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- How to use the Turnitin Checker in OneFile – A guide for training officers and assessors
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- OneFile webinar for STP, ASP and ETP training officers (2021)
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- Tips and advice on managing your training during the pandemic
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- Important information for trainees and training officers during COVID-19
- Health, wellbeing and skills development guidance during COVID-19
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- Drop-in sessions and webinars
- Guidance on how to access a 1-2-1 meeting during the drop-in sessions
- Drop-in sessions for trainees and training officers
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- Using the Exceptional Extenuating Circumstances policy to apply for an extension of time or change to training
- Training management panel dates for EEC requests
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- What does the Exceptional Extenuating Circumstances policy cover and not cover?
- Wellbeing support for Black, Asian and Minority Ethnic NHS staff
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Programmes
- Apprenticeships
- How apprenticeships can benefit your organisation
- How to build an apprenticeship
- Useful resources to help get you started with your apprenticeship
- How do I find an independent end-point assessment organisation?
- Where can I find a training provider?
- Examples of credit allocations for a level 4 diploma
- Selecting the right units for your apprentice
- Apprenticeships case studies
- How to become a healthcare science apprentice
- What levels of apprenticeships are available?
- I’m a current apprentice; what support is available for me?
- Thinking of getting an apprentice?
- Clinical Data Science Programme
- Echocardiography Training Programme
- Echocardiography Training Programme university teaching dates
- Guidance for ETP trainees and training officers about the educational training support funding
- British Society of Echocardiography Transthoracic Accreditation – Tips to Succeed webinar
- Guidance for ETP recruitment 2022
- Key completion criteria for the Echocardiography Training Programme
- FAQs about the Echocardiography Training Programme
- Important documents for the Echocardiography Training Programme
- What is the difference between Echocardiography direct entry and in-service vacancies?
- About the Echocardiography Training Programme
- Latest news relating to the Echocardiography Training Programme
- Echocardiography PG Certificate: Introduction to OneFile 2020 webinar
- Guidance for trainees about study time
- Healthcare Science Innovation Fellowships
- Higher Specialist Scientist Training programme
- HSST case studies
- HSST research projects
- Supervisors
- Guidance about management issues and the HSST trainee
- What is the Annual Review of Progression (ARP)?
- Training planning resources for HSST supervisors
- Guidance on workplace evidence for HSST supervisors
- What is the Higher Specialist Scientist Training (HSST) programme?
- Employers
- Trainees
- IAPS Dates for 2023
- Presentations from the HSST Induction 2022
- HSST podcasts
- Key dates for the Annual Review of Progression (ARP) 2022
- Higher Specialist Scientist Training (HSST) Completion podcast
- Guidance for trainees about HSST completion
- Definitions for HSST completion
- IAPS Dates for 2022
- Evidence for certification and completing the programme
- Training planning resources for HSST trainees
- Guidance on workplace evidence for HSST trainees
- Guidance on booking and preparing for the IAPS
- Guidance on the Independent Assessment of Professionals Skills for HSST trainees
- Outcome statements for the HSST Annual Review of Progression
- IAPS – the HSST final assessment
- Building your portfolio of evidence of activity in the workplace
- Annual review of progression common issues
- HSST Trainee networks
- Using Multi-Source Feedback (MSF) as an assessment tool
- Annual review of progression
- What will I be assessed on?
- Approval process for prior PhDs
- The academic part of the HSST
- Your HSST curriculum
- Routes through the programme
- Applicants
- Guidance for your HSST interview
- How the special circumstances policy works
- Key dates for HSST 2022
- Applying for the HSST programme
- An overview of the HSST recruitment process
- HSST 2022 guidance for applicants and employers
- Higher Specialist Scientist Training (HSST) posts 2022
- FAQs about applying to the HSST
- What are the entry requirements for the HSST?
- FAQs about the HSST eligibility joint statement
- What is the difference between direct entry and in-service posts?
- What are the HSST specialties?
- Pathways for HSST applicants with pre-existing doctoral qualifications
- About the Higher Specialist Scientist Training programme
- Practitioner Training Programme
- PTP Curriculum Review Consultation
- PTP case studies
- COVID-19: LAMP work placement programme
- Which universities offer the Practitioner Training Programme?
