Programmes
- Apprenticeships
- Accredited Scientific Practice Programme
- Applicants
- University providers
- Available programmes
- Payments and costs
- Applying to the programme
- Entry requirements
- Trainees
- Employers
- Higher Specialist Scientist Training Programme
- Supervisors
- Employers
- Employing a HSST Trainee
- Funding guidance
- About the Higher Specialist Scientist Training programme
- Workplace accreditation
- Trainees
- The Independent Assessment of Professional Skills
- Booking for and preparing for your IAPS
- Exceptional extenuating circumstances
- HSST Induction and Networking Day 2019
- Training planning
- Guidance on workplace evidence
- Work-place based assessment
- Annual review of progression common issues
- OneFile webinars
- OneFile guidance resources
- Exit criteria for certification
- Trainee networks
- Trainee representatives
- Exiting the programme
- Multi-source feedback (MSF)
- Annual review of progression
- Assessment
- Approval process for prior PhDs
- Doctoral award
- Understanding the curriculum
- Programme delivery
- Applicants
- Practitioner Training Programme
- Scientist Training Programme
- Trainers
- Midterm review of progression – support meetings guidance
- Objective Structured Final Assessment (OSFA)
- Work-based assessment
- OneFile webinars
- OneFile guidance resources
- Training roles and responsibilities
- Getting a Trainee
- Trainees
- Midterm review of progression – support meetings guidance
- STP Induction Day 2019
- STP research projects
- Useful resources
- Guide to feedback and Assessment for Learning
- Training planning resources
- Producing good competency evidence resources
- Midterm review of progression outcomes and descriptors
- Assessment overview
- OneFile webinars
- OneFile guidance resources
- Regional trainee networks
- Trainee representatives
- Your curriculum
- Midterm review of progression
- Multi-source feedback (MSF)
- About the Scientist Training Programme
- Objective Structured Final Assessment (OSFA)
- Work-based assessment
- Completion of the programme
- Setting the scene
- Applicants
- STP posts 2020 – breakdown by division, theme and specialism
- 2020 Core person specification for STP
- 2020 Generic job description for trainee Healthcare Scientist
- 2020 Posts by location – Informatics
- 2020 Posts by location – Physical Sciences
- 2020 Posts by location – Physiological Sciences
- STP specialisms
- About the Scientist Training Programme
- Routes into the programme
- 2020 Posts by location – Life Sciences
- Entry requirements
- 2020 university providers
- Topol Fellowships
Services
- Accreditation
- Guidance for HEIs
- Accredited STP work-based training departments
- PTP academic programmes
- STP academic programmes
- Guidance for work-based providers
- HSST academic programmes
- Hosting an STP Trainee
- Guidance for accreditation visits
- Accreditation for work-based providers
- Curriculum
- End-point Assessment
- OneFile
- Train the Trainer
- Training Support
Events
- 2020 Chief Scientific Officer’s Annual Conference
- 2020 HEAT Awards
- 2020 Southern Counties Healthcare Science Symposium
- 2nd Annual Children’s Hospital Educational Specialist Symposium
- AI for healthcare: equipping the workforce for digital transformation
- British Academy of Audiology – 16th Annual Conference
- British Society for Antimicrobial Chemotherapy Spring Conference 2020
- British Society of Audiology Conference 2020
- CANCELLED – BSAC Residential workshops for EUCAST Susceptibility Testing 2020
- BSAC Residential workshops for EUCAST Susceptibility Testing – August 2020
- Chief Scientific Officer webinar for healthcare science staff
- Deaf Awareness: Online Training for Audiologists
- CANCELLED – Diagnostic X-ray Radiation Protection Supervisor’s Course
- Educational Workshops 2019: The partnership of AMS & IPC – Stewarding new antimicrobials & IPC practices
- POSTPONED – Emerging Technologies and Novel Design in Wheelchairs and Specialist Seating
- Empowering the expert patient
- Empowering the expert patient
- Genomic Variant Interpretation course
- POSTPONED – Genomic Variant Interpretation course
- Healthcare Science Day at the University Hospital Birmingham
- Healthcare Science Education
- Healthy Hearing, Healthy Ageing 2020
- HSST – Equivalence and how to get it
- HSST Induction Day
- HSST Train the Trainer
- CANCELLED – HSST Train the Trainer – Birmingham
- HSST Train the Trainer – Sheffield
- POSTPONED – Irish Association of Physicists in Medicine ASM
- Innovation and Technology: Clinical Scientists Challenging Healthcare Boundaries
- Into Clinical Practice: Meeting the Challenges of Gram-Negative Infection Management
- Introduction to leadership and how to effectively impact Service Providers
