Mapping Scottish Healthcare Science training against STP and PTP learning outcomes

August 2014

Version 1.0

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For further information please contact the Academy for Healthcare Science: Academy for Healthcare Science EBS City Wharf Davidson Road Lichfield Staffs, WS14 9DZ 01543 442150 info@ahcs.ac.uk

Version Control

Version no. 1.0

Author(s) Lynsey Bayer1; Lorna Crawford2; Kerry Tinkler3; Robert Farley4

Date 30 August 2014

Distribution Public domain

1,2 AHCS secondees; 1- Clinical Scientist NHS Tayside; 2- Clinical Scientist NHS Greater Glasgow and Clyde; 3- AHCS Director of

Standards; 4- NES Healthcare Science Programme Director.

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CONTENTS

Project Purpose .......................................................................................................................... 4

The Academy for Healthcare Science .......................................................................................... 4

The Academy’s functions are to: ...................................................................................................... 4

Background ................................................................................................................................ 5

Tables 1 and 2. Scottish training programmes reviewed by the mapping project .......................... 6

The project commission ............................................................................................................. 6

What is equivalence? ................................................................................................................. 7

MSC curricula / structure of STP and PTP programmes ............................................................... 7

Tables 3 & 4. MSC Themed Pathways and Training Programme Specialisms ................................. 8

Our approach to mapping Scottish training arrangements .......................................................... 9

Summary of findings ................................................................................................................ 10

Generic Curriculum Content .......................................................................................................... 11

Division/Theme-Specific Curriculum Content: ............................................................................... 13

Equivalence mapping workshop – 23rd June HCS National Event ............................................... 17

Discussion – what is the correspondence between the MSC pathways and the Scottish training

arrangements included in this study? ....................................................................................... 17

We found that: ............................................................................................................................... 18

Conclusion ............................................................................................................................... 19

Glosssary of Acronyms ............................................................................................................ 20

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Project Purpose

1. NHS Education Scotland (NES) Healthcare Science commissioned the Academy for Healthcare Science to compare curricula and training programmes’ content for those delivered in Scotland and against the learning outcomes for the Practitioner Training Programme and the Scientist Training Programme of Modernising Scientific Careers.

2. The commission sought to: gauge differences between the approach in Scotland and STP or PTP; stimulate training providers thinking around programme outcome alignment and improve the Academy for Healthcare Science’s understanding of the training landscape in Scotland.

3. The project did not seek to ‘approve’ Scottish training arrangements at a programme level. Individual equivalence applications were not the subject of this project, although there are clear parallels in approach.

The Academy for Healthcare Science

4. The Academy for Healthcare Science (AHCS) brings together the UK’s diverse and specialised scientific community who work across the health and care system including; NHS Trusts, NHS Blood and Transplant, Public Health England, independent healthcare organisations, and the academic sector across the UK.

The Academy’s functions are to:

Provide a strong and coherent professional voice for the healthcare science workforce

Ensure the profession has a high profile sufficient to influence and inform a range of stakeholders on healthcare science and scientific services in the health and social care systems across the UK

Provide engagement and support for wider strategic scientific initiatives

Act as the overarching body for issues related to education, training and development in the UK health system and beyond including standards and quality assurance of education and training

5. The AHCS was established as a joint initiative of the UK Health Departments and the professional bodies. The AHCS has been commissioned to undertake and support key projects including:

Developing consistent regulation for the healthcare science workforce e.g. by establishing accredited voluntary registers where none exist

Implementing a system to assess and confer ‘equivalence’ of the existing qualifications and experience individuals have, mapped to the outcomes of formalised quality assured training programmes

Quality assuring education and training in partnership with other stakeholders

Developing common standards for healthcare science practice.

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Background

6. Modernising Scientific Careers (MSC) has introduced a new comprehensive and quality assured system for education and training in healthcare science including Practitioner Training Programmes (PTP) that revise existing graduate level training and Scientist Training Programmes (STP) that revise post-graduate level clinical scientist training. As well as a new career framework and training routes the MSC policy document Modernising Scientific Careers: the UK Way Forward (2010) identified the need for equivalence arrangements to allow entry to and progression through the career framework without the need for repeating training or experience that has already been undertaken. The national consultation on the MSC proposals in 2008 demonstrated strong support for a system of equivalence that recognises educational qualifications, and accreditation of prior experiential learning and is applicable to all levels and stages of the MSC Career Framework.

7. Further work in relation to the implementation of equivalence for healthcare science was therefore undertaken. The governance process considering the emerging MSC programme identified that the AHCS as a UK-wide organisation would be the appropriate body to develop and oversee the equivalence process.

8. Equivalence is defined as “the condition of being equivalent or equal; having an equality of worth, value, significance; it is also seen as determining that two objects are comparable but not the same. The process of determining equivalence is in essence, a professional and informed judgement based on a review of the evidence provided.”