- PTP Improvement Review Reports
- Important documents for PTP
- Curriculum documents for PTP
- COVID-19: PTP student information
- COVID-19: PTP providers
- Support for PTP trainees
- How can I apply to the Practitioner Training Programme?
- About the Practitioner Training Programme
- Scientist Training Programme
- STP case studies
- STP research projects
- Trainers
- Guidance for assessors on using OneFile to access IACC portfolios
- Guidance on using eNetAssess for assessors
- IACC 2022 Assessor webinar recordings
- IACC 2022 Assessor guidance
- Recordings of the ‘Planning for the new STP 2022 curriculum’ webinars
- Guidance for working with the 2022 STP curricula
- Important documents for STP trainers
- FAQs on management of trainees for STP trainers
- Methods of work-based assessment used on the STP
- Training roles and responsibilities
- Getting a Trainee
- Trainees
- Gwella Leadership Portal – Health Education and Improvement Wales (HEIW)
- Changes to the assessment of trainees on the new curricula
- STP Induction 2022 webinars
- Presentations from the STP Induction 2022
- Key dates for STP 2023 final assessment
- Key dates for STP 2024 final assessment
- STP Induction 2022 online events
- STP Induction Day 2022 Agenda
- Case-based discussion scenarios for IACC 2022
- IACC 2022 Trainee webinar recordings
- How to submit your IACC 2022 critical reflective narrative
- Guidance about the STP educational training support funding
- STP Completion 2023
- Reflective practice for the IACC
- Reflective practice for the IACC – trainee workshop webinar
- IACC 2022 Trainee guidance
- STP Completion dates (all years)
- STP Completion 2022
- Key dates for STP 2022 final assessment
- Guidance about elective requirements for STP trainees completing between 2021 to 2023
- Online learning resources to support training for STP trainees
- What is Assessment for Learning (AfL)?
- Independent Assessment of Clinical Competence (2022)
- Important documents for STP trainees
- Important documents for STP completion (all years)
- STP Curriculum FAQs for trainees
- COVID-19: FAQs for STP trainees
- Useful resources for STP trainees
- Midterm review of progression outcomes and descriptors
- The different methods of assessment
- Trainee networks
- Your STP curriculum
- About the Midterm Review of Progression (MRP)
- Multi-source feedback (MSF)
- Introducing the Scientist Training Programme
- What is work-based assessment?
- What you can expect on the programme
- Applicants
- Topol Programme for Digital Fellowships
Services
- Accreditation
- Accreditation process webinars
- Endorsed ETP work-based training departments
- List of accredited higher education institutions
- Accreditation for higher education institutions (HEIs)
- Becoming an accredited Higher Education Institutions (HEIs)
- Important Accreditation documents for HEIs delivering the PTP
- Pathways to embed patient and public involvement in healthcare Scientist Training Programmes
- Important Accreditation documents for HEIs delivering the STP
- ETP Endorsement
- Responsibilities of the ETP employer
- ETP Endorsement requirements
- Guidance on hosting an Echocardiography trainee
- HSST Accreditation
- The HSST training plan
- Guidance on evidence required for the HSST work-based accreditation
- Hosting a HSST trainee
- STP Accreditation (work-based)
- Guidance on completing the STP accreditation application form
- The STP training plan
- Guidance on evidence required for the STP work-based accreditation
- Hosting a STP trainee
- FAQs about accreditation and quality of training
- Useful resources
- Reaccreditation
- Notify us about any changes
- Application packs for work-based providers
- How do I express an interest in hosting a trainee?
- An overview of the accreditation process
- How do I send the completed documentation and additional evidence?
- What other additional evidence do I need to provide?
- What forms and documents do I need to complete or provide when I apply for accreditation?
