The NSHCS work-based assessment standards define how work-based assessments should be conducted and the responsibilities of trainees, trainers and assessors.
The flexibility to reflect local practice has been embedded in the work-based curriculum. Details of methods, equipment and processes etc. have not been included in the curriculum wherever possible. The curriculum outlines tasks that must be undertaken but does not define how, allowing the task to be completed according to local practice. This also allows the curriculum to evolve with practice as new methods or ways of working are introduced.
Some training centres may require outside support where skills or experiences are not locally available and have been deemed essential by the curriculum. Working with a network of training centres and/or departments can be beneficial to the training experience and may be formalised as a training consortium. Not being able to provide all of the requirements of the curriculum in a single training centre should not be a barrier to hosting a trainee where those requirements can be supported by other departments.
Training activities
The number of training activities has been standardised across all modules. For a 10-credit module there will be 10 training activities (+/-1). Training activities have been developed to ensure that trainees acquire the skills required of a Clinical Scientist by the end of training.
Within the Curriculum Library, we outline the evidence required for each training activity and a list of considerations, which are suggestions about what may be useful for the trainee to think about while undertaking a training activity. The considerations are not exhaustive, exclusive nor directive; it is a starting point for the competency.
Observed assessments and case-based discussions
The number of observed assessments and case-based discussions is standardised across all modules. Trainees will need to complete 1 DOP (direct observation of practical skills) or OCE (observed clinical event) and 1 CBD (case-based discussion) in each rotation module and 2 DOPs or OCEs and 2 CBDs for each 10-credit specialty module. The numbers and options for assessments for each module are outlined in the Curriculum Library.
For case-based discussions, trainees are asked to prepare 1 case for each assessment. Case-based discussions should focus on the topic area of the associated module to ensure trainees develop their knowledge across the full breadth of the curriculum. Trainees should be supported to develop their knowledge and skill in presenting case-based discussions, including formative opportunities to practise and receive feedback on CBDs.
Marking forms for observed assessments and case-based discussions are downloadable from the School website and within OneFile to support assessors in providing feedback to trainees undertaking work-based assessments.
Clinical experiences
Within the Curriculum Library, for each module we publish a set of suggested clinical experiences. Clinical experiences are observations providing trainees with context on practice and a greater understanding of the application of the specialty. These experiences, often in clinics and patient-facing environments, help trainees to appreciate the experiences of the patients whose care they are contributing to. Clinical experiences may help support evidence for training activities and opportunities to meet these experiences should be detailed in a trainee’s training plan.