| Programme | Scientist Training Programme |
| Specialty | Clinical Biochemistry |
| Year of review | 2025 – 2026 |
| Curriculum | Click link to access Clinical Biochemistry curriculum |
| Specialty Lead Editor | Ellen Stephens, Hannah Fearon |
Current priority areas
Stakeholder feedback
Feedback collecting through the Curriculum Library survey collected between January 2024 and November 2025. All stakeholder feedback is presented verbatim.
Programme
- Since the Clinical Biochemistry curriculum was revised, the year 1 training activities have become largely process-related and there is very little focus on the routine biochemistry tests. The old Y1 curriculum covered the key biochemistry profiles (renal, bone and liver), and it required trainees to gain a working knowledge of reference ranges, phoning limits, common causes of high and low results etc. as well as the analytical aspects of these tests. This held them in good stead for the year 2 specialist modules. The training activities in the new curriculum are mainly process-related, and they cover very little routine clinical biochemistry. This puts additional pressure on trainees to cover the basics as well as developing this knowledge when they enter their specialist training. There could be a better balance in this first year.
- Curriculum should include sustainability, NHS net zero, social value and the importance of appropriate test utilisation/diagnostic stewardship. This applies to all STP curricula across programmes.
S-CB-R1 Introduction to Biochemistry
- no feedback received
S-CB-S1 Endocrinology and Diabetes
- no feedback received
S-CB-S2 Major Organs and Cancer
Training activities
- 8 – Not always practical or easy for trainees to carry out faecal tests – often a sendaway test. We managed to cover the FIT testing as our Trust covers the bowel cancer screening programme for London but the other tests (calprotectin and elastase) are sendaways. Ideally tests that are often sendaways should not be included as core activities. Or the wording ‘perform’ should be changed to ‘interpret’ etc. to allow for an overall understanding rather than carrying out the activity itself.
- 10 – In our Trust we do not offer biochemical analysis of cyst fluid, and I do not think it is common in other Trusts. Likewise we do not test for chylomicrons. However, we do routinely offer analysis, with interpretation, of ascitic fluid which is not included in this TA.
S-CB-S3 Paediatric Biochemistry and Inborn Errors of Metabolism
- no feedback received
S-CB-S4 Pregnancy and Screening
Training activities
- 9 – Sweat testing is rarely carried out anymore, even in specialist paediatric centres. Our trainees attend a specialist paediatric centre for newborn screening rotation, however even there they do not cover sweat testing in their department. This test has been superseded in many labs by genetics. I think this should be removed as an activity.
S-CB-S5 Vitamins, Trace Elements, Toxicology and Therapeutic Drug Monitoring
Training activities
- 9 – Many of these drugs are sendaway tests not done in a routine lab making it difficult to get access to the assays themselves. I think the wording should be changed from ‘perform’ to just ‘interpret’ so that results can be discussed and any important aspects can be highlighted but removing the need to perform the test itself which can be difficult to witness.
Changes made
Module level changes
| Change ID | M1 |
| Module code | S-CB-R1 |
| Module content | Training Activity |
| Original | Observe specimen reception, and reflect on the processes. |
| Change | Follow the pathway for routine and urgent samples throughout the laboratory from specimen reception to result reporting and reflect on the process. |
| Change category | Minor |
| Implementation cohort | 2026 |
| Change ID | M2 |
| Module code | S-CB-R1 |
| Module content | Training Activity |
| Original | Follow the pathway of an urgent sample from reception to reporting, and reflect on the journey. |
| Change | Observe analyses involved in the detection of renal disease and reflect on the process.
Considerations:
|
| Change category | Minor |
| Implementation cohort | 2026 |
| Change ID | M3 |
| Module code | S-CB-R1 |
| Module content | Training Activity |
| Original | Review the impact of national, regional and local guidelines, and reflect on how this guides practice. |
| Change | Review the national, regional and local guidelines for kidney function tests, and reflect on how this guides practice and their impact.
Considerations:
|
| Change category | Minor |
| Implementation cohort | 2026 |
| Change ID | M4 |
| Module code | S-CB-R1 |
| Module content | Training Activity |
| Original | Follow the pathway of multiple samples for one patient from reception to reporting, and reflect on the journey. |
| Change | Observe the phoning of abnormal results and reflect on the process.
