Pages
- About
- Equality, diversity and inclusion
- Healthcare Science Education and Training Collaborative
- Our responsibilities
- Our School newsletters
- Scientist Training Programme Quality Standards Committee
- Who we are
- Accessibility
- Alumni
- Case studies
- Contact us
- Cookies on the NSHCS website
- Curriculum
- Events
- Get involved
- Express an interest
- Opportunities to become an IAPS examiner for Physiological, Physical and Bioinformatics Sciences
- Roles
- Accreditation panel chair (Higher Education Institutes)
- Accreditation panel member (Higher Education Institutes)
- Accreditation panel member (Work-based)
- HSST IAPS panel examiner
- HSST Interview panel member
- HSST Shortlisting panel member
- Peter Colley’s experience as an IAPS examiner
- STP Shortlisting panel member
- Glossary
- Healthcare Science
- Home
- Information & resources
- MH Landing Demo
- MH Landing Demo (2)
- MH Landing Demo (3)
- News
- Page not found
- Privacy policy
- Programmes
- Publications
- Research projects
- Search
- Services
- Sitemap
- Terms and conditions
- Training support
Healthcare Science
- Careers in healthcare science
- Healthcare science specialties explained
- Healthcare science: what’s it all about
- Help to promote healthcare science to the public
- The vital role of healthcare scientists during the COVID-19 pandemic
Programmes
- Apprenticeships
- Clinical Data Science Programme
- Echocardiography Training Programme
- About the Echocardiography Training Programme
- British Society of Echocardiography Transthoracic Accreditation – Tips to Succeed webinar
- Echocardiography Training Programme 2025 direct entry posts
- Echocardiography Training Programme university teaching dates
- ETP 2025 recruitment guidance for employers
- FAQs for applicants to the Echocardiography Training Programme
- FAQs for ETP trainers
- Guidance for ETP trainees and training officers about the educational training support funding
- Important documents for the Echocardiography Training Programme
- Key completion criteria for the Echocardiography Training Programme
- Update on ETP 2025 recruitment
- What is the difference between Echocardiography direct entry and in-service vacancies?
- Which universities deliver the academic portion of the ETP?
- Haematology Genomics and Histopathology Genomics training programmes
- Healthcare Science Innovation Fellowships
- About the Healthcare Science Innovation Fellowship
- FAQs about the Healthcare Science Innovation Fellowship programme
- Fellows for 2024
- Healthcare Science Innovation Fellowship introductory webinar
- Healthcare Science Innovation Fellowship programme information
- How to apply to the Healthcare Science Innovation Fellowship
- Higher Specialist Scientist Training programme
- Applicants
- About the Higher Specialist Scientist Training programme
- FAQs about applying to the HSST
- FAQs about the HSST eligibility joint statement
- HSST 2025 recruitment guidance for applicants and employers
- Key dates for applications to HSST 2025
- Pathways for HSST applicants with pre-existing doctoral qualifications
- What are the entry requirements for the HSST?
- What are the HSST specialties?
- What is the difference between direct entry and in-service posts?