- Introduction to leadership and how to effectively impact Service Providers
- Introduction to leadership and how to effectively impact Service Providers
- IPEM Trainee Induction and Specialism Day 2020
- Laser safety course
- Learner Wellbeing Conference 2020: Championing Mental Wellbeing in the NHS
- POSTPONED – Magnetic Resonance Safety Expert course
- MAHSE STP Open Day
- Medical Physics Experts Update 2020
- Medical statistics course – University of Liverpool
- NIHR CRN Infection Early Career Researcher Event
- Non-Laser Artificial Optical Radiation Workshop
- Northern Training Consortium STP Open Day
- Paediatric Assessment: A Refresher Course
- POSTPONED – Paediatric Hearing Aids: An Introduction
- Radiation Protection Supervisor (RPS) training course
- Radiation Protection Supervisors course covering X-Ray and Radionuclide
- Radiation Protection Supervisors course covering X-Ray and Radionuclide
- Sharing the News: Communicating Effectively with Families at Early Identification of Deafness
- SIGRT Open day
- South West Nuclear Medicine meeting
- Steering a True Course: Practical Skills for Leading Audiology Services
- POSTPONED – Stereotactic Ablative Radiotherapy Conference
- STP Computing course
- STP Induction Day
- STP Open day – various programmes
- STP Open Day for Clinical Engineering (Rehabilitation Engineering)
- STP Open Day for Genetics
- STP Open Day for Genomics, Clinical Bioinformatics (Genomics), Cancer Genomics and Genomic Counselling
- STP Open Day for Genomics and Bioinformatics (Genomics)
- STP Open Day for Genomics, Genomic Counselling and Cancer Genomics
- STP Open Day for Genomics, Clinical Bioinformatics (Genomics), Cancer Genomics and Genomic Counselling
- STP Open Day for Genomics, Genomic Counselling and Bioinformatics Genomics
- STP Open Day for Medical Physics and Clinical Engineering
- STP Open Day for Medical Physics (Bristol)
- STP Open Day for Medical Physics and Clinical Engineering
- STP Open Day for Medical Physics (Manchester)
- STP Open Day for Medical Physics (Merseyside)
- STP Open Day for Physiological Sciences
- STP Open day for Rehabilitation Engineering
- STP Open Day for Vascular Science and Respiratory and Sleep Science (Bristol)
- STP Train the Trainer – Croydon
- CANCELLED – STP Train the Trainer – Exeter
- STP Train the Trainer – Leeds
- STP Train the Trainer – Newcastle
- STP Train the Trainer – Oxford
- STP Train the Trainer – Swindon
- Surrey, Hampshire and West Sussex Sub-London Trainee Network meeting
- UK and Ireland Varian Users Meeting 2020
- West Midlands Healthcare Science Trainee Network – Spring Networking Event
- Whole Genome Sequencing: Decoding the Language of Life and Health
Knowledgebase
- Good training planning
- 8 steps to help you use OneFile productively
- A guide to the roles and responsibilities of HSST trainee and their employer
- A trainee has submitted work for me to sign off, but it doesn’t appear in my task list.
- A4 wellbeing poster
- Accreditation
- Accreditation submission form for the Bachelor’s (PTP) programme for HEIs
- Accredited Scientific Practice – programme proposal
- Accredited Scientific Practice – proposal example
- AHCS Good Scientific Practice (GSP) Standards
- AHCS Good Scientific Practice (GSP) Standards PDF
- AHCS HSST Standards of proficiency
- Aims and structure of the STP
- Am I eligible for a tax and National Insurance refund under the NHS Widening Access Training scheme?
- Am I guaranteed a job at the end of my HSST training?
- Am I guaranteed a job at the end of my training?
- An introduction to the HSST
- An Introduction to the HSST
- Anatomical Pathology Technology curriculum 2016/17 (version 1.01)
- Annual Review of Progression (ARP) – what does this involve?
- Apprenticeships
- Apprenticeships: off-the-job-training
- Are current healthcare employees eligible for the programme?
- Are there any equivalent routes to becoming a clinical scientist other than the STP?
- Are there any trainee networks I can join?
- Are there STP opportunities available in Scotland and Northern Ireland?
- Are there STP opportunities in Wales?
- Are training departments expected to give study leave to trainees on the STP?
- Accredited Scientific Practice
- ASP GI Physiology specialty proposal
- ASP Intro and Lower GI ASP 2019
- ASP Intro and Upper GI ASP 2019
- ASP learning and data sharing agreement
- ASP Lower GI Physiology Endoanal Ultrasound programme specification
- ASP Lower GI Physiology programme specification
- ASP Upper GI Physiology programme specification
- ASP Upper Lower GI Physiology programme specification
- Assessing workplace based competencies
- Assessment criteria for IACC
- Assessment criteria for IACC PDF
- Assessment, learning and feedback
- Can I attend open days to find out more about the training?