- Accredited STP work-based training departments
- Accredited HSST work-based training centres
- Feedback and progression – Advanced STP Train the Trainer 2021
- The Completion Process – Advanced STP Train the Trainer 2021
- Curriculum Review
- How the STP curriculum content review was carried out
- Animation about the new STP 2022 curriculum individual professional development module
- Animation about the new STP 2022 curriculum rotation module
- Curriculum review webinars
- Introducing the new STP Clinical Microbiology curriculum webinar
- Introducing the new STP Clinical Engineering curriculum webinar
- STP Curriculum launch for 2022 webinar
- Introducing the new STP Histopathology curriculum webinar
- Changes to the Scientist Training Programme introduced through curriculum review
- FAQs for the STP curriculum review
- End-Point Assessment
- Useful information and resources about apprenticeships, for employers and providers
- Important documents for End-Point Assessment
- Guidance for apprentices about the End-Point Assessment
- How to prepare for your End-Point Assessment
- How to start the End-Point Assessment process
- Our End-Point Assessment service
- Receiving your results and certificate
- Train the Trainer
- ETP Train the Trainer
- HSST Train the Trainer
- HSST Train the Trainer webinar
- HSST Train the Trainer
- HSST Train the trainer podcast series
- Guidance for HSST supervisors
- STP Train the Trainer
- STP Train the Trainer webinar series – October 2022
- Guidance about the research project
- Roles and responsibilities of the research project
- STP Train the Trainer webinar series – March 2022
- Advanced STP Train the Trainer webinars (reference only)
- STP Train the Trainer webinar series – June 2021
- STP Train the Trainer webinar series – March 2021
- Hosting an STP trainee in your department: A presentation for departments and Trusts (2020)
- A course for education supervisors who are supporting displaced or shielding trainees
- STP Train the Trainer
- STP Train the Trainer podcast series
- Good training planning
- Guidance for STP training officers
- Guide to producing good competency evidence
- Good STP competency evidence resources
COVID19 Pages
- COVID-19: ASP OSFAs
- COVID-19: Leading Compassionately through Covid19 – coaching and mentoring offer to leaders
- AHCS, IPEM, RCCP COVID-19 temporary register for PTP students
- COVID-19: FAQs for STP training officers
- HCPC COVID-19 temporary register for 3rd year STP trainees
- COVID-19: HSST IAPs
- HSST recruitment
- Project Nightingale
- COVID-19: PTP webinars for trainees and training officers
- COVID-19: Redeployment of Healthcare Scientists
- COVID-19: School-led meetings and events
- COVID-19: STP curriculum review meetings
- STP recruitment interviews
- COVID-19: Submitting expenses
- COVID-19: Useful links
- COVID-19: Webinars for trainees and training officers
- COVID-19: Workforce response to coronavirus
Publications
- A checklist for creating an STP training plan
- Academic Appeals form
- Academic Appeals Policy
- Academy for Healthcare Science – Good Scientific Practice (2021)
- Academy for Healthcare Science – Good Scientific Practice Consultation Document (2019)
- Academy for Healthcare Science – Standards of Proficiency for Higher Specialist Scientists (2015)
- Accreditation – Change notification form for PTP HEIs
- Accreditation – Change notification form for STP HEIs
- Accreditation education and training qualifications form
- Accreditation – Guidance for HEIs on delivering the PTP
- Accreditation – Guidance for HEIs on delivering the STP
- Accreditation – HEIs expression of intent form for PTP
- Accreditation – HEIs PTP submission form
- Accredited Scientific Practice – Data sharing agreement for employers
- Accredited Scientific Practice – Data sharing agreement for trainees
- Accredited Scientific Practice – Intro and Lower GI Physiology programme specification
- Accredited Scientific Practice – Intro and Upper GI Physiology programme specification
- Accredited Scientific Practice – Learning agreement for employers
- Accredited Scientific Practice – Learning agreement for trainees
- Accredited Scientific Practice – Lower GI Physiology and Endoanal Ultrasound programme specification