- Employers
- HSST case studies
- HSST research projects
- Supervisors
- Trainees
- Agilio Feedback
- Annual review of progression (ARP)
- Annual review of progression (ARP) common issues
- Definitions for HSST completion
- Evidence for certification and completing the programme
- Guidance for trainees about HSST completion
- Guidance on workplace evidence for HSST trainees
- Higher Specialist Scientist Training (HSST) Completion podcast
- HSST Trainee networks
- IAPS – the HSST final assessment
- Introducing the Higher Specialist Scientist Training programme
- Key dates for the IAPS
- Let’s talk about the Annual Review of Progression
- Outcome statements for the HSST Annual Review of Progression
- The Annual Review of Progression
- Training planning resources for HSST trainees
- Applicants
- NSHCS work-based assessment standards
- 1.1 The purpose of training activities
- 1.2 Completing training activities
- 1.3 Types of training activity
- 1.4 Training activities roles and responsibilities
- 2.1 The purpose of observed assessments
- 2.2 Completing observed assessments
- 2.3 Observed assessment roles and responsibilities
- 3.1 The purpose of case-based discussions
- 3.2 Completing case-based discussions
- 3.3 Case-based discussion roles and responsibilities
- 4.1 The role of the School in work-based assessments
- Explainer webinars on the work-based assessment standards
- Work-based assessment marking forms
- Practitioner Training Programme
- Respiratory and Sleep Training Programmes
- Scientist Training Programme
- Applicants
- About the Scientist Training Programme
- FAQs for applicants to the Scientist Training Programme
- FAQs about entry requirements for international applicants
- FAQs about STP entry requirements
- FAQs about STP shortlisting
- FAQs about the Scientist Training Programme
- FAQs about the situational judgement test (SJT)
- FAQs about the STP application process
- FAQs about the STP interviews
- FAQs about the STP offer process
- Key deadline dates for applications to the STP 2025
- Scientist Training Programme (STP) 2025 post information
- Scientist Training Programme in NHS Wales
- STP 2025 direct entry recruitment guidance for applicants and employers
- STP 2025 in-service recruitment guidance for applicants and employers
- Update on recruitment to STP specialties
- What are the entry requirements for the STP?
- What are the STP specialties?
- What is the difference between direct entry and in-service STP vacancies?
- Which universities offer the STP?
- STP case studies
- STP research projects
- The STP Final Year Assessment
- Trainees
- Agilio Feedback
- Guidance for trainees and training departments on STP 2025 completion
- About STP Completion 2025
- Completion certificate timescales
- Completion communications
- Completion for trainees not on the new STP curriculum
- Download the guidance
- Important completion stages and deadlines
- Registration with the HCPC
- The data audit
- Useful links and further information
- What are you expected to complete?
- Guidance for trainees and training departments on STP Completion 2023
- Drop-in support webinar recording for STP Completion 2023
- Guidance for training officers on providing a declaration of competence
- Required rotations per specialty for STP Completion 2023
- Routes to completion of the OneFile e-portfolio 2023
- STP Completion 2023 podcast for trainees and training officers
- Summary of key changes to STP Completion 2023 following COVID-19 pandemic
- Guidance for trainees and training departments on STP completion 2024
- Download the guidance
- E-portfolio completion requirements
- E-portfolio completion routes
- E-portfolio special considerations
- Guidance for training officers on providing a declaration of competence
- Important completion stages and deadlines
- Required rotations per specialism for STP completion 2024
- STP Completion 2024 podcast for trainees and training officers
- Summary of key changes to STP Completion 2024 following COVID-19 pandemic
- What are you expected to complete?
- Guidance resources for trainees
- Important documents for STP completion (all years)
- Independent Assessment of Clinical Competence
- Introducing the Scientist Training Programme
- Key dates for IACC 2025
- Online learning resources to support training for STP trainees
- Preparing for the STP Final Year Assessment
- Reflective practice for the IACC
- STP Completion dates (all years)
- The Midterm Review of Progression
- The STP review of progression
- Communications relating to review of progression
- Completing a review of progress in the e-portfolio
- FAQs about the review of progression
- How to prepare for a review of progression
- Managing exceptions and out of sync trainees
- Progression monitoring outcomes
- Progression monitoring timelines
- Raising a concern about progression
- Summary of progression requirement responsibilities
- Support for progression
- The review of progression requirements
- Trainee networks
- Trainers
- Anticipated dates for the STP academic schedule
- FAQs on management of trainees for STP trainers
- FAQs on the STP Final Year Assessment for trainers and assessors
- Getting a trainee
- Guidance for assessors on using OneFile to access IACC portfolios
- Guidance for working with the 2022 STP curricula
- Guidance on using eNetAssess for assessors
- IACC assessor briefing webinar
- IACC guidance for assessors
- Preparing to assess for the STP Final Year Assessment
- Recordings of the ‘Introduction to Assessment’ workshops
- Recordings of the ‘Planning for the new STP 2022 curriculum’ webinars
- Planning for the new Clinical Engineering STP 2022 curriculum
- Planning for the new STP 2022 curriculum: Competencies and Work-based Assessments
- Planning for the new STP 2022 curriculum: Core modules
- Planning for the new STP 2022 curriculum: Introduction and Accreditation
- Planning for the new STP 2022 curriculum: Rotations
- Specialty expert roles
- Applicants
- Which cohorts are affected by what changes?