- Can a trainee change my specialism after they have started the STP?
- Can I get APL if I have already obtained a master’s in my specialism?
- Can I obtain professional registration by completing the STP?
- Can I rearrange my interview date?
- Can a trainee transfer to a new location within the same specialism?
- Can the School do more to ensure employers are aware of the support required for the HSST?
- Can we provide evidence in our e-portfolio using FRCPath part 1?
- Cardiovascular, Respiratory and Sleep Sciences PTP curriculum 2016/17 (version 1.01)
- Careers in Healthcare Science
- Checklist for training planning 2019
- STP example checklist
- Chronic kidney diseases and tests for investigating glomerular functions
- Clinical Engineering PTP curriculum 2016/17 (version 1.01)
- Clinical Photography PTP curriculum 2016/17 (version 1.01)
- EPA complaints and appeals policy
- EPA conflicts of interest policy
- Covid-19
- Critically evaluate the function of the ionisation chamber in the linear accelerator and its importance for correct delivery
- Curriculum
- Denis Duignan, Head of Technology, Health Innovation Network
- Develop annual milestones
- Different format types as evidence of competency
- Do I have to apply for the in service posts via the online application portal Oriel?
- Do I have to contribute to the academic tuition fees?
- Does the School have examples of elective rotations done by other trainees?
- Dos and don’ts of good competency evidence
- Education and training qualifications form
- Educator trainer resources from E-Learning for Health
- STP end of first month review example
- OSFA complaints and appeals policy
- OSFA examination board terms of reference
- End-point assessment
- Evidence for assessment
- OSFA exceptional arrangements application form
- Exceptional Extenuating Circumstances 2020 application form
- Exceptional Extenuating Circumstances 2020 policy
- Expression of intent for the Bachelor’s (PTP) programme for HEIs
- EPA fair access policy
- Getting started in OneFile
- Good training planning
- Good training planning behaviours
- Guidance for Trainees and Training Officers on preparing for the Independent Assessment of Clinical Competence
- Guidance for Trainees preparing for the OSFA
- Guidance on accreditation review visits for the Bachelor’s (PTP) programme for HEIs
- Guidance on accreditation visits
- Guidance on critical reflection
- Guidance on delivering the Bachelor’s (PTP) programme for HEIs
- Guidance for HEIs on delivering the Master’s (STP) programme
- Guidance on DOPS and OCEs for Bioinformatics trainees
- Guidance on DOPS, CbDs and OCEs for Medical Physics trainees
- Guidance on how to evidence tests and procedures not performed locally
- Guidance on providing evidence of meeting requirements for Training Officer role
- Guidance regarding healthcare science education and training
- Guide to producing good competency evidence
- Help with writing the assessment task
- How can healthcare scientists work towards certificate of equivalence if they are working outside of the NHS?
- How can I find out about the progress of my application?
- How can I get my previous experience recognised and apply for registration with HCPC as a clinical scientist?
- How can training departments obtain funding to support in service trainees?
- How different healthcare specialties have adapted to digital forms of training under the coronavirus pandemic
- How do I apply for the HSST?
- How do I apply to the STP?
- How do I become an NHS Apprentice?
- How do I delete a submission?
- How do I develop a plan for my workplace-based evidence of activity?
- How do I find out about the progress of my application?
- How do I find out if I have the right to work in the UK?
- How do I initiate a Multi-Source Feedback (MSF) assessment?
- How do I nominate an assessor that is not my Training Officer or Rotational Supervisor?
- How do I register on Oriel?
- How do I sign up for the NHS Employers education and training newsletter?
- How does an Employer create a HSST post?
- How does the recruitment process differ between direct entry and in service applicants?
- How many applicants will be shortlisted for each direct entry posts?
- How many applicants will be shortlisted for each post?
- How many HSST posts can I apply for?
- How many posts can I apply for?
- How much academic input will there be included in the programme?
- How much travel is involved in the STP?
- How much will I be paid during the HSST training?
- How much will I be paid during the training programme?
- How should I add evidence for two Case-Based Discussions, when there is only one area to add evidence on the submission?
- How should I complete the online aptitude tests?