- Accredited Scientific Practice – Lower GI Physiology programme specification
- Accredited Scientific Practice – Programme Proposal form
- Accredited Scientific Practice – Specialty Proposal form
- Accredited Scientific Practice – Upper and Lower GI Physiology programme specification
- Accredited Scientific Practice – Upper GI Physiology (only) programme specification
- AHCS IPEM RCCP Joint Shared Temporary Register Statement
- Apprenticeship End-point Assessment – Conflict of interest policy
- Apprenticeship End-point Assessment – Fair Access Policy
- Apprenticeship End-point Assessment – Notification of mitigating circumstances form
- Apprenticeship End-point Assessment – Process for reasonable adjustments form
- Audiology Case-Based Discussion (CBD) Scenario – Interpretation of pure tone audiogram
- Audiology Case-Based Discussion (CBD) Scenario – Otoacoustic Emissions
- Audiology Case-Based Discussion (CBD) Scenario – Vestibular rehabilitation
- Autism Awareness presentation – NSHCS
- Basic Skills Set document for Physiologists
- Burns Night presentation – NSHCS
- Cancer Genomics Case-Based Discussion (CBD) Scenario – External quality assurance
- Cancer Genomics Case-Based Discussion (CBD) Scenario – Laboratory techniques in the diagnosis of acute leukaemia
- Cardiac Science Case-Based Discussion (CBD) Scenario – Interpretation of electrocardiogram (ECG)
- Cardiac Science Case-Based Discussion (CBD) Scenario – Treat patient with respect
- Checklists for STP work-based departments
- Chronic kidney diseases and tests for glomerular functions
- Clinical Biochemistry Case-Based Discussion (CBD) Scenario – Investigation of discordant results
- Clinical Biochemistry Case-Based Discussion (CBD) Scenario – Investigation of hyponatraemia
- Clinical Bioinformatics Genomics Case-Based Discussion (CBD) Scenario – Preparing to discuss a case in an MDT
- Clinical Bioinformatics Genomics Case-Based Discussion (CBD) Scenario – Validation and implementation of new software
- Clinical Bioinformatics Health Informatics Case-Based Discussion (CBD) Scenario – Audit design
- Clinical Bioinformatics Health Informatics Case-Based Discussion (CBD) Scenario – Information governance
- Clinical Bioinformatics Physical Sciences Case-Based Discussion (CBD) Scenario – AI technique governance
- Clinical Bioinformatics Physical Sciences Case-Based Discussion (CBD) Scenario – Database normalisation and integrity
- Clinical Immunology Case-Based Discussion (CBD) Scenario – Allergy testing
- Clinical Immunology Case-Based Discussion (CBD) Scenario – Significance of weak positive ANA
- Clinical Microbiology Case-Based Discussion (CBD) Scenario – GUM patient
- Clinical Microbiology Case-Based Discussion (CBD) Scenario – Infection post-eye surgery
- Clinical Pharmaceutical Science Case-Based Discussion (CBD) Scenario – Audit design
- Clinical Pharmaceutical Science Case-Based Discussion (CBD) Scenario – Non compliance
- Clinical Measurement and Development Case-Based Discussion (CBD) Scenario – Patient complaint
- Clinical Measurement and Development Case-Based Discussion (CBD) Scenario – Writing standard operating procedure for complex equipment
- Competition ratios for Scientist Training Programme direct entry posts
- Competition ratios for Scientist Training Programme 2022 direct entry posts
- Competition ratios for Scientist Training Programme 2021 direct entry posts
- Competition ratios for Scientist Training Programme 2020 direct entry posts
- Competition ratios for Scientist Training Programme 2019 direct entry posts
- Competition ratios for Scientist Training Programme 2018 direct entry posts
- Complaints Policy
- Complaints Policy Form
- COVID-19 LAMP work-placement programme framework
- COVID-19 Training Data Collection Tool for PTP
- Critically evaluate the function of the ionisation chamber in the Linear Accelerator and its importance for correct treatment delivery
- Degree Apprenticeships – What employers need to know
- Disability Confidence Policy
- Discovery report – NSHCS Trainee Data Management System Discovery
- Discussion about an understanding of request forms: Haematology rotation year 1
- Earth Day presentation – NSHCS
- Echocardiography Training Programme – Module A-CS-S1 Introduction to Clinical Echocardiography