Publications
- A checklist for organising training for the STP
- Academic Appeals form
- Academic Appeals Policy
- Academy for Healthcare Science – Good Scientific Practice (2021)
- Academy for Healthcare Science – Good Scientific Practice Consultation Document (2019)
- 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
- Appeals form
- Appeals Policy
- Autism Awareness presentation – NSHCS
- Burns Night presentation – NSHCS
- Changes to assessment on the new STP curricula (trainee’s webinar)
- Changes to assessment on the new STP curricula (trainers webinar)
- Checklists for STP work-based departments
- Competition ratios for Scientist Training Programme direct entry posts
- Competition ratios for Scientist Training Programme 2019 direct entry posts
- Competition ratios for Scientist Training Programme 2020 direct entry posts
- Competition ratios for Scientist Training Programme 2021 direct entry posts
- Competition ratios for Scientist Training Programme 2022 direct entry posts
- Competition ratios for Scientist Training Programme 2023 direct entry posts
- Complaints form
- Complaints Policy
- Degree Apprenticeships – What employers need to know
- Disability Confidence Policy
- Discovery report – NSHCS Trainee Data Management System Discovery
- Earth Day presentation – NSHCS
- Echocardiography Training Programme – Sample job advertisement for employers
- Echocardiography Training Programme – Trainee echocardiographer job description
- Echocardiography Training Programme – Trainee echocardiographer person specification
- Echocardiography Training Programme – Module A-CS-S1 Introduction to Clinical Echocardiography
- Educator Workforce Strategy
- 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 Appeals Policy
- End-Point Assessment Complaints Policy
- End-Point Assessment Conflicts of Interest Policy
- End-Point Assessment Fair Access Policy
- End-Point Assessment Malpractice and Maladministration Policy and Procedure
- End-Point Assessment Malpractice and Maladministration Report Form
- End-Point Assessment Mitigating Circumstances Form
- End-Point Assessment Re-sit, Re-take and Cancellation Policy
- End-Point Assessment Reasonable Adjustment Form
- End-Point Assessment Special Considerations Form
- End-Point Assessment Stage 2 Complaints Form
- End-Point Assessment Stage Two Appeals Form
- 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 2018
- Ethnic demographic data for applications to the Scientist Training Programme 2019
- Ethnic demographic data for applications to the Scientist Training Programme 2020
- Ethnic demographic data for applications to the Scientist Training Programme 2021
- Ethnic demographic data for applications to the Scientist Training Programme 2022
- ETP change notification form for HEIs
- ETP Example local work-based training plan template
- ETP Example trainee training plan template
- ETP Monthly Memo (2023)
- ETP Monthly Memo (April 2023)
- ETP Monthly Memo (August 2023)
- ETP Monthly Memo (December 2023)
- ETP Monthly Memo (February 2023)
- ETP Monthly Memo (January 2023)
- ETP Monthly Memo (July 2023)
- ETP Monthly Memo (June 2023)
- ETP Monthly Memo (March 2023)
- ETP Monthly Memo (May 2023)
- ETP Monthly Memo (November 2023)
- ETP Monthly Memo (October 2023)
- ETP Monthly Memo (September 2023)
- ETP Monthly Memo (2024)
- ETP Monthly Memo (April 2024)
- ETP Monthly Memo (August 2024)
- ETP Monthly Memo (December 2024)
- ETP Monthly Memo (February 2024)
- ETP Monthly Memo (January 2024)
- ETP Monthly Memo (July 2024)
- ETP Monthly Memo (June 2024)
- ETP Monthly Memo (March 2024)
- ETP Monthly Memo (May 2024)
- ETP Monthly Memo (November 2024)
- ETP Monthly Memo (October 2024)
- ETP Monthly Memo (September 2024)
- ETP Monthly Memo (2025)
- ETP Monthly Memos (2021)
- ETP Monthly Memos (2022)