- How to act on a training plan in OneFile
- How to create a downloadable OneFile Portfolio Showcase
- How to create a training plan in OneFile
- How to link accounts together in OneFile
- How to manage training planning in OneFile
- How to nominate an Assessor in OneFile
- How to receive and respond to feedback in OneFile
- How to register with Clarity
- How to register with Clarity
- How to respond to a submission in OneFile
- How to respond to a submission in OneFile
- How to submit a competency in OneFile
- How to respond to a workplace-based assessment
- How to review and confirm your MSF
- How to review and confirm your MSF
- How to see and understand my progress in OneFile
- How to set up email alerts in OneFile
- How to sign off competencies and send competencies for resubmission in OneFile
- How to sign off observational assessments in OneFile
- How to start an MSF
- How to start an MSF
- How to submit a competency in OneFile
- How to submit a workplace-based assessment
- How to submit evidence of activity in OneFile
- How to submit workplace-based assessments in OneFile
- How to submit your IACC in EPA Pro
- How to submit your MSF to OneFile
- How to submit your MSF to OneFile
- How to undertake a CBD using OneFile
- How to undertake a DOPS/OCE using OneFile
- How to unlock a submission in OneFile
- How to unlock a submission in OneFile
- How to upload evidence managed outside of OLAT to OneFile
- How to use reviews with training plans in OneFile
- How to use the Curriculum Library
- How to use the evidence library in OneFile
- How will shortlisting be carried out for direct entry posts?
- How will the STP improvement review feed into the STP curriculum content review?
- How will the curriculum look after the review?
- Higher Specialist Scientist Training
- HSST 2020 Guidance for applicants and employers
- HSST 2020 Interview guidance for applicants
- HSST 2020 job advert
- HSST 2020 Person specification
- HSST 2020 Roles and responsibilities of a trainee and their employer
- HSST A trainee perspective by Rob Shorten
- HSST accreditation submission form for work-based training centre
- Training responsibilities
- HSST Life Sciences training plan example
- HSST Memorandum of Understanding
- HSST Request for special circumstances form – medical condition or disability
- HSST Request for special circumstances form – primary carer
- HSST training responsibilities
- I am from outside of the UK; do I have the right to work in the UK?
- I am going abroad for my elective rotation, how do I organise indemnity insurance?
- I am having trouble setting up my rotation; who can help me?
- I am missing one or more modules in my portfolio.
- I am thinking of leaving the STP; who do I need to speak to?
- I do not see modules SCC120 (Research Methods) and SCC123 (Research Project) in my OneFile portfolio
- I have an additional or new supervisor. How can I add them so that they can see my portfolio?
- I have been asked to cover weekends and out of hours shifts even though my contract states I am a supernumerary trainee. Does the School have any guidance regarding this?
- I have failed my OSFA and would like to check/appeal the outcome of some of the stations which I was sure I had passed. Please can you check?
- I have failed my OSFA. What do I do now?
- I have failed on the ‘Scientific Practice’ (or other) domain on two of my mock OSFA stations. Could I have more information on this domain to help me improve in this area of work?
- I have now decided my Medical Physics or Engineering or Cardiac Science pathway. How can I work within those specialist modules?
- I have reached 100% in a module but my training officer is unable to sign it off. What do I need to do?
- I have received my mock OSFA results and feedback and would like further details about my performance. Can I contact the assessor?
- I have received my results which show that I have passed the OSFA overall but that I have failed some of the stations. Please may I have some feedback on these stations so I can understand the areas I need to improve?
- I have received some comments about my performance on one of the mock OSFA stations. I don’t understand the comment on one of the domains and cannot recall the details of the task. Can I have a copy of the station so I can try to understand the comment?
- I have the option of several different rotations, and I don’t see them on OneFile. How can I let the National School know which rotations I will be studying?
- IACC Regulations
- IACC Requirements for submission
- IACC Submission template
- Identify the most appropriate test for at least two example clinical presentations (diabetes, acute kidney injury and acute coronary syndrome)
- If I already have significant relevant work experience can I be exempt from elements of the work based learning?
- If I am an in service/internal applicant, will I still have to attend an interview?
- If I am graduating in this academic year, am I eligible to apply for the training posts?
- If I am not able to attend an interview on the date allocated to me, will I be offered an alternative date?
- If I am successful and the post has been advertised as unspecified or there is more than one training route, (applicable to some Medical Physics/Clinical Engineering and Cardiac Science posts) can I choose the specialism that I would prefer to train in?
- If I cannot attend the interview on the date allocated, will I be offered an alternative?
- If I have already obtained an MSc in a healthcare science specialism, will I be exempt from the MSc component of the STP?
- If I have applied to one specialism but have identified multiple locations, will I have to attend multiple interviews?
- If I have applied to several specialisms will I have to attend multiple interviews?
- If I have not previously trained in the UK what information do I need to provide?
- If I have previously applied to the STP can I apply again?