9. Equivalence processes are required for a number of reasons:

To facilitate the transition in the workforce from an old career framework to a new one and allow routes for progression for highly skilled members of the current workforce;

To permit continued diversity of individuals from scientific or health backgrounds to enter into the healthcare science workforce; and

To ensure that individuals from other models of training for healthcare science (national or international) are able to gain appropriate recognition and regulation for their scope of practice.

10. NHS Education for Scotland has commissioned the Academy for Healthcare Science (AHCS) to review local training arrangements within Scotland and map the degree of correspondence with MSC programmes. We report the background to the commission, the process, key findings and next steps.

11. Fourteen programmes were reviewed fully (5 undergraduate and 9 postgraduate) and 3 were reviewed partially (2 undergraduate and 1 postgraduate) see tables 1 & 2. This process showed evidence of good correspondence between Scottish HCS training and PTP/STP schemes within the specialist areas; partial and variable correspondence in research skills and with allied specialties associated with a theme; and partial correspondence with generic Healthcare Science (HCS) understanding and leadership skills. Issues in interpretation of learning objectives, particularly around health systems and leadership was observed. Some respondents questioned the relevance of some learning for particular groups, particularly in regard to the level of knowledge required of HCS divisions out-with their own. The exercise has stimulated some providers thinking about their programmes, guided NHS Education for Scotland (NES) in its CPD support to Healthcare Science workforce, and assisted AHCS’s understanding of local training - particularly for those seeking equivalence recognition.

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Tables 1 and 2. Scottish training programmes reviewed by the mapping project

1. Responses received for Scottish training programmes mapping to PTP specialisms

Fully reviewed Partially reviewed Unreviewed/not returned

Physiology GCU (mapped to PTP Neurosensory Sciences and PTP Cardiovascular Respiratory)

Renal Technology Nuclear Medicine

Audiology QMU (mapped to PTP Neurosensory Sciences)

Radiation Physics Rehabilitation Engineering

Radiotherapy

Radiation Engineering

Medical Engineering

2. Responses received for Scottish training programmes mapping to STP specialisms

Fully reviewed Partially reviewed Unreviewed/not returned

Biomedical Science MSc GCU (mapped to STP Blood Sciences)

Rehabilitation Engineering Clinical Measurement Development

Biomedical Science MSc UWS (mapped to STP Blood Sciences)

Device Risk Management & Governance

Audiology MSc QMU (mapped to STP Neurosensory Sciences)

Immunology

Histocompatibility & Immunogenetics Haematology

Embryology

Medical Physics/Imaging with Non-Ionising Radiation (INIR)

Medical Physics/Imaging with Ionising Radiation (IIR)

Medical Physics/Radiation Safety Physics (RADS)

Medical Physics/Radiotherapy (RT)

The project commission

12. NHS Education for Scotland has supported the retention of alternatives to STP and PTP via equivalence in order to best secure the HCS workforce. In January 2014, NES commissioned the AHCS to map Scottish HCS training against PTP and STP outcomes. The intent was to gauge the correspondence with learning outcomes and thereby guide candidates, service and the AHCS in the potential gaps that may arise with individuals’ equivalence bids. In parallel with this mapping, NES is supporting Scotland-based postgraduate applicants - initially for clinical scientist (STP) equivalence recognition by the Academy - to help establish this pathway.

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What is equivalence?

13. The Academy for Healthcare Science manages a robust quality assured process, termed ‘equivalence’ whereby individuals can apply for recognition of their education and training against learning outcomes of the relevant MSC curricula. The test is whether the candidate broadly meets the learning outcomes of their specialty in the MSC curricula, set in the context of Good Scientific Practice (GSP)1. At the time of report this is only for clinical scientists and Practitioners, but arrangements are being established to extend ‘equivalence’ to Higher Specialist Scientist (consultant) grades, with the possibility of assistant and associate pathways in the future. Individuals should present all relevant learning and development as part of their application, not just experience of a single programme.

14. Therefore, for the purpose of this commission, the essential question was “what is the correspondence of programmes in Scotland with the learning outcomes of the relevant MSC curricula?”

MSC curricula / structure of STP and PTP programmes

15. Modernisation of Healthcare Science training arrangements is designed in part to underpin a clearer workforce model, illustrated in the four tier structure below:

Healthcare Science workforce four-tier model

Support staff / Assistants

Healthcare Science Practitioners

(Graduate-level staff such as Biomedical Scientists or Clinical Physiologists.

PTP Equivalent)

Healthcare Scientists (Postgraduate-level staff / registered Clinical Scientists.