- ETP Monthly Memo (April 2022)
- ETP Monthly Memo (August 2022)
- ETP Monthly Memo (February 2022)
- ETP Monthly Memo (January 2022)
- ETP Monthly Memo (July 2022)
- ETP Monthly Memo (March 2022)
- ETP Monthly Memo (May 2022)
- ETP Monthly Memo (November 2022)
- ETP Monthly Memo (October 2022)
- ETP Monthly Memo (September 2022)
- Example ETP change notification form for work-based providers
- Example ETP change notification pack
- Example ETP consortium endorsement application form
- Example ETP consortium endorsement application pack
- Example ETP education and training qualifications form
- Example ETP endorsement application form
- Example ETP initial endorsement application pack
- Example evidence of meeting requirements for ETP training officer form
- Example evidence of meeting requirements for HSST supervisor form
- Example evidence of meeting requirements for STP training officer form
- Example HSST accreditation application form
- Example HSST accreditation application pack
- Example HSST change notification form for work-based providers
- Example HSST change notification pack
- Example HSST consortium accreditation application form
- Example HSST consortium accreditation application pack
- Example HSST consortium reaccreditation application form
- Example HSST consortium reaccreditation application pack
- Example HSST education and training qualifications form
- Example HSST reaccreditation application form
- Example HSST reaccreditation application pack
- Example HSST training plan
- Example of an end of first month trainee review record
- 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
- Example STP accreditation application form
- Example STP accreditation application pack
- Example STP change notification form for work-based providers
- Example STP change notification pack
- Example STP consortium accreditation application form
- Example STP consortium accreditation application pack
- Example STP consortium reaccreditation application form
- Example STP consortium reaccreditation application pack
- Example STP reaccreditation application form
- Example STP reaccreditation application pack
- Example STP training officer person specification
- Example STP training plan
- Exceptional Extenuating Circumstances application form
- Exceptional Extenuating Circumstances Policy
- Expenses Claims Policy
- External Reviewer Policy
- Feedback about the IACC from STP final year trainees and their training officers (2020)
- Getting started with OneFile
- Guidance for employers to generate specific job descriptions for Consultant Clinical Scientists
- Guidance for trainees on the Training and Assessment Misconduct Policy
- Guidance on accreditation review visits for PTP HEIs
- Health Education England (HEE) Quality Framework from 2021
- Healthcare Science Education and Training Collaborative Terms of Reference
- Higher Specialist Scientific Training in pathology: an overview
- Higher Specialist Scientist Training programme – trainee core person specification
- How to register with Agilio Feedback
- How to respond to a submission in OneFile
- How to respond to an in-person work-based assessment
- How to review and confirm your Multi-Source Feedback
- How to set up email alerts in OneFile
- How to start a Multi-Source Feedback
- How to submit a training activity in OneFile
- How to submit an in person work-based assessment
- How to submit your Multi-Source Feedback to OneFile
- How to unlock a submission in OneFile
- HSST change notification form for HEIs
- HSST Life Sciences training plan example
- HSST Monthly Memo (2023)
- HSST Monthly Memo (April 2023)
- HSST Monthly Memo (August 2023)
- HSST Monthly Memo (December 2023)
- HSST Monthly Memo (February 2023)
- HSST Monthly Memo (January 2023)
- HSST Monthly Memo (July 2023)