- Employers brief on the HCS Assistant Standard for Level 2
- Employers brief on the HCS Associate Apprenticeship Standard for Level 4
- Employment status of STP graduates
- End-point Assessment – Memorandum of Agreement for level 6
- End-point Assessment – Memorandum of Agreement for levels 2 and 4
- End-point Assessment – Terms of Reference for Examination Boards
- Ending paid HCS work opportunities for year 2 PTP students and reintroducing standard placements
- Equality, diversity and inclusion presentation – NSHCS
- Ethnic demographic data for applications to the Scientist Training Programme
- Ethnic demographic data for applications to the Scientist Training Programme 2022
- Ethnic demographic data for applications to the Scientist Training Programme 2018
- Ethnic demographic data for applications to the Scientist Training Programme 2021
- Ethnic demographic data for applications to the Scientist Training Programme 2020
- Ethnic demographic data for applications to the Scientist Training Programme 2019
- ETP Change notification form for work-based providers
- ETP Change notification pack
- ETP Endorsement application
- ETP Initial endorsement application pack
- ETP Monthly Memos (2021)
- ETP Monthly Memos (2022)
- ETP Monthly Memo (November 2022)
- ETP Monthly Memo (August 2022)
- ETP Monthly Memo (September 2022)
- ETP Monthly Memo (October 2022)
- ETP Monthly Memo (July 2022)
- ETP Monthly Memo (May 2022)
- ETP Monthly Memo (April 2022)
- ETP Monthly Memo (March 2022)
- ETP Monthly Memo (February 2022)
- ETP Monthly Memo (January 2022)
- ETP Recruitment 2022 confirmation of applicant selection form
- ETP Recruitment Appendix A – Sample job advertisement (2022)
- ETP Recruitment Appendix B – Job description (2022)
- ETP Recruitment Appendix C – Person specification (2022)
- Evidence for meeting requirements for ETP Training Officer role
- Evidence for meeting requirements for HSST Workplace Supervisor role
- Evidence for meeting requirements for STP Training Officer role
- Example HSST training plan
- Example of an actor consent form used in STP final assessment
- Example of an end of first month trainee review record
- Example of an STP training plan (STP trainees prior to 2022)
- Example of STP Training plan (STP trainees 2022 – 2025)
- Example record of a telephone one to one with a trainee
- Example record of initial planning meeting with trainee
- Example SMART (Specific, Measurable, Achievable, Realistic, Time-based) objectives log
- Example statement of agreement for STP employers and training sites
- Exceptional Extenuating Circumstances application form – STP and HSST
- Exceptional extenuating circumstances policy – STP and HSST
- Expenses claims policy
- Feedback about the IACC from STP final year trainees and their training officers (2020)
- Gastrointestinal Physiology Case-Based Discussion (CBD) Scenario – Design of a Research Project
- Gastrointestinal Physiology Case-Based Discussion (CBD) Scenario – Hydrogen/Methane Breath Testing
- Genomic Counselling Case-Based Discussion (CBD) Scenario – Personal values in a professional setting
- Genomic Counselling Case-Based Discussion (CBD) Scenario – Take informed consent from a patient for WGS
- Genomics Case-Based Discussion (CBD) Scenario – DNA sequencing methods
- Genomics Case-Based Discussion (CBD) Scenario – Duty scientist referral cards and decision making
- Getting started with OneFile
- Guidance notes on how to evidence tests and procedures not performed locally
- Guidance on accreditation review visits for PTP HEIs
- Haematology and Transfusion Science Case-Based Discussion (CBD) Scenario – GP referral
- Haematology and Transfusion Science Case-Based Discussion (CBD) Scenario – GP referral pregnant patient
- The Role of the Haematology/Transfusion Consultant Scientist in the Delivery of Clinical and Laboratory Haematology Services: An Education and Training Solution and a Workforce Solution
- Health Education England (HEE) Quality Framework from 2021
- Higher Specialist Scientific Training in pathology: an overview
- Higher Specialist Scientist Training – programme advert (2022)
- Histocompatibility and Immunogenetics Case-Based Discussion (CBD) Scenario – Leaking sample
- Histocompatibility and Immunogenetics Case-Based Discussion (CBD) Scenario – Live donor selection
