Modernising Scientific Careers Overview

1. Modernising Scientific CareersOverview Professor Maggie Pearson Academic and Training Programme Director Modernising Scientific Careers 25 October 2011

2. 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.

3. 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

4. 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 (HCSA) 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

5. Modernising Scientific Careers: Career Structure Assistant 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 Associate 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 Practitioner 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 Scientist 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

6. 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

7. Current Education & Training Landscape for Healthcare Science Academy for Healthcare Science & Prof Bodies MedicalEducationEngland (HCSPB) ( moving to HEE) UUK HCS HEI group HCS training providers Centre forWorkforce Intelligence Lead HCS Commissioner & School DH MSC team Healthcare Professions Council Healthcare providers HCS Forum HEI partners SHAs and MSC leads Department of Health & other UK Health Depts

8. MODERNISING SCIENTIFIC CAREERS: CURRICULUM DEVELOPMENT AND APPROVAL PROCESS IN ENGLAND Curriculum Working Groups: Colleagues from Professions develop curriculum (1) Curriculum Working Groups for further comment (3) MSC team for comment/ consistency check (2) MSC team for amendment and calibration to ensure consistency (6) MEE HCS PB ETWG for initial comment (5) MSC team for final check (4) MEE HCS PB ETWG for final comment and approval (7) ETWG Co-Chairs Send to Professional Bodies for comment (8) ETWG considers Professional Bodies’ comments (9) Report on delivery to DH/NHS England Implementation Board and MEE HCSPB (10)

9. 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

10. 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)

11. Healthcare Science Practitioner Training Programme (PTP) Equivalence 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 Academic Workplace-based Year 3 Application to Practice Core Specialism Application of Science, Technologies and Techniques in Service Context Core Specialism and Project Increasing experiential learning (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

12. 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

13. 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

14. 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

15. Healthcare Scientist Training Programme (STP) Workplace Training in an NHS or other approved organisation leading to formal Certification Academic learning leading to Masters Degree 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)

16. 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

17. 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

18. STPRecruitment 2011

19. 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]

20. 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

21. 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

22. 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]

23. 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

24. 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

25. 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

26. 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

27. 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.

28. 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

29. 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

30. 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

31. 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

32. Academic Capacity Building Clinical Academic Careers Strategy Partnerships between and across HE and NHS Clinical Academic Healthcare Science Award Clinical and Senior Clinical Lectureships

33. 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

34. Other developments • Curriculum review • Grow your own strategy • Equivalence strategy • QA process • Operational guide • HSST • CF 1-4

35. 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 2009 2010 2011 2012 2013 2014

36. Supporting MSC implementation Pilot programmes and Early Adopters SHA MSC project leads/managers SHA scientific leads and communities of practice/mobilising and organising

37. PATIENTS