STP Equivalent)

Higher Specialist Scientific Staff (Consultant Clinical Scientists )

16. Healthcare Science disciplines span across three primary streams/divisions. These are: life sciences, physiological sciences and physical sciences. Informatics has also been introduced recently as a division, but was not subject to this study. Within each of these streams, specialisms are grouped into themed PTP and STP training pathways under the MSC framework (see Table 3 & 4).

1 Good Scientific Practice: a set of domains linked to HCPC Standards of Proficiency and Standards of Conduct, Performance and

Ethics. GSP is shared across Healthcare science - covering 1. Professional Practice; 2. Scientific Practice; 3. Clinical Practice; 4.

Research and development and innovation; 5. Clinical Leadership

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Tables 3 & 4. MSC Themed Pathways and Training Programme Specialisms

3. PTP (Practitioner Training Programmes) Full-time undergraduate degrees with work placement

Themed pathways Specialisms

Cardiovascular, respiratory and sleep sciences (Physiological sciences)

Cardiac Physiology, Respiratory and Sleep Physiology

Neurosensory sciences (Physiological sciences)

Audiology, Neurophysiology, Ophthalmic and Vision Science

Life sciences Blood Science, Infection Science, Cellular Science, Genetic Science

Medical physics technology (Physical sciences)

Radiotherapy Physics, Radiation Physics, Nuclear Medicine

Clinical engineering (Physical sciences)

Medical Engineering, Radiation Engineering, Renal Technology, Rehabilitation Engineering

4. STP (Scientist Training Programme) Supernumerary postgraduate NHS appointments leading to Clinical Scientist registration

Themed pathways Specialisms

Medical physics (Physical sciences)

Radiotherapy Physics, Radiation Safety, Imaging with Non-Ionising Radiation, Imaging with Ionising Radiation

Clinical engineering (Physical sciences)

Rehabilitation Engineering, Clinical Measurement and Development, Device Risk Management & Governance

Reconstructive sciences (Physical sciences)

Reconstructive Sciences

Clinical pharmaceutical science (Physical sciences)

Clinical Pharmaceutical Sciences

Blood sciences (Life Sciences) Clinical Biochemistry, Haematology and Transfusion Science, Clinical Immunology, Histocompatibility and Immunogenetics

Cellular sciences (Life Sciences) Histopathology, Cytopathology, Reproductive Science

Infection sciences (Life Sciences) Clinical Microbiology

Cardiac, critical care, vascular, respiratory and sleep sciences (CCVRS) (Physiological sciences)

Cardiac Science, Critical Care Science, Vascular Science and Respiratory and Sleep Science

Neurosensory sciences (Physiological sciences)

Audiology, Neurophysiology, Ophthalmic and Vision Science

Gastrointestinal physiology and urodynamic sciences (Physiological sciences)

Gastrointestinal Physiology and Urodynamic Science

Genetics sciences (Life Sciences) Genetics

Clinical bioinformatics (Cross divisional theme)

Genomics

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17. MSC curricula for PTP and STP training programmes combine academic and work-based learning for each specialism. Programmes consist of a common high level framework comprising generic, division/theme and specialist modules.

18. Generic modules are common to all programmes within PTP and STP. Generic PTP modules consist of Professional Practice, Scientific Basis of Healthcare Science and Research Methods. Generic STP modules consist of Introduction to Healthcare Science, Professional Practice & Clinical Leadership and Research Methods. Division/Theme-Specific Modules are common to all specialisms within a division/themed pathway and specialist modules are specific to each specialism.

19. Curricula development of PTP and STP has been steered by working groups of the Department of Health in England with professional input for the specialties concerned. Curricula review and approval is by the Education and Training Scrutiny Group (ETSG) of the MSC Team. ETSG meets quarterly; it includes AHCS and UK health administrations representation. ETSG chairs are drawn from the four UK Countries. Commissioning of the academic component of STP and PTP has been by competitive tender and scrutiny by the MSC team. Universities in England / Wales and Northern Ireland deliver MSC approved academic programmes. There are none doing so in Scotland at this time.

Our approach to mapping Scottish training arrangements

20. Two secondees drawn from the Scottish healthcare science workforce (1, 2) were selected as AHCS investigators to conduct this mapping project. Excel templates were prepared based on the PTP and STP learning outcomes in the guides published on http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula. The mapping invited programme leads in Scotland to rate the correspondence between their programme and STP or PTP either personally or by referral to appropriate colleagues.

21. The programmes to be mapped were prioritised by NES (the commissioner) depending on training requirements. The mapping excluded those programmes already leading to statutory registration with HCPC: (Biomedical Science undergraduate training; and Microbiology and Biochemistry Clinical Scientist training which in 2014 moved to an STP approach). The final factor in the choice of which schemes were mapped was the availability of an MSC PTP or STP curricula document with which a