- HSST Monthly Memo (June 2023)
- HSST Monthly Memo (March 2023)
- HSST Monthly Memo (May 2023)
- HSST Monthly Memo (November 2023)
- HSST Monthly Memo (October 2023)
- HSST Monthly Memo (September 2023)
- HSST Monthly Memo (2024)
- HSST Monthly Memo (April 2024)
- HSST Monthly Memo (August 2024)
- HSST Monthly Memo (December 2024)
- HSST Monthly Memo (February 2024)
- HSST Monthly Memo (January 2024)
- HSST Monthly Memo (July 2024)
- HSST Monthly Memo (June 2024)
- HSST Monthly Memo (March 2024)
- HSST Monthly Memo (May 2024)
- HSST Monthly Memo (November 2024)
- HSST Monthly Memo (October 2024)
- HSST Monthly Memo (September 2024)
- HSST Monthly Memo (2025)
- HSST Monthly Memos (2020)
- HSST Monthly Memos (2021)
- HSST Monthly Memo (April 2021)
- HSST Monthly Memo (August 2021)
- HSST Monthly Memo (December 2021)
- HSST Monthly Memo (February 2021)
- HSST Monthly Memo (January 2021)
- HSST Monthly Memo (July 2021)
- HSST Monthly Memo (June 2021)
- HSST Monthly Memo (March 2021)
- HSST Monthly Memo (May 2021)
- HSST Monthly Memo (November 2021)
- HSST Monthly Memo (October 2021)
- HSST Monthly Memo (September 2021)
- HSST Monthly Memos (2022)
- HSST Monthly Memo (April 2022)
- HSST Monthly Memo (August 2022)
- HSST Monthly Memo (December 2022)
- HSST Monthly Memo (February 2022)
- HSST Monthly Memo (January 2022)
- HSST Monthly Memo (July 2022)
- HSST Monthly Memo (June 2022)
- HSST Monthly Memo (March 2022)
- HSST Monthly Memo (May 2022)
- HSST Monthly Memo (November 2022)
- HSST Monthly Memo (October 2022)
- HSST Monthly Memo (September 2022)
- IAPS showcase preparation guide presentation
- Job description for STP assessment content writer
- Job description for STP assessment lead roles
- Job description for STP assessor
- Making diversity and inclusion matter at the National School of Healthcare Science – NSHCS
- Mitigating Circumstances form
- Mitigating Circumstances Policy
- Modernising Scientific Careers: The UK Way Forward
- NSHCS CBD Mark Form – Rotations
- NSHCS CBD Mark Form – Specialty and Core
- NSHCS DOPS Mark Form – Rotations
- NSHCS DOPS Mark Form – Specialty and Core
- NSHCS Equality, Diversity and Inclusion Annual Report 2022-23
- NSHCS Equality, Diversity and Inclusion Committee 2020/2021 Report
- NSHCS Equality, Diversity and Inclusion Committee 2021/2022 Summary Report
- NSHCS OCE Mark Form – Rotations
- NSHCS OCE Mark Form – Specialty and Core
- Operating policies for the STP Independent Assessment of Clinical Competence (IACC)
- Person specification for STP final assessment assessor
- Post summer IACC 2024 – support webinar presentation slides
- Practitioner Training Programme – Improvement Review Report
- 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)
- PTP change notification form for HEIs
- Quality and Standards Committee – representative role descriptions
- 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
- Request for special circumstances form
- Scaling the Heights: an overview of HSST in Healthcare Science
- Scientist Training Programme – Core person specification
- Scientist Training Programme – Generic job description for trainee healthcare scientist
- Scientist Training Programme – Genomics training plan example
- Scientist Training Programme – Good competency evidence reflection grid
- Scientist Training Programme – Jargon buster
- Scientist Training Programme – Requirements for Completion (2023)
- Scientist Training Programme – Requirements for Completion 2024
- Scientist Training Programme – Requirements for Completion 2025
- Scientist Training Programme – Trainee Clinical Scientist advert
- Shrove Tuesday presentation – NSHCS
- St Andrews Day presentation – NSHCS
- St Patricks Day presentation – NSHCS
- STP 2023 Induction Day presentations
- STP change notification form for HEIs
