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.

Click to go to 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.

Graphic showing the types of assessment used in the workplace

Graphic showing what types of assessment are used in the workplace

Types of submissions

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.
Case-based discussion
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.
Multi-source feedback
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.