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STP trainees Exit Survey 2022 – Summary and School responses

Every year we look for key themes identified in trainees’ feedback that can be considered as areas for improvement.

Published on
9th December 2022
Filed under
Healthcare science, NSHCS

Just ahead of programme completion in September 2022 a survey of trainees was conducted to gather feedback on various aspects of the Scientist Training Programme. The survey aimed to assess the overall satisfaction of trainees and identify areas for improvement. A huge theme in the report was the enormous extent to which training was affected by Covid-19 alongside the amount of incredible adaptation to the pandemic by trainees and their trainers, with the pandemic opening up valuable opportunities for some trainees.

Despite this cohort’s training experience being radically affected by the Covid-19 pandemic, overall, trainees’ satisfaction with the Scientist Training Programme (STP) remains high, at around 80% for the last couple of years.

Trainees recognise the challenging nature of the STP and value the experience it gives them. Every year we look for key themes identified in trainees’ feedback that can be considered as areas for improvement and every year at the School we agree and publish a series of actions we have taken or will take within these areas. The key themes we have selected from this survey are:

  1. Provision of guidance during training and for the final assessment
  2. The curriculum
  3. Quality assurance of the training programme
  4. Training officer support and development
  5. Opportunities after the programme
  6. Support from the School

1. Provision of guidance during training and for the final assessment

In terms of guidance during training, the majority of respondents expressed satisfaction. Trainees appreciated the availability of training officers and supervisors who provided valuable support and feedback throughout the training. However, a notable percentage of participants suggested the need for more structured guidance and clearer expectations during the final assessment phase.

2. The curriculum

Regarding the curriculum (which, it should be noted, is the ‘old’ curriculum prior to curriculum review and the launch of the new curricula in September 2022) the main concerns stressed by trainees were the level of repetition within the curriculum and that competencies should be streamlined and be more specific to the daily duties of the role.

3. Training quality

The results showed that the majority of trainees were satisfied with the programme’s quality. Some participants emphasised the need for regular evaluations and feedback mechanisms to continuously improve the programme’s effectiveness and address any concerns promptly. The School acknowledges and expects that the training experience will be different across departments and Trusts given the demographics of each region and how different they all are in terms of size, staffing and the range of services they offer. However, there is evidence from across the responses provided by some trainees of a perception of variability in training quality across trusts.

4. Training officer support and development

In terms of training officer support and development, the survey indicated a positive response overall. Trainees appreciated the support and guidance provided by their training officers and there was also extensive evidence in the report that trainees recognise how stretched trainers and training officers are with the demands on their time. There is evidence across trainees’ responses that some trainees would wish the School to enhance its support for training officer development.

5. Opportunities after the STP

The availability of employment opportunities after completing the training programme received a generally positive response from trainees. Trainees acknowledged the School’s and their colleagues’ and peers’ efforts in providing networking opportunities and career guidance. However, some participants expressed the need for more clarity and information regarding available career pathways and job prospects post-programme completion.

6. Support from the School

Regarding support from the School, the survey indicated a varying response. While many trainees felt well supported, a portion of respondents highlighted the importance of improved communication channels, timely responses to queries, and additional resources for better academic support.

School actions in response to key themes

We outline below actions that the School has already taken or has decided to take within the area of the themes above identified in the 2022 Exit Survey.

1. Provision of guidance during training and for the final assessment

Actions already taken

  • With the publication of the School’s work-based assessment standards in September 2023, the School has published detailed guidance for trainees and trainers about how work-based assessment should be conducted. Click this link to view the work-based assessment standards.
  • The School’s work-based assessment standards provide trainees with new and additional guidance about the types of evidence that are suitable to submit against different competencies (which have been renamed as ‘training activities’).
  • The School published IACC guidance in 2023 much earlier than it did in 2022.
  • The School made its information and promises about when the 2023 IACC results would be published more specific than only identifying the week in which they would be released.

Further actions to take

  • Publish further good training plan examples for a range of specialisms, ensuring that these examples represent the School’s current expectations of the delivery of training under the new curricula.
  • Continue to communicate all IACC guidance to all trainees directly and as early as possible.
  • Communicate further details about the design of the 2025 final assessment as early as possible.

2. The curriculum

Actions already taken

  • The new curricula for STP specialties was launched in September 2022. The School is confident that the repetition of competencies identified by trainees in the 2022 Exit Survey has been removed in the new curricula and that the competencies within the new curricula are more specific to the duties of the role of the Clinical Scientist.

Further actions to take

  • In winter 2023-24 the School will launch a new process by which feedback on the new curricula can be submitted and captured.
  • As this feedback is captured, the School will review it to establish whether the issues identified in the 2022 Exit Survey have been resolved.

3. Training quality

Actions already taken

  • With the publication in September 2023 of the School’s work-based assessment standards, the School has effectively taken greater responsibility for setting and influencing workplace training and assessment standards. The work-based assessment standards are also designed to influence and reduce the variability of work-based assessment practices.
  • In September 2023 the School published its new training standards for training officers. The training standards clearly lay out what is expected of training officers. Additionally, the School has published a growing series of online training materials to support training officers in their role. The training standards have also been used to redesign the School’s Train The Trainer offering. Click this link to view the training standards and expectations.

Further actions to take

  • Run further accreditation webinars or drop-in sessions.
  • Publish a ‘how to raise concerns’ flowcharts for trainees and trainers.

4. Training officer support and development

Action already taken

  • Following an extensive training needs discovery exercise, the School has developed and is continuing to develop a suite of education and training skills-focused resources for trainers and training officers, published in the NHS Learning Hub. Click this link to view the School’s catalogue of training resources in the NHS Learning Hub.
  • The School has reviewed the request made of training departments to submit a training plan to the School. We understand that one size will not fit all and that everyone will want to plan the training differently. We offer training departments the flexibility of using the examples we offer or to submit a training plan in any format they wish to use as long as it advises the school of key information that is required for accreditation purposes.

Further action to take

  • Across all of its work, the School resolves to continue to be very mindful of the range of demands it makes upon trainers.
  • The School will continue to explore options around protecting training officer time. The launch of Educator Workforce Strategy will be valuable for this recommendation.

5. Opportunities after the STP

Action to take

  • Produce more resources (videos, blogs) of what alumni did after completion.
  • Continue to include alumni panel sessions at induction events.

6. Support from the School

Action already taken

  • As part of the new progression review process for 2023 trainees onwards, the School will periodically email trainees with guidance about progress expectations and with reminders about the training support resources and health and wellbeing resources available, and additionally remind trainees about the support available to them within their trust.
  • Over the last few years the School has published information about and signposts to mental health support resources on the School website. We will continue to develop this information as we discover new resources.

Further action to take

  • Across all School events and resources, continue to provide clarity around the support the School can give and support the School cannot give.
  • Explore where there is good practice of a formal buddying / mentoring programme for trainees and publish guidelines for how to conduct such a programme.

 

Last updated on 20th September 2024

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