The STP curriculum – programme structure

Key information about the Scientist Training Programme structure

Types of modules

There are 3 types of modules within the STP.

Rotation modules

Rotation modules are a structured introduction to the home specialty as well as introductions to related specialties that are closely involved with practice in the home specialty.  The aim of rotation modules is to provide trainees with an insight into future practice and to develop an understanding of the role, responsibilities and professional behaviours of a Clinical Scientist.

In the workplace, trainees observe practice to see how the department works and get to know the roles and responsibilities of the people who work in the specialty. Trainees should spend 4 to 8 weeks in the workplace location for each rotation module. At university, trainees will be learning about the theory that supports the practice in each of the rotation specialties.

Specialty modules

The specialty modules focus on specialty practice. In these modules, trainees will develop the skills, knowledge and behaviours needed to practice in the specialty.

Core modules

All trainees take the core modules, which provide the skills, knowledge and behaviours required by Clinical Scientists in all specialties. These modules introduce important concepts underpinning practice in healthcare and healthcare science that the Health and Care Professions Council (HCPC) expects registered Clinical Scientists to meet.

Phases

The STP curriculum has been written to develop trainees’ skills and knowledge across the 3 years of training. Each module has been assigned to a phase to indicate which order the modules should be approached in. All rotations modules are assigned to phase 1 and come before the specialty and core modules, which span phases 2 and 3. Modules without a phase should be completed throughout the programme and can be undertaken at any time.

Phases do not have a start date. Modules from the next phase can be started as soon as trainees are ready. The end date for a phase corresponds to the end of the same year of the programme, and trainees must comply with the progression requirements for the programme.

For example, a trainee in the 1st year of the programme has nearly finished the work-based learning for the rotation modules and has started on some of the work-based learning in the Professional Foundations of Healthcare and Science module. The trainee could start the phase 2 modules before reaching the end of year one.

Work-based assessments

To demonstrate the development of skills and behaviours required and the application of knowledge in practice, the work-based curriculum sets out assessments that trainees must complete in the workplace. The types of assessments used and how they should be conducted are defined by the NSHCS work-based assessment standards. These standards need to be followed for all work-based assessments.

Trainees collate evidence of completion of these assessments in an e-portfolio. These work-based assessments are very different to academic assessments trainees may have completed at university prior to the starting the STP. The focus here is on learning to do the job. The evidence trainees submit should be generated by the trainees doing the on-the-job tasks required by the assessment.

• The NSHCS work-based assessment standards
• Guidance resources for completing work-based assessments
• Guidance resources on the e-portfolio

Programme level learning outcomes

Each STP specialty has a set of programme learning outcomes which describe what trainees should know, understand and be able to do by the end of training.