- If I move to another role can I continue on the training programme?
- If I obtain APL will I still be able to register as a clinical scientist?
- I’m a Clinical Scientist/specialty expert involved in delivering the STP. How can I contribute to the curriculum content review?
- I’m a patient or member of the public. How can I contribute to the curriculum content review?
- I’m a trainee on the STP. How can I contribute to the curriculum content review?
- I’m a trainee on the STP, how will the curriculum content review affect me?
- I’m involved in delivering the STP at a University. How will the curriculum content review affect me?
- I’m involved in delivering the STP in the workplace. How will the curriculum content review affect me?
- I’m involved in workforce planning. How can I contribute to the curriculum content review?
- I’m thinking of applying to the STP, how will the curriculum content review affect me?
- Infographic – How to respond to a submission in OneFile
- Introducing OneFile for year 2 and 3 STP trainees
- Introducing OneFile to new STP trainees – webinar
- Introducing OneFile – webinar for HSST Supervisors
- Introducing OneFile – webinar for STP Training Officers
- Introduction and purpose of the event
- Introduction to OneFile
- Involving patients and the public in your training
- Is it acceptable to the School for a department to appoint (to a permanent post) a trainee who has not yet completed their training?
- Is it possible to move between employers?
- Is the HSST right for me?
- Is the programme looking to recruit new or more experienced graduates?
- Is the six week elective module on the STP compulsory?
- Is the training programme right for me?
- Is the training programme very competitive?
- Is there a definitive date for the completion of the rotation competencies?
- Is there an age limit for applying to the HSST?
- Is there an age limit for the programme?
- Is there any additional financial support available, other than the salary?
- Is there any guidance about conducting an appraisal for trainees on the STP?
- Is there guidance to use with private providers offering work placements for STP?
- Joint Shared Temporary Register for Healthcare Science Practitioners
- Joint statement regarding workforce response to coronavirus
- Kieran O’Connor, Cardiac Science, University Hospitals Birmingham, NHS Foundation Trust
- Lauren Campbell, Clinical Immunology, Oxford University Hospitals Trust
- Lesley Chandra my HSST journey
- Life Sciences PTP curriculum 2017/18 (version 1.0)
- Life Sciences – The training plan
- Life Sciences Themed Board Minutes March 2018
- Life Sciences Themed Board Minutes March 2019
- Life Sciences Themed Board Minutes November 2018
- Life Sciences themed room
- Life Sciences – Workplace based activities
- Liz Bateman my HSST journey
- London Healthcare Science Trainee Network
- Medical Physics Technology PTP curriculum 2016/17 (version 1.01)
- Meetings
- Mid-term Review of Progression
- Mid-term review of progression
- Modernising Scientific Careers: The UK Way Forward
- My friends/colleagues have all received their mock OSFA results but I have not. Please can you tell me when I will receive mine?
- My friends/colleagues have all received their OSFA results but I have not. Please can you tell me when I will receive mine?
- My submission has been signed off by my assessor, but my competency/ assessment is still showing as ‘Red’ in my portfolio.
- My training officer and I have some ideas of how to use my training budget. Do we need to inform the School about what we spend the money on?
- Neurosensory Sciences PTP curriculum 2016/17 (version 1.01)
- NSHCS Plagiarism policy 2020
- Are OCEs in specialist modules an essential requirement for completion of training or can I just complete using CBDs and DOPS?
