical Engineering]

  • University of Liverpool [Medical Physics]

  • Queen Mary UofL/Barts and the London [Infection Sciences]

  • Aston University [Neurosensory Sciences]

  • Manchester University [Neurosensory Sciences; Blood Sciences]

Assessment of work based learning

Assessment of work-based learning

Choice of suitable methods to test

Knowledge and its application

Practical skills

Direct observation in the workplace

Scientific thinking and reasoning

Discussion of reports and cases

Practical skills

Direct observation

Communication with patients

Direct observation


Multi-source feedback

Education training in development

Education & training in development

Assistants and Associates (Career Framework 1-4)

Flexible educational and training framework which supports innovation and develops new and existing roles

Ensure the framework carries academic credit to allow progression and maps onto national qualifications & standards

Higher Specialist Training (HSST)

Work with the Medical Royal Colleges

Using Histopathology pilot to assess requirements and model for HSST

Doctoral award

Higher specialist scientist training and accredited specialist expertise

Higher Specialist Scientist Trainingand Accredited Specialist Expertise

  • Positive support from 7 Medical Royal Colleges and Academy of MRC

  • Curriculum will be developed by MRC Working Groups with scientist involvement

  • Doctoral award [details tbc]

Other developments

Other developments

  • BSc Implementation Guide for HEIs

  • MSc Implementation Guide for HEIs

  • Guides to accreditation process

  • Guidance for in-service progression [GYO]

  • Reform of ESR coding system with pilot

  • Train the Trainer programme

Modernising scientific careers overview

The Academy for Healthcare Science

  • Be the overarching body to ensure delivery of professional standards of education and training and outcomes in healthcare science

  • Provide a strong and coherent professional voice and input into all aspects of workforce planning and development in UK health systems and beyond;

  • Provide the healthcare science profession with a higher profile, influencing and informing range of stakeholders on healthcare science and scientific services in the health and social care system across the UK;

  • Provide input and support for wider strategic science initiatives

Modernising scientific careers overview

The Academy for Healthcare Science

  • The Academy aims to have a ‘United voice’ for the Healthcare Science workforce:

  • Speaking with a strong voice on matters relating to science and the scientific workforce in healthcare.

  • Continuing to develop relationships and interaction with relevant professional bodies.

  • Developing a public profile and reputation as an expert source and opinion-former.

  • Providing a conduit for smaller professional bodies in particular, to make their voices heard.

  • Working with the new architecture for education and training

Modernising scientific careers overview

Academy priorities for 11/12

  • Infrastructure establishment including specialist advisory groups for each of the themed areas outlined within MSC

  • Equivalence process for individuals

  • Certification of completion of training

  • Involvement in workplace training accreditation with School

  • Input into ongoing curriculum development and review

  • Oversight of voluntary regulatory arrangements

Modernising scientific careers overview

Regulation Update

  • Command Paper Enabling Excellence set out Government policy re statutory regulation for health professionals.

  • No de-regulation

  • Working with the Health Professions Council (HPC) to consider whether HPC needs to undertake a review of the standards of proficiency for Biomedical Scientists and Clinical Scientists

  • Working towards assured voluntary registration for those groups in healthcare science workforce who previously presented to HPC for statutory regulation with the Academy having oversight.

Modernising scientific careers overview

Workforce planning

  • Work with local SHA MSC leads on 12/13 requirements including for HSST

  • New recruitment process for STP trainees being agreed with SHAs

  • Identify any ‘grow your own’ individuals for entry into formalised programmes (with or without equivalence)

  • Note MEE HCS PB will be undertaking a formal review of workforce planning, including benchmarking arrangements, over the Autumn

Modernising scientific careers overview

National Coordinating Function: W Midlands

  • Oversee the national delivery of the PTP and STP training programmes

  • Work in partnership with the DH Chief Scientific Officer, MSC team, Professional Bodies, work based training departments, trainees, academic providers and other stakeholders

  • Implement and maintain a quality assurance process for training programmes and environments, to ensure consistently high standards of education quality

Modernising scientific careers overview

Fitness to practice/Certificate of Competence

  • Complete all competencies and assessments using the online system

  • Pass all work based assessments in the curriculum, with portfolio of evidence (available for review at the end of programme assessment)

  • Healthcare Scientists will also be required to achieve a pass grade for the MSc

  • Register with the Professional Body at the end of the programme

  • Maintain standards of proficiency set by Health Professions Council and Good Scientific Practice

Research capacity building

Research Capacity Building

CSO Research Fellowship Competition

Launched in 2008

Improve patient services and treatment

Direct patient benefit

25 fellows (8 doctoral, 16 postdoctoral, 1 postgraduate)

New funding, spending circa £3.5 million

Academic capacity building

Academic Capacity Building

Clinical Academic Careers Strategy

Partnerships between and across HE and NHS

Clinical Academic Healthcare Science Award

Clinical and Senior Clinical Lectureships

Msc work in progress

MSC: Work in progress

Equivalence and QA arrangements

Regulatory arrangements

Procurement and roll out of online assessment tool

‘Train the Trainer’ programme

Final certification of workplace learning (for STP)

Final review of curricula across PTP and STP programmes

Production of learning guides to replace training manuals

Completion of remaining programmes at PTP and STP

HSST histopathology pilot

Review of recruitment strategy

Revision of Career framework

Review of JE profiles

Operational guide

ESR and workforce data

Workforce profile ‘benchmarks’

National Co-ordinating School for HCS

Modernising scientific careers overview

Other developments

  • Curriculum review

  • Grow your own strategy

  • Equivalence strategy

  • QA process

  • Operational guide

  • HSST

  • CF 1-4

Timelines for implementation

Timelines for implementation

Roll out of programmes and supporting infrastructure

Pilot programmes

and Early Adopters

  • PTP ( ASNs and HEI alignment)

  • STP NHS commissioned MScs

  • HSST

  • Assistants and Associates

  • Workforce planning arrangements

  • Commissioning and funding arrangements

  • Education and Training Board

  • Regulatory arrangements

  • All infrastructure in place

  • Ongoing evaluation

  • Integrated Genetics programmes – practitioners and scientists ( White paper monies)

  • Dosimetry ( in conjunction with Cancer Team)

  • Early adopters focusing on preparing the system, testing and new ways of working







Supporting msc implementation

Supporting MSC implementation

Pilot programmes and Early Adopters

SHA MSC project leads/managers

SHA scientific leads and communities

of practice/mobilising and organising

Modernising scientific careers overview


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