Work-based activities and evidence

About work-based evidence

Trainees will need to gather evidence of workplace activity mapped against the Higher Specialist Scientist Standards of Proficiency. This evidence will be submitted to the e-portfolio OneFile where the workplace supervisor can accept, reject or ask trainee to resubmit with improvements/additions. Workplace supervisors should always leave feedback when asking for improvements.

Project work is especially valuable for generating such evidence, designed or focussed (where possible) to:

• critically review the integrity of the underpinning science
• apply academic learning
• identify innovation and research and development opportunities
• propose and introduce possible system changes
• make explicit use of leadership skills and processes
• link to the domains of Good Scientific Practice

HSST trainees will be required to accumulate evidence to demonstrate satisfactory achievement of the requirements of the curriculum, with respect to the practice, values and behaviours expected of a consultant clinical scientist.

The AHCS Standards of Proficiency are the professional standards which every Higher Specialist Scientist must meet in order to become registered and must continue to meet in order to maintain their registration. By the time trainees exit the programme they should have evidence in e-portfolio that they have met all of the Standards of Proficiency.

Characteristics of good evidence

Evidence should meet specialist Curriculum Learning Outcomes and the Academy’s Standards of Proficiency for Higher Specialist Scientists. Evidence should showcase a trainee’s mastery of knowledge, skills, and professional behaviours at Consultant Clinical Scientist level.

Key characteristics are:

• sufficient
• authentic
• relevant
• current
• underpin defensible progression decisions

What makes good evidence?

Good evidence requires familiarity with the HSST Standards of Proficiency, the HSST specialist curriculum, scope of practice, and CCS job descriptions. Evidence should be:

• trainee-led
• quality not quantity, evidence should be clear and concise
• authentic, naturally occurring; plan for stretch opportunities to show level 8 skills and don’t focus on single observations
• use of different media such as video and photographs – not all written reflective
• treat as a research exercise – identify total scope of practice (SoPs), identify occasions or events at which to collect evidence until convincing saturation point reached
• demonstrate the attitudes and behaviours necessary for professional practice as a consultant clinical scientist dealing with the complexities, uncertainties and tensions of professional practice at this level

Examples of evidence

Here are some examples of evidence that could be used:

• conduct appraisals
• audit meeting minutes – showing trainee contribution
• patient day
• user survey analysis
• turn-around time review
• publications
• quality meeting minutes – showing trainee contribution
• directorate meetings attendance and reflection
• audit conducted
• non-conformity investigation
• MDT minutes – showing trainee contribution
• final assessment writing and assessing
• professional body committee meeting
• exam board meeting
• lecture/seminar/tutorial given and reflection
• clinic visit and reflection
• STP Train the trainer/final assessment examiner/STP Interviewer certificate
• Case Based Discussions (CBD)
• complex case presentation
• summary and reflection on bleep cases
• public engagement and patient events
• UKAS Report – trainee contribution
• role in training reflection
• STP training plans
• STEM Ambassador event