The format of the modules
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.
You are required to provide evidence to demonstrate that you have completed each competency and assessment. Assessment of your progress is formative. While completion of the e-portfolio with all assessments and competencies signed off, is summative.
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.
If satisfactory these will be signed off by your assessor. It is acceptable for an assessor to consider the evidence provided as unsatisfactory. However, this is not classed as a fail. Your assessor should discuss their decision with you and provide clear feedback and guidance, on what is required to achieve a satisfactory outcome.
Plagiarism of evidence
When producing evidence for your competencies, you must always avoid plagiarism. Plagiarism is defined as taking someone else’s work and passing it off as your own. You must make sure that all of your work is referenced appropriately.
Any evidence that you upload to your e-portfolio will be checked by your training departments. If a case of plagiarism is identified, departments will implement penalties according to local NHS Trust policies. In some cases this may mean disciplinary action.
The School also has its own Plagiarism policy which outlines the process the School will use, to consider allegations of plagiarism made against an individual.
Different types of submissions
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.
When you submit DOPS, OCEs and CBDs in the e-portfolio you must submit these as individual, separate submissions. We have set up the e-portfolio so that it, in order to establish that you have done the correct permutation and number of workplace-based assessments, the system expects and requires you to make these as separate submissions. If you do not submit the required individual submissions for a module, your overall programme progress and completion may be affected.
Here are the main points about the different types of submissions.
|Type of submission||Method used||Purpose||Takes place|
Direct observation of practical skills
|Observation||To observe and assess the conduct of a practical procedure.||It is reviewed and documented as it is happening.|
Observed clinical event
|Observation||To observe and assess a clinical encounter.||It is reviewed and documented as it is happening.|
|To discuss an outcome/output from workplace activity using a case record/result.||After clinical event, discussing, explaining, justifying aspects of the report/record/result. Including aspects of professionalism. Prior to the CBD event, the trainee should prepare discussion outlines with supporting evidence about two separate cases (Case A and Case B) for discussion. The assessor will then choose which case is discussed and assessed within the CBD event.|
|Review by others/
|To receive feedback about professionalism, interpersonal skills/team working, communication.||After the is feedback received, the trainee and training officer will reflect on comments of others within the framework of constructive feedback.|
|Competencies||Review of submitted evidence||To evaluate evidence that the trainee has achieved the appropriate level of proficiency for specified competences.||Upon trainee’s submission of evidence to their assessor.|