- OneFile
- Introduction of OneFile for Training Officers
- OneFile e-portfolio and HSST supervision
- OneFile e-portfolio and HSST supervision
- OneFile says ‘Access denied’ when my assessor attempts to view my submission
- OneFile- your e-portfolio
- Operating policies for the IACC
- OSFA regulations 2019
- OSFA dress code policy
- OSFA electronic devices and mobile phones policy
- OSFA exceptional arrangements policy
- OSFA late arrival policy
- OSFA misconduct policy
- OSFA mitigating circumstances application form
- OSFA mitigating circumstances policy
- OSFA reasonable adjustments application form 2020
- OSFA reasonable adjustments policy 2020
- Overview of the pathology department
- Pathways to embed patient and public involvement in healthcare Scientist training programmes
- Patient interactions and good competency evidence
- Perform routine quality assurance measurements on a radionuclide calibrator
- Perform the analyses to laboratory standard operating procedures on bone metabolism; vitamin D and its metabolites; parathyroid hormone and markers of bone turnover
- Perform the analyses to laboratory standard operating procedures on patients with disorders of renal pathology
- Perform the analyses to laboratory standard operating procedures on patients with disorders of renal pathophysiology
- Person specification for the STP Training Officer
- Physical Science Themed Board – June 2018
- Physical Science Themed Board – March 2018
- Physical Science Themed Board – March 2019
- Physical Science Themed Board – November 2018
- Physical Sciences – The training plan
- Physical Sciences themed room
- Physical Sciences – Workplace based activities
- Physiological Science Themed Board – June 2018
- Physiological Science Themed Board – March 2019
- Physiological Science Themed Board – November 2018
- Physiological Sciences – The training plan
- Physiological Sciences themed room
- Physiological Sciences – Workplace based activities
- Planning a submission
- Planning for patient focused training
- Platelet testing and disorders
- Portfolio of evidence
- Practical tips for supporting competency-based medical education during the COVID-19 pandemic
- Practitioner Training Programme Improvement Review
- Produce reports using validated results on common biochemistry investigations, following the Clinical Pathology Accreditation body standards
- Produce reports using validated results on common clinical biochemistry investigations; working with the duty biochemist
- Professional discussion about an understanding of request forms, reports and data interpretation and observing common laboratory techniques – part of haematology rotation year 1
- Practitioner Training Programme
- PTP change notification form for HEIs
- Rationale for the IACC
- Receive, label and store routine clinical biochemistry samples
- Recognition of malarial parasites; tutorial witness statement
- Record of initial planning meeting example for the STP
- Reflection in good competency evidence grid
- STP Requirements for Completion 2020
- Research sponsorship letter to Governance Officers
- Resources for the IACC
- Reviewing the progress of a training plan
- Rob Shorten my HSST journey
- Scaling the Heights: an overview of the HSST
- Setting up the Aurora AX calculator
- Setting up the Casio FX calculator
- Skills-set document
- SMART objectives log example
- Staff Common Room poster
- Stakeholders in STP Education
- Statement of agreement between employer and rotation provider for the STP example
- Staying on track – managing your workload
- Staying on track – managing your workload, your mental health and well-being
- Scientist Training Programme
- STP 2020 Interviewing process for applicants during the COVID-19 pandemic
- STP 2020 Recruitment process guidance for employers
- STP accreditation submission for work-based placement providers
- The STP, its aims, structure and overview
- STP change notification form
- STP change notification form for HEIs
- STP competition ratios
- STP Memorandum of Understanding
- STP Principles for in-service training routes 2020
- 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 – relevant to haematology
- Support by training officers to trainees for their Independent Assessment of Clinical Practice
- Supporting your trainee
- Supporting your trainee
- Supporting your trainee
- STP telephone one to one record example
- The application asks for 3 referees over the past 2 years, however I have been in the same post for the past 3 years or more. Can I use a supervisor or referee from my Masters course?
- The Consultant Clinical Scientist
- The importance of reflection in good competency evidence
- The NHS long term plan and people plan
- The STP, its aims, structure and overview
- The training plan – workshop 1
- Therapeutic drug monitoring of anti-epileptic medications such as Carbamazepine and Phenytoin
- Train the Trainer 2020 – Presentation for departments
- Trainee and training officer responsibilities
- Trainee and Training Officer responsibilities
- Trainee Representative Group minutes – March 2019
- Trainee Representative Group minutes – September 2019
- Training Officer and trainee responsibilities
- The training plan
- Training plan example for Clinical Engineering (STP)
- Training plan example for Genomics (STP)
- Training roles on the STP
- Train the trainer
- STP transfer of training application form
- STP transfer of training policy
- Types of assessment & reflective practice
- Types of evidence that can be used for achieving competencies
- Using automated analysers and the scientific principles behind methods used in clinical biochemistry
- Using case studies for good competency evidence
- Using feedback to promote progress
- Using the e-portfolio in HSST
- Using the e-portfolio in STP
- Using the Winpath software associated with the LIMS platform in laboratories to book requests, enter results, search for details and manage tests
- What are the eligibility requirements for HSST Trainees?
- What are the requirements for HSST Trainees protected time?
- What are the responsibilities of Employers with HSST Trainees?
- What arrangements are there for extended leave from the HSST programme?
- What assessments do I have to complete?
- What can I expect at my interview?
- What can I expect at my interview?
- What do I do if I have concerns in relation to completing the programme as a conscientious objection e.g., on the grounds of religion?
- What do I need to be eligible for the HSST?
- What do I need to be eligible for the STP?
- What does the HSST curriculum deliver?
- What does the HSST programme entail?
- What end date should I put for current employment as I am still in post?
- What funding is available for HSST?
- What if I already have a doctorate or I have undertaken leadership or management programmes?
- What is a relevant degree?
- What is Assessment for Learning (AfL)?
- What is involved in the Annual Review of Progression?
