The work-based element of the Scientist Training Programme (STP) is divided into modules which follow a standard format:
- The aim and scope of the module
- Learning outcomes – high level descriptors of required achievements for that module
- Clinical experiential learning – learning activities that facilitate achievement of the learning outcomes
- Competencies – work activities and outcome-based statements associated with learning outcomes
- Knowledge and understanding – the background theory to support achievement in completing the competencies and assessments
All the competencies are described in the Curriculum Library.
Assessment of your progress is formative; completion of the e-portfolio with all assessments and competencies signed off is summative. You are required to provide evidence to demonstrate that you have completed each competency and assessment which should then be signed off by the assessor, if satisfactory. It is acceptable for an assessor to consider the evidence provided as unsatisfactory; this is not a fail. The assessor should discuss their decision with you and provide clear feedback and guidance on what is required to achieve a satisfactory outcome.
We use the term ‘work-based assessments’ to refer to the range of observational, face-to-face assessment experiences that you are required to engage in across most of your modules. There are case-based discussions (CBDs), direct observations of practical skills (DOPS) and observed clinical events (OCEs). In each of your modules, work-based assessments sit alongside competencies. Submitting evidence in the e-portfolio that you have achieved competencies is the type of assessment that you will engage in most in the workplace. The evidence may be captured or generated at a live and observed event or it may be something that you prepare for review by your training officer or chosen assessor. The table below provides a brief overview of the five different types of assessment you will experience in the workplace.