Considerations:
|
| Change category | Minor |
| Implementation cohort | 2026 |
| Change ID | M5 |
| Module code | S-CB-S1 |
| Module content | Training Activity |
| Original | 3 – Perform and interpret the analyses to laboratory standard operating procedures on patients with:
|
| Change | Perform and interpret the analyses to laboratory standard operating procedures on patients with:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M6 |
| Module code | S-CB-S1 |
| Module content | Training Activity |
| Original | 7 – Perform and interpret the analyses to laboratory standard operating procedures on patients with endocrine causes of obesity, including:
Learning outcomes: 1, 2 |
| Change | Interpret the analyses to laboratory standard operating procedures on patients with endocrine causes of obesity, including:
Learning outcomes: 2, 4 |
| Change category | Minor |
| Implementation cohort |
| Change ID | M7 |
| Module code | S-CB-S1 |
| Module content | Training Activity |
| Original | 8 – Perform and interpret four of the following analyses to laboratory standard operating procedures on patients with:
Learning outcomes: 1, 4 |
| Change | Perform and interpret the following analyses on patients for:
using the following test(s):
Learning outcomes: 1, 2, 4 |
| Change category | Minor |
| Implementation cohort |
| Change ID | M8 |
| Module code | S-CB-S2 |
| Module content | Training Activity |
| Original | 2 – Interpret and report on routine biochemical results in the detection of major organ disease and cancers to include:
|
| Change | Interpret and report on routine biochemical results in the detection of major organ disease and cancers to include:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M9 |
| Module code | S-CB-S2 |
| Module content | Training Activity |
| Original | 3 – Identify cases that require urgent action and offer clinical advice on follow-up and further management
To include six of:
|
| Change | Identify cases that require urgent action and offer clinical advice on follow-up and further management
To include:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M10 |
| Module code | S-CB-S2 |
| Module content | Training Activity |
| Original | Perform the faecal analyses involved in the detection of major organ disease and cancers to laboratory standard operating procedures to include:
Learning outcomes: 1, 2, 3 |
| Change | Interpret the results of faecal analyses involved in the detection of major organ disease and cancers to laboratory standard operating procedures to include:
Learning outcomes: 2, 3 |
| Change category | Minor |
| Implementation cohort |
| Change ID | M11 |
| Module code | S-CB-S2 |
| Module content | Training Activity |
| Original | 9 – Perform the tumour markers analyses involved in the detection of major organ disease and cancers to laboratory standard operating procedures to include:
Learning outcomes: 1, 2, 3 |
| Change | Interpret tumour marker results to laboratory standard operating procedures to include:
Learning outcomes: 2, 3 |
| Change category | Minor |
| Implementation cohort |
| Change ID | M12 |
| Module code | S-CB-S2 |
| Module content | Training Activity |
| Original | 10 – Perform the fluid analyses involved in the detection of major organ disease and cancers to laboratory standard operating procedures to include:
|
| Change | Perform the fluid analyses involved in the detection of major organ disease and cancers to laboratory standard operating procedures to include:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M13 |
| Module code | S-CB-S3 |
| Module content | Training Activity |
| Original | 2 – Perform analysis of:
Glucose, Ammonia Bilirubin (conjugated/unconjugated) Creatinine, Lactate Bicarb/blood gases Uric acid (plasma/urine) |
| Change | Remove |
| Change category | Minor |
| Implementation cohort |
| Change ID | M14 |
| Module code | S-CB-S3 |
| Module content | Training Activity |
| Original | Perform under supervision point of care testing for ketones (ketometers/dipsticks) and glucose (glucometers). |
| Change | Perform under supervision point of care testing for ketones (ketometers/dipsticks), glucose (glucometers) and blood gas instruments. |
| Change category | Minor |
| Implementation cohort |
| Change ID | M15 |
| Module code | S-CB-S3 |
| Module content | Training Activity |
| Original | 7 – Write a plan of investigation for the diagnosis of one of the following disorders:
|
| Change | Write a plan of investigation for the diagnosis of one of the following disorders:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M16 |
| Module code | S-CB-S3 |
| Module content | Training Activity |
| Original | 8 – Write a plan of investigation for three of the following categories of IEM:
|
| Change | Write a plan of investigation for one of the following categories of IEM:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M17 |