- STP IACC 2023 assessor briefing presentation
- STP IACC 2023 marking criteria
- STP IACC 2023 submission template
- STP IACC 2023 trainee briefing presentation
- STP IACC 2024 assessor briefing presentation
- STP IACC 2024 marking criteria
- STP IACC 2024 submission template
- STP IACC 2024 trainee briefing presentation
- 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 IACC winter 2023 trainee briefing presentation
- STP IACC winter 2023 trainee guidance
- STP Intraoperative Neuromonitoring curriculum stakeholder feedback
- STP Monthly Memo (2023)
- STP Monthly Memo (April 2023)
- STP Monthly Memo (August 2023)
- STP Monthly Memo (December 2023)
- STP Monthly Memo (February 2023)
- STP Monthly Memo (January 2023)
- STP Monthly Memo (July 2023)
- STP Monthly Memo (June 2023)
- STP Monthly Memo (March 2023)
- STP Monthly Memo (May 2023)
- STP Monthly Memo (November 2023)
- STP Monthly Memo (October 2023)
- STP Monthly Memo (September 2023)
- STP Monthly Memo (2024)
- STP Monthly Memo (April 2024)
- STP Monthly Memo (August 2024)
- STP Monthly Memo (December 2024)
- STP Monthly Memo (February 2024)
- STP Monthly Memo (January 2024)
- STP Monthly Memo (July 2024)
- STP Monthly Memo (June 2024)
- STP Monthly Memo (March 2024)
- STP Monthly Memo (May 2024)
- STP Monthly Memo (November 2024)
- STP Monthly Memo (October 2024)
- STP Monthly Memo (September 2024)
- STP Monthly Memo (2025)
- STP Monthly Memos (2020)
- STP Monthly Memos (2021)
- STP Monthly Memo (April 2021)
- STP Monthly Memo (August 2021)
- STP Monthly Memo (December 2021)
- STP Monthly Memo (February 2021)
- STP Monthly Memo (January 2021)
- STP Monthly Memo (July 2021)
- STP Monthly Memo (June 2021)
- STP Monthly Memo (March 2021)
- STP Monthly Memo (May 2021)
- STP Monthly Memo (November 2021)
- STP Monthly Memo (October 2021)
- STP Monthly Memo (September 2021)
- STP Monthly Memos (2022)
- STP Monthly Memo (April 2022)
- STP Monthly Memo (August 2022)
- STP Monthly Memo (December 2022)
- STP Monthly Memo (February 2022)
- STP Monthly Memo (January 2022)
- STP Monthly Memo (July 2022)
- STP Monthly Memo (June 2022)
- STP Monthly Memo (March 2022)
- STP Monthly Memo (May 2022)
- STP Monthly Memo (November 2022)
- STP Monthly Memo (October 2022)
- STP Monthly Memo (September 2022)
- Supporting neurodivergent trainees in the workplace
- 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
- The School Report (2020)
- The School Report (2021)
- The School Report (2022)
- The School Report (2023)
- The School Report (2024)
- The STP Final Year Assessment Assessor Script
- Training allowance for the HSST programme – Letter from Health Education England
- Training and Assessment Misconduct Policy
- Training plan for outstanding rotational modules – template
- Training roles on the Scientist Training Programme (STP)
- Training Support Presentation to Trainee Representative Group (March 2021)
- Transfer of Training application form
- Transfer of Training Policy
Services
- Accreditation
- Accreditation for higher education institutions (HEIs)
- Accreditation process webinars
- Accredited HSST Consortiums
- Accredited HSST work-based training centres
- Accredited STP Consortiums
- Accredited STP work-based training departments
- An overview of the accreditation process
- Endorsed ETP work-based training departments
- ETP Endorsement
- ETP Endorsement requirements
- Guidance on hosting an Echocardiography trainee
- Communicating with your Echocardiography trainee and colleagues
- Developing a training plan for your Echocardiography trainee
- How to maintain your Echocardiography training over time
- Practical arrangements for your Echocardiography trainee
- What to do before your Echocardiography trainee arrives
- Your Echocardiography trainee has arrived; what’s next?
