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