Modernising Scientific Careers Overview Professor Maggie Pearson Academic and Training Programme Director Modernising Scientific Careers 25 October 2011
Jan 16, 2016
Modernising Scientific CareersOverview
Professor Maggie PearsonAcademic and Training Programme Director
Modernising Scientific Careers
25 October 2011
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 CareersEducation & Training to drive outcomes and system improvement
New ways of working and delivery of service
Supporting consolidation and reconfiguration
Providing new skill sets
Associates and Assistants
(HCSA)
Associates and Assistants
(HCSA)
Learning and Development Framework
Learning and Development Framework
Practitioner Training Prog.
(PTP)
Integrated BSc
Practitioner Training Prog.
(PTP)
Integrated BSc
Healthcare Science
Practitioner (HCSP)
Healthcare Science
Practitioner (HCSP)
ASE* (Senior Healthcare Scientist)
Healthcare Scientist
ASE* (Senior Healthcare Scientist)
Healthcare Scientist
Higher Specialist Scientific Training (HSST)
Higher Specialist Scientific Training (HSST)
Scientist Training
Programme (STP)
Scientist Training
Programme (STP)
*** Regulation as a Healthcare Science Practitioner
*** Regulation as a Healthcare Science Practitioner
*** Regulation as a Healthcare Scientist
*** Regulation as a Healthcare Scientist
*** Higher Specialist Scientific Register
*** Higher Specialist Scientific Register
Consultant Healthcare Scientist Appointment
Consultant Healthcare Scientist Appointment
Potential equivalence route
Graduate direct entryDirect entry
* Accredited Specialist Expertise
** Extending professional regulation
*** Subject to public consultation
** Regulation in line with EPR** Regulation in line with EPR
Potential equivalence
and progression
route
Potential equivalence
and progression
route
Modernising Scientific Careers Training and Career Pathways
Modernising Scientific Careers: Career Structure
Assistant
Scientist
Practitioner
Consultant/ Higher Specialist Scientist
Undertake clearly defined task and protocol based, high volume, low risk activities requiring some structured training such as vocational training qualifications e.g. phlebotomist
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
Associate
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
Modernising Scientific Careers: Where have we got to?
Training programme design
Curriculum development
New accredited academic programmes [BSc, MSc]
Work-based learning
Recruitment
Regulation
Research capacity building in the healthcare science
workforce
Lead HCS Commissioner &
School
DH MSC team
SHAs and MSC leads
MedicalEducation
England (HCSPB)( moving to HEE)
Cen
tre for
Wo
rkforce In
telligen
ce
Department of Health &other UK Health Depts
Academy for Healthcare Science & Prof Bodies
Hea
lth
care
P
rofe
ssio
ns
Co
un
cil
Healthcare providers HCS Forum
HCS trainingproviders
UUK HCS HEI group
HEI partners
Current
Education & Training
Landscape for Healthcare Science
Curriculum Working Groups: Colleagues from Professions develop curriculum
(1)
MSC team for comment/consistency check
(2)
Curriculum Working Groups for further comment
(3)
MEE HCS PB ETWG for initial comment
(5)
MSC team for amendment and calibration to ensure consistency
(6)
MEE HCS PB ETWG for final comment and approval
(7)
ETWG considers Professional Bodies’ comments
(9)
MSC team for final check
(4)
ETWG Co-ChairsSend to Professional Bodies for comment
(8)
Report on delivery toDH/NHS England Implementation Board andMEE HCSPB (10)
MODERNISING SCIENTIFIC CAREERS: CURRICULUM DEVELOPMENT AND MODERNISING SCIENTIFIC CAREERS: CURRICULUM DEVELOPMENT AND APPROVAL PROCESS IN ENGLANDAPPROVAL PROCESS IN ENGLAND
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
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)
Year 3Application to Practice
Year 1Scientific Basics
Academic
Increasing specialisation & supporting scienceAcademic learning to support workplace skills
development
Core SpecialismApplication of Science, Technologies and
Techniques in Service Context
Workplace-based
Clinical Experience
Work placements
Core Specialism and Project
Divisional Focus
Introductory Block across Healthcare Science
Integrated BSc (Hons) in Healthcare Science with a Certificate of Competence
Year 2Techniques & Methodologies
EquivalenceTrainees 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
Increasing experientiallearning (up to a maximum of 50 weeks)
* Subject to public consultation
Healthcare Science 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 http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula
• HEI Guide to Implementation available shortly
• Accreditation process underway for 2011/12
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
• 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)
Introductory Academic Block (Minimum of 1 month)
• Followed by an elective ( 4 - 6 weeks) in any healthcare science specialism or a related clinical service
Workplace Trainingin an NHS or other approved organisation leading to formal Certification
• Remainder in Single Specialism training
Specialism 1Specialism 1 Specialism 2Specialism 2 Specialism 3Specialism 3 Specialism 4Specialism 4
Themed Rotations
• Initial 12 months rotational training (3 months in each of 4 specialisms)
Academic learningleading to
MastersDegree
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.
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
• 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 2011Pathway New
Posts ‘Grow Your Own’
Total Candidates Interviewed
Life Sciences 62 2 235
Clinical Engineering
8 0 30
Medical Physics 65 0 240
Physiological Sciences
29 11 125
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
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
Professionalism
Multi-source feedback
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 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
• 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
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
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
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
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.
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
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
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
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
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• 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
Other developments
• Curriculum review
•Grow your own strategy
•Equivalence strategy
•QA process
•Operational guide
•HSST
•CF 1-4
Timelines for implementation
2009 2010 2011 2012
• 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
Pilot programmes
and Early Adopters
2013
• 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
Roll out of programmes and supporting infrastructure
2014
•All infrastructure in place•Ongoing evaluation
Supporting MSC implementation
Pilot programmes and Early Adopters
SHA MSC project leads/managers
SHA scientific leads and communitiesof practice/mobilising and organising
PATIENTS