- Responsibilities of the ETP employer
- Example application packs for work-based providers
- FAQs about accreditation and quality of training
- How do I express an interest in hosting a trainee?
- HSST Accreditation
- List of accredited higher education institutions
- Notify us about any changes
- Notify us about changes to an accredited programme
- Reaccreditation
- STP Accreditation (work-based)
- Useful resources
- Curriculum Library
- Curriculum Review
- Animation about the new STP 2022 curriculum individual professional development module
- Animation about the new STP 2022 curriculum rotation module
- Changes to the Scientist Training Programme introduced through curriculum review
- Curriculum review webinars
- FAQs for the STP curriculum review
- How the STP curriculum content review was carried out
- 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
- Important documents for End-Point Assessment
- Our End-Point Assessment service
- Receiving your results and certificate
- Useful information and resources about apprenticeships, for employers and providers
- OneFile
- Guidance on common tasks for trainees in OneFile
- Guidance on common tasks for training officers, assessors and supervisors in OneFile
- How to guidance and videos for HSST supervisors using OneFile
- How to guidance and videos for HSST trainees using OneFile
- How to guidance and videos for STP/ PTP/ ETP/ ASP assessors using OneFile
- How to guidance and videos for STP/ PTP/ ETP/ ASP trainees using OneFile
- How to guidance and videos for STP/ PTP/ ETP/ ASP training officers using OneFile
- How to use the Turnitin Checker in OneFile – A guide for trainees
- How to use the Turnitin Checker in OneFile – A guide for training officers and assessors
- OneFile FAQs for multi-source feedback
- OneFile FAQs for trainees
- OneFile FAQs for training officers and assessors
- OneFile webinar recordings
- Protecting sensitive information in OneFile
- Turnitin Checker FAQs
- Training for trainers
- NSHCS training standards – trainee responsibilities
- 1. Plan, design and assess learning and training opportunities
- 2. Monitor the trainee’s progress and provide them with constructive feedback
- 3. Support the trainee in taking responsibility for their own learning
- 4. Embed equality, diversity and inclusion into training
- 5. Know the limitations of your role and signpost to other sources of support, where appropriate
- NSHCS training standards – trainer responsibilities
- 1. Plan, design and assess learning and training opportunities
- 2. Monitor your trainee’s progress and provide them with constructive feedback
- 3. Support your trainee in taking responsibility for their own learning
- 4. Embed equality, diversity and inclusion into training
- 5. Know the limitations of your role and signpost to other sources of support, where appropriate
- Training for ETP trainers
- Training for HSST supervisors
- Training for STP trainers
- NSHCS training standards – trainee responsibilities
- Training programme data
- Employment status of STP graduates
- Healthcare science trainees by ICS, region and pathology network
- Scientist Training Programme recruitment statistics
- Scientist Training Programme 2021 recruitment statistics
- Scientist Training Programme 2022 recruitment statistics
- Age of direct entry applicants at each stage of recruitment
- Competition ratios per post for each specialty
- Ethnicity of direct entry applicants at each stage of recruitment
- Gender of direct entry applicants at each stage of recruitment
- Religion of direct entry applicants at each stage of recruitment
- Sexuality of direct entry applicants at each stage of recruitment
- Scientist Training Programme 2023 recruitment statistics
- Age of direct entry applicants at each stage of STP recruitment
- Competition ratios per post for each specialty
- Ethnicity of direct entry applicants at each stage of STP recruitment
- Gender of direct entry applicants at each stage of STP recruitment
- Religion of direct entry applicants at each stage of STP recruitment
- Sexuality of direct entry applicants at each stage of STP recruitment
- Scientist Training Programme 2024 recruitment statistics
- Age of direct entry applicants at each stage of STP recruitment
- Competition ratios per post for each specialty
- Ethnicity of direct entry applicants at each stage of STP recruitment
- Gender of direct entry applicants at each stage of STP recruitment
- Religion of direct entry applicants at each stage of STP recruitment
- Sexuality of direct entry applicants at each stage of STP recruitment
SGP Resources
- AI’s impact on shaping healthcare science training
- Beyond the bench
- Case-based discussions: creating efficiencies with OneFile marking and feedback processes
- Clinical AI: Considerations for safe adoption
- Confessions of an imposter – Developing leadership skills in healthcare
- Congratulations on completing HSST, what’s next?