- What is the difference between direct entry posts and in service posts?
- What is the Guaranteed Interview Scheme (GIS) and how do I apply through it?
- What is the HSST training budget being used for and is this monitored by Health Education England (HEE)?
- What is the recruitment process?
- What is the School’s policy on maternity leave?
- What is the shortlisting process?
- What kinds of people get a place on the STP?
- What level of English language competency is required?
- What level of english language competency is required?
- What scientific specialism should I apply for?
- What should I do if I do not know my Training ID or Registration Code for Clarity MSFs?
- What type of job might I expect to obtain at the end of my training?
- When can I apply for the HSST?
- When I have graduated from the STP will I have a recognised international qualification?
- When there are changes to any specialism the system will notify all applicants, even if this particular specialism is not one of your chosen preferences. This will not affect your application and there is no action necessary, as it is just for update purposes.
- Where are the sliding scales for DOPS, OCEs and CBDs?
- Where can I find my Memorandum of Understanding (MOU)
- Where will I be trained?
- Where will I be trained during the HSST programme?
- Which universities offer the accredited master’s programme?
- Who can I contact at MAHSE about the HSST programme?
- Who do trainees inform of a change of personal details?
- Who do trainees speak to when they are having problems with training?
- Who should a trainee notify about a sickness absence?
- Who will inform direct entry applicants if they have been shortlisted?
- Who will inform me if I have been shortlisted?
- Who will provide the doctoral programme?
- Why do my MSF and training plan modules indicate ‘N/A’ for progress? Do they count towards completion?
- Why is there a difference in pay for some in service trainees compared to direct entry trainees? In some cases direct entry trainees appear to be paid more.
- Will I be reimbursed for travel costs if I get an interview?
- Will I be reimbursed travel costs when attending an interview?
- Will I have to contribute to the academic tuition fees?
- Will it help my application if I have some work experience in a healthcare setting?
- Workplace based activities – workshop 2
- Workshop 1 – Assessment
Case Studies
- My experiences on the PTP by Andrea Geere
- My experience on the Biomedical Science PTP by Philippa D’Arcy-Grover
- Hear what inspired Leah, Harry, Lee and Hannah to become an apprentice
- My experience as an STP Bioinformatics trainee by Stuart Cannon
- My experience as a Decontamination Science apprentice by John Allen
- My experience as a GI Physiology apprentice by Rebecca Mathers
- My experience as an STP Medical Physicist trainee by Robyn Cooke
- My experience as an STP Audiology trainee by Mirusanthan Santhiyapillai
- My experience as an STP Audiology trainee by Saira Hussain
- My experience as an STP Biochemistry trainee by Olivia Kaye
- My experience as an STP Cardiac Science trainee by Robert Duguid
- My experience as an STP Cardiac Science trainee by Tim Husselbury
- My experience as an STP Clinical Biochemistry trainee by Kade Flowers
- My experience as an STP Immunology trainee by Bethan Dancey
- My experience as an STP training officer by Jane Lynch
- My experience as an STP training officer by Sarah Clinton
- Real-life story as a trainee Clinical Bioinformatician by Nana Mensah
- STP Trainees helping in the fight against COVID-19
- The HSST Experience – Cardiac Science by Kelly Victor
- The HSST Experience – Histocompatibility and Immunogenetics by Sean Carey
- The HSST Experience – Medical Physics by Peter McGookin
Projects
- A comparative assessment of the relationship between measurements made in an incremental shuttle walk test and an incremental cycle ergometry test in patients with idiopathic pulmonary fibrosis
- A feasibility study for ultrasound-guided fistulaplasty for failing arteriovenous fistulae for haemodialysis.
- A Quantitative Comparison of PET/CT and SPECT/CT for post Y-90 SIRT Therapy
- A retrospective analysis investigating the correlation between patients with diastolic dysfunction and diabetes mellitus within a local population.
- Accuracy of hearing aid ‘match to target’ at fitting (before and after real-ear adjustment) and follow-up.
- Accuracy of hearing aid ‘match to target’ at fitting (before and after real-ear adjustment) and follow-up.
- An expert system for clinical gait analysis using an opinion-evidence model
- Angelman Syndrome: Mosaicism or multi-locus imprinting defect?
- Anti-idiotypic antibodies in human leukocyte antigen (HLA) antibody-incompatible renal transplantation
- Assessing the impact of Cardiac Resynchronisation Therapy upon patients with Heart Failure in a real world UK setting; can routinely obtained markers provide a novel method of predicting response?