| Module code | S-CB-S3 |
| Module content | Training Activity |
| Original | 10 – Write a plan of investigation for two of the following in the context of a suspected inborn error:
|
| Change | Write a brief plan of investigation for the following in the context of a suspected inborn error:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M18 |
| Module code | S-CB-S4 |
| Module content | Training Activity |
| Original | 3 – Perform the analyses involved in the detection of pregnancy specific complications to laboratory standard operating procedures to include three of the following:
|
| Change | Perform the analyses involved in the detection of pregnancy specific complications to laboratory standard operating procedures to include:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M19 |
| Module code | S-CB-S4 |
| Module content | Training Activity |
| Original | 7 – Interpret the results of a trisomy EQA report |
| Change | Remove |
| Change category | Minor |
| Implementation cohort |
| Change ID | M20 |
| Module code | S-CB-S4 |
| Module content | Training Activity |
| Original | 8 – Interpret and report the results of newborn screens, including examples of both negative and positive cases for three of the following conditions:
|
| Change | Interpret and report the results of newborn screens, including examples of both negative and positive cases for three of the following conditions:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M21 |
| Module code | S-CB-S5 |
| Module content | Training Activity |
| Original | 1 – Select the appropriate diagnostic pathway for patients with a suspected diagnosis of the following conditions:
|
| Change | Select appropriate investigation protocols for patients with a suspected diagnosis of the following conditions:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M22 |
| Module code | S-CB-S5 |
| Module content | Training Activity |
| Original | 3 – Interpret results for one of the following pharmacogenetic tests:
|
| Change | Interpret the results for Thiopurine methyltransferase (TPMT) activity and metabolites. |
| Change category | Minor |
| Implementation cohort |
| Change ID | M23 |
| Module code | S-CB-S5 |
| Module content | Training Activity |
| Original | 4 – Perform and interpret assays for the following metals:
|
| Change | Perform and interpret assays for the following metals:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M24 |
| Module code | S-CB-S5 |
| Module content | Training Activity |
| Original | 5 – Perform and interpret assays for the measurement of including chromatographic analysis:
|
| Change | Interpret the assays for:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M25 |
| Module code | S-CB-S5 |
| Module content | Training Activity |
| Original | 8 – Perform and interpret assays for the analysis for three of the following:
|
| Change | Interpret assays for the analysis for Methotrexate, Digoxin and one of the following:
|
| Change category | Minor |
| Implementation cohort |
| Change ID | M26 |
| Module code | S-CB-S5 |
| Module content | Training Activity |
| Original | 9 – Perform and Interpret assays for the measurement of four of the following:
|
| Change | Interpret assays for the measurement of four of the following:
|
| Change category | Minor |
| Implementation cohort |
Programme level changes
- no changes made
Periodic review
This specialty curriculum requires significant change beyond the scope of an annual review.
Response – no
Rationale
Please provide an overview of the rationale for why the proposed changes are needed or why changes were not needed, with reference to stakeholder feedback.
Response – no rationale provided by Lead Editor
I confirm I have reviewed the Reflective Practice Guidance for ETAs and DTAs and have made any changes necessary.
Specialty Lead Editor signature: Ellen Stephens
Date: 2 January 2026
Note: I have reviewed ETAs/DTAs for CB-S2, CB-S3 and CB-S4
Specialty Lead Editor signature: Hannah Fearon
Date: 4 January 2026
Note: I have reviewed ETAs/DTAs for CB-S1 and CB-S5
Change control - completed by the school
Programme structure
| Change ID | Programme structure maintained | Comments |
| M1 | Yes | |
| M2 | Yes | |
| M3 | Yes | |
| M4 | Yes | |
| M5 | Yes | |
| M6 | Yes | |
| M7 | Yes | |
| M8 | Yes | |
| M9 | Yes | |
| M10 | Yes | |
| M11 | Yes | |
| M12 | Yes | |
| M13 | Yes | |
| M14 | Yes | |
| M15 | Yes | |
| M16 | Yes | |
| M17 | Yes | |
| M18 | Yes | |
| M19 | Yes | |
| M20 | Yes | |
| M21 | Yes | |
| M22 | Yes | |
| M23 | Yes | |
| M24 | Yes | |
| M25 | Yes | |
| M26 | Yes |
Completed by: Chris Fisher
Date: 15 January 2026
Health and Care Professions Council (HCPC) mapping
- No changes made to learning outcomes. HCPC mapping maintained.
Completed by: Chris Fisher
Date: 15 January 2026