Applicants — Scientist Training Programme

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STP 2025 update

STP direct entry applications will open at 11am on Thursday 23 January 2025. Please see guidance and information below about posts and deadline dates

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Essential information and guidance about applying to the programme.

Key deadline dates for applications to the STP 2025

Details of the various deadline dates and times for different stages of the STP recruitment process.
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STP 2025 post numbers by specialty and region

Find out how many posts are available for the specialty you wish to apply for.
STP 2025 direct entry recruitment guidance for applicants and employers

Essential information to guide you through the national recruitment and selection process.
STP 2025 in-service recruitment guidance for applicants and employers

Essential information to guide you through the in-service recruitment process.
FAQs for applicants to the Scientist Training Programme

Answers to some commonly asked questions about the different stages of the STP application process.
Scientist Training Programme in NHS Wales

Find out about opportunities to train as a healthcare scientist on the STP in Wales

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An overview of the Scientist Training Programme together with details of the entry requirements.

About the Scientist Training Programme

The Scientist Training Programme is for well-qualified science graduates with a passion for science and patient care, and with the motivation, behaviours and values needed for the NHS of the future.
What are the STP specialties?

Find out what subjects are available under the Scientist Training Programme.
What is the difference between direct entry and in-service STP vacancies?

Find out about the 2 different routes onto the Scientist Training Programme.
What are the entry requirements for the STP?

Details of the skills, knowledge and research experience that is required to apply to the Scientist Training Programme.
Which universities offer the STP?

Find out which universities supply the academic portion of the Scientist Training Programme.

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