- Characterisation of Intestinal Intraepithelial Lymphocytes by Flow Cytometry in Post-transplant Patients
- Classification of contributory factors in free-text NHS patient safety incident reports
- Compartmental model for 223Ra-Dichloride in Patients with metastatic bone disease from castration-resistant prostate cancer
- Contrast enhanced ultrasound (CEUS) in the assessment of foot perfusion: a feasibility study in a normal population
- Development and Evaluation of Inductively-Coupled Plasma Mass Spectrometry Methods for the Quantitation of Selenium in Erythrocytes, and Other Trace Elements in Patient Samples
- Development of a clinic-specific, morphokinetic algorithm capable of predicting the implantation potential of human embryos
- Development of a fluorescent multiplex RT-PCR assay for detection of fusion-gene transcripts
- Development of assays for functional and direct markers of vitamin B1 and magnesium status in chronic alcoholic patients
- Development of Cardiac Avoidance Treatment Planning for Non-Small Cell Lung Cancer Patients
- Diagnosing MS using Central Veins at Clinically Relevant Image Resolutions
- Diarrhoea in the community – Defining the burden of undiagnosed pathogenic E. coli.
- Diffusion-Weighted Magnetic Resonance Imaging of the Parotid glands in healthy volunteers before and after a gustatory stimulation to quantify relative function
- Does the lung density around the tumour affect the ability to achieve the required dose constraints for lung Stereotactic Ablative Body Radiotherapy (SABR) treatments?
- Dosimetric effects of residual, system-related, geometric distortion on MR-only radiotherapy planning for treatment of endometrial cancer using VMAT
- Evaluation of in silico tools for pathogenicity prediction of missense variants in the diagnostic laboratory
- Evaluation of the difference between dose-to-water and dose-to-medium for stereotactic ablative radiotherapy (SAbR) with the Acuros XB algorithm focusing on lung and bone using clinical plans.
- “Immuno-flowFISH”: Diagnostic assessment of structural chromosomal abnormalities in phenotyped chronic lymphocytic leukaemia cells with del(17p) by imaging flow cytometry.
- Implementation of a workflow for the detection and validation of low level somatic BRCA1/BRCA2 variants for the clinical management of high grade serous ovarian cancer patients
- Indirect MRI planning for prostate external beam radiotherapy without the use of implanted ducials
- KIDScore (D3, D5) as a predictor of pregnancy outcome, compared with conventional morphology grading of embryos
- Left ventricular scar predicts remodeling in patients undergoing cardiac resynchronisation therapy – a retrospective analysis from a large tertiary centre
- Nystagmus duration after caloric irrigations
- Quantification of changes to dose distribution caused by positional corrections from verification image matching to rectal and anal cancer patients during IMRT treatment
- Quantitative Evaluation of Beta-Amyloid Brain PET Imaging in Dementia: A comparison between both Hermes BRASS and Siemens Syngo.VIA Amyloid Plaque Quantification with the clinical report
- Real-Data Reconstruction to Remove Rician Bias from Diffusional Kurtosis Imaging of the Prostate
- The Characterisation of Mitochondrial DNA Rearrangements using the Illumina MiSeq and Oxford Nanopore Technologies MinION
- The Incidence and Clinical Relevance of Device-detected Subclinical Atrial Fibrillation in the Relation to Stroke.
- The Lung Clearance Index in Adults with Connective Tissue Disease. A Pilot Study in Patients with Rheumatoid Arthritis and Mixed Connective Tissue Disease.
- The perception and reality of sleep quality and diagnostic yield in sleep telemetry services: a feasibility study
- The relationship between Near-Infrared Spectroscopy (NIRS), Somatosensory Evoked Potentials (SSEPs) and Electroencephalography (EEG) when used in monitoring critically ill children:
- The sensitivity and specificity of dobutamine stress echocardiography: a single centre, retrospective service evaluation
- Towards the National Gram Negative Bloodstream Infection Reduction Objectives: Identification of Risk Factors in the Acute Setting to Inform Reduction Strategies
- Trans-mitral Doppler in differentiating between supraventricular and ventricular tachycardia.
- Using list-mode gating to estimate the noise in PET: A comparison of Q.Clear and OSEM
- Validating the Sapientia inheritance filters to facilitate implementing trio clinical exome sequencing into diagnostic service
- Validation and method comparison of carboxyhaemoglobin by headspace-gas chromatography-thermal conductivity detector (HS-GC-TCD)
- VASA: An ACMG Variant Scoring Assistant for Sequence Variant Classification, Variant Review and Teaching
- Verification and implementation of an electron Monte Carlo algorithm for electron treatment planning.
- Verification of the Accuracy of Image-Based Dosimetry Methods used in SIRT Microsphere Therapy
- Verification of the Active-B12 assay on the Abbott Architect