- Developing a local induction for trainees
- Developing evidence for Developmental Training Activities (DTAs)
- Developing evidence for Observational Training Activities (OTAs)
- Do we need to worry about our trainees’ learning styles?
- Drive to Thrive: Seeking balance and engagement in training activity
- Effective reflective practice
- ETP Sharing Good Practice: Getting the best from the trainees, the South-West experience
- Making connections and networking – developing professional relationships (Ben Johns)
- Making connections and networking – developing professional relationships (John Gallagher)
- Making connections and networking – developing professional relationships (Stephanie Hutchings)
- Making connections and networking – developing professional relationships (Stephen Kidd)
- Managing imposter feelings (Emma Chambers)
- Managing imposter feelings – Lucy Evans
- Managing imposter feelings (Rebecca Haines)
- Managing the imposter monster
- Mission impossible? Securing project sponsorship
- Need for Speed: A novel approach to reflection and assessment for first year rotations
- Networking to manage imposter syndrome
- Neuroinclusive communication
- Overview of STP training strategies
- Plagiarism in healthcare science training and the evolution of AI
- Reflective practice and continuous improvement
- Reflective practice as a tool in enhancing learning and professional growth: Experience from a HSST Reproductive Science trainee
- Running STP training in the private sector
- Setting up a trainee network
- Setting up an STP Training Officer network
- Sharing Good Practice for the ETP: Supporting trainees in a small centre and the importance of network
- Standardising expectations and evidence requirements for STP training activities: A training officer’s perspective
- Strength in numbers – the benefits of a Training Consortium
- Supporting and assessing reflection for Observational Training Activities (OTAs)
- Supporting neurodiversity in the workplace
- Supporting trainees in a small centre
- Supporting trainees with Developmental Training Activities (DTAs)
- Supporting trainees with observational training activities (OTAs)
- The power of reflection
- The value of monthly progress review meetings
- Thinking reflectively for Observational Training Activities (OTAs)
- Using Healthcare Science outreach to support STP Professional Foundations module
- Ways to support STP trainees across a pathology network
- You are not an imposter!
Training Support
- Accessing support or escalating concerns and issues
- Blogs by trainees, for trainees
- Getting support at your University
- Healthcare science self-care handbook
- How the School supports you during your training
- Online resources to help with anxiety and mental health issues
- Statutory leave guidance for trainees and trainers
- Tips and advice from STP and HSST trainees and graduates
- Training support FAQs for STP trainees
- Training support podcasts
- Using the Exceptional Extenuating Circumstances policy to apply for an extension of time or change to training
- Wellbeing support for Black, Asian and Minority Ethnic NHS staff
- What should I do if I’m feeling stressed or unwell?
- Where else can I go for help and advice?
- Who will support me at my workplace?
- Your main sources of support during training