- Histopathology Case-Based Discussion (CBD) Scenario – Departmental backlog
- Histopathology Case-Based Discussion (CBD) Scenario – Dissection of appendix
- How to register with Agilio Feedback
- How to respond to a submission in OneFile
- How to respond to a workplace based assessment
- How to review and confirm your MSF
- How to set up email alerts in OneFile
- How to start an MSF
- How to submit a competency in OneFile
- How to submit a workplace-based assessment
- How to submit your MSF to OneFile
- How to unlock a submission in OneFile
- HSST Accreditation application for work-based providers
- HSST Accreditation application pack
- HSST Change notification form for work-based providers
- HSST Change notification pack
- Higher Specialist Scientist Training – Core person specification (2022)
- HSST Life Sciences training plan example
- HSST – Medical condition or disability request for special circumstances form (2022)
- HSST Monthly Memos (2020)
- HSST Monthly Memos (2021)
- HSST Monthly Memo (December 2021)
- HSST Monthly Memo (November 2021)
- HSST Monthly Memo (June 2021)
- HSST Monthly Memo (July 2021)
- HSST Monthly Memo (August 2021)
- HSST Monthly Memo (September 2021)
- HSST Monthly Memo (October 2021)
- HSST Monthly Memo (May 2021)
- HSST Monthly Memo (April 2021)
- HSST Monthly Memo (March 2021)
- HSST Monthly Memo (February 2021)
- HSST Monthly Memo (January 2021)
- HSST Monthly Memos (2022)
- HSST Monthly Memo (August 2022)
- HSST Monthly Memo (September 2022)
- HSST Monthly Memo (October 2022)
- HSST Monthly Memo (November 2022)
- HSST Monthly Memo (July 2022)
- HSST Monthly Memo (June 2022)
- HSST Monthly Memo (May 2022)
- HSST Monthly Memo (April 2022)
- HSST Monthly Memo (March 2022)
- HSST Monthly Memo (February 2022)
- HSST Monthly Memo (January 2022)
- HSST – Primary carer request for special circumstances form (2022)
- HSST Reaccreditation application for work-based providers
- HSST Reaccreditation application pack
- HSST Trainee Induction 2022 presentations
- IACC 2022 Clinical Bioinformatics Genomics Core Modules
- IACC 2022 Imaging with non-Ionising Radiation Core Modules
- Identify the most appropriate test for at least two example clinical presentations
- Imaging with Ionising Radiation Case-Based Discussion (CBD) Scenario – Gamma camera QC failure
- Imaging with Ionising Radiation Case-Based Discussion (CBD) Scenario – Regulatory compliance for a new facility
- Imaging with Non-Ionising Radiation Case-Based Discussion (CBD) Scenario – Adjusting sequence parameters to lower SAR
- Imaging with Non-Ionising Radiation Case-Based Discussion (CBD) Scenario – MRI artefact
- Joint statement from UK CSO Offices regarding workforce response to COVID-19
- Letter from Gillian Keegan, DofE regarding Apprenticeships
- Letter to year 2 PTP students regarding their education during the COVID-19 pandemic
- Literature search results regarding online learning and teaching during the COVID-19 pandemic
- Making diversity and inclusion matter at the National School of Healthcare Science – NSHCS
- Medical Device Risk Management & Governance Case-Based Discussion (CBD) Scenario – Patient complaint
- Medical Device Risk Management & Governance Case-Based Discussion (CBD) Scenario – Writing standard operating procedures
- Mitigating Circumstances Policy
- Mitigating Circumstances Requests form
- Modernising Scientific Careers: The UK Way Forward
- National Recruitment Complaints Policy and Procedures
- Neurophysiology Case-Based Discussion (CBD) Scenario – Planning VEP recordings
- Neurophysiology Case-Based Discussion (CBD) Scenario – Unsafe practice
- NHS Wellbeing poster
- Staff Common Room poster
- NSHCS Advert for Chair on the Quality Standards Committee
- NSHCS Advert for Clinical Scientist Representative on the Quality Standards Committee
- NSHCS Advert for HEIs Representative on the Quality Standards Committee
- NSHCS Advert for Learner Representative on the Quality Standards Committee
- NSHCS Letter about assessment methods used on the STP during the Covid-19 pandemic
- NSHCS Letter regarding research sponsorship of STP and HSST trainees during the COVID-19 pandemic
- NSHCS Letter regarding study time for STP and HSST trainees during the COVID-19 pandemic
- NSHCS Plagiarism policy
- NSHCS Statement – Supporting the COVID-19 response: Guidance regarding education and training
- NSHCS STP Employer responsibilities letter
- Ophthalmic and Vision Science Case-Based Discussion (CBD) Scenario – OCT quality
- Ophthalmic and Vision Science Case-Based Discussion (CBD) Scenario – Unexpected result
- Overview of the Pathology department
- Pathways to embed patient and public involvement in healthcare Scientist Training Programmes
- Perform routine quality assurance measurements on a radionuclide calibrator
- Perform the analyses to laboratory standard operating procedures for bone metabolism
- Perform the analyses to laboratory standard operating procedures on patients with disorders of renal pathology – CB-2 and C-2
- Perform the analyses to laboratory standard operating procedures on patients with disorders of renal pathophysiology
- Person specification for STP final assessment assessor
- Platelet testing and disorders
- Produce reports using validated results on common clinical biochemistry investigations – CB-1 and C-8
- PTP BSc Healthcare Science Curriculum Anatomical Pathology Technology (2016-2017)
- PTP BSc Healthcare Science Curriculum Cardiovascular, Respiratory and Sleep Sciences (2016-2017)
- PTP BSc Healthcare Science Curriculum Clinical Engineering (2016-2017)
- PTP BSc Healthcare Science Curriculum Clinical Photography (2016-2017)
- PTP BSc Healthcare Science Curriculum Life Sciences (2017-2018)
- PTP BSc Healthcare Science Curriculum Medical Physics Technology (2016-2017)
- PTP BSc Healthcare Science Curriculum Neurosensory Sciences (2016-2017)
- Practitioner Training Programme – Improvement Review Report
- PTP Monthly Memos (2021)
- Radiation Safety Physics Case-Based Discussion (CBD) Scenario – Critical exam of a new facility
- Radiation Safety Physics Case-Based Discussion (CBD) Scenario – Local rules for a Nuclear Medicine Department
- Radiotherapy Physics Case-Based Discussion (CBD) Scenario – Radiotherapy linac theory
- Radiotherapy Physics Case-Based Discussion (CBD) Scenario – Radiotherapy treatment planning
- Ramadan presentation – NSHCS
- Rationale to support the Clinical Engineering Clinical Scientist STP Curriculum revision 2022 by Dr Richard Scott
- Reasonable Adjustments Form
- Reasonable Adjustments Policy
- Receive, label and store routine clinical biochemistry samples – C3
- Recognition of malarial parasites
- Reconstructive Science Case-Based Discussion (CBD) Scenario – Prosthetic review and managing complications
- Reconstructive Science Case-Based Discussion (CBD) Scenario – Provision of quality prosthesis and problem solving
- Recruitment profile – End-point Assessment writers
- Rehabilitation Engineering Case-Based Discussion (CBD) Scenario – Patient complaint
- Rehabilitation Engineering Case-Based Discussion (CBD) Scenario – Writing standard operating procedures for complex equipment
- Reproductive Science Andrology Case-Based Discussion (CBD) Scenario – Health and safety in the laboratory
- Reproductive Science Andrology Case-Based Discussion (CBD) Scenario – Raising concerns with colleague’s practice
- Reproductive Science Embryology Case-Based Discussion (CBD) Scenario – Health and safety in the laboratory
- Reproductive Science Embryology Case-Based Discussion (CBD) Scenario – Raising concerns with colleague’s practice
- Respiratory and Sleep Science Case-Based Discussion (CBD) Scenario – Procedure for setting up a respiratory test
- Respiratory and Sleep Science Case-Based Discussion (CBD) Scenario – Treat patient with respect
- Right to work and identification checks guidance
- Salary support extensions due to COVID-19 impact – Letter from Health Education England
- Scaling the Heights: an overview of HSST in Healthcare Science
- Scientist Training Programme – A checklist for training planning
- Scientist Training Programme – Clinical Engineering training plan example
- Scientist Training Programme – Core person specification (2022)
- STP Equivalence funding application form
- Scientist Training Programme – Generic job description for Trainee Healthcare Scientist (2022)
- Scientist Training Programme – Genomics training plan example
- Scientist Training Programme – Good competency evidence reflection grid
- Scientist Training Programme – Hosting an STP trainee in your department: A presentation for departments and Trusts
- Scientist Training Programme – Jargon buster
- Scientist Training Programme – Medical condition or disability request for special circumstances form (2022)
- Scientist Training Programme – Operating policies for the Independent Assessment of Clinical Competence
- Scientist Training Programme – Primary carer request for special circumstances form (2022)
- Scientist Training Programme – Requirements for Completion (2023)
- Scientist Training Programme – Requirements for Completion Policy (2021)
- Scientist Training Programme – Requirements for Completion Policy (2022)
- Scientist Training Programme – Trainee Clinical Scientist advert (2022)
- Scientist Training Programme – Transfer of Training Policy
- Scientist Training Programme – Transfer of Training Policy application form
- Shrove Tuesday presentation – NSHCS
- St Andrews Day presentation – NSHCS
- St Patricks Day presentation – NSHCS
- STP Accreditation application for work-based providers
- STP Accreditation application pack
- STP Change notification form for work-based providers
- STP Change notification pack
- STP Final Assessment – IACC Marking Criteria (2022)
- STP IACC 2022 Assessor Refresher training PowerPoint presentation (June 2022)
- STP IACC 2022 submission template
- STP IACC 2022 Trainee briefing PowerPoint presentation (May 2022)
- STP IACC 2022 Trainee guidance
- STP IACC Domain 1 – Professional Practice example
- STP IACC Domain 2 – Scientific Practice example
- STP IACC Domain 3 – Clinical Practice example
- STP IACC Domain 4 – Research, Development and Innovation example
- STP IACC Domain 5 – Clinical Leadership example
- STP Monthly Memos (2020)
- STP Monthly Memos (2021)
- STP Monthly Memo (December 2021)
- STP Monthly Memo (November 2021)
- STP Monthly Memo (June 2021)
- STP Monthly Memo (July 2021)
- STP Monthly Memo (August 2021)
- STP Monthly Memo (September 2021)
- STP Monthly Memo (October 2021)
- STP Monthly Memo (May 2021)
- STP Monthly Memo (April 2021)
- STP Monthly Memo (March 2021)
- STP Monthly Memo (February 2021)
- STP Monthly Memo (January 2021)
- STP Monthly Memos (2022)
- STP Monthly Memo (August 2022)
- STP Monthly Memo (September 2022)
- STP Monthly Memo (November 2022)
- STP Monthly Memo (October 2022)
- STP Monthly Memo (July 2022)
- STP Monthly Memo (June 2022)
- STP Monthly Memo (May 2022)
- STP Monthly Memo (April 2022)
- STP Monthly Memo (March 2022)
- STP Monthly Memo (February 2022)
- STP Monthly Memo (January 2022)
- STP Reaccreditation application for work-based providers
- STP Reaccreditation application pack
- Scientist Training Programme – Trainee exit survey (2020)
- STP Trainee Induction 2022 presentations
- STP Training officer person specification
- Suggested areas/subjects to achieve imaging competencies for Neurosensory STP trainees undertaking the Clinical Assessment and Investigation (CA&I) rotation module
- Suggested areas/subjects to achieve Pathology Competencies for Neurosensory STP trainees undertaking the Clinical Assessment and Investigation (CA&I) rotation module
- Suggestions of reflective practice in support of the professional practice modules
- Supporting the healthcare science workforce throughout the 2nd COVID-19 wave
- The School Report (2020)
- The School Report (2021)
- The School Report (2022)
- Therapeutic drug monitoring of anti epileptic medications
- Training allowance for the HSST programme – Letter from Health Education England
- Training roles on the Scientist Training Programme (STP)
- Training Support Presentation to Trainee Representative Group (March 2021)
- UK Quality Code for Higher Education (2014)
- Urodynamic Science Case-Based Discussion (CBD) Scenario – Procedure for setting up urodynamic test
- Urodynamic Science Case-Based Discussion (CBD) Scenario – Uroflowmetry testing
- Use computer software associated with the LIMS and laboratory equipment – C2
- Using automated analysers and scientific principles used in clinical biochemistry
- Vascular Science Case-Based Discussion (CBD) Scenario – Patient pathway DVT
- Vascular Science Case-Based Discussion (CBD) Scenario – Treat patient with respect
- Workplace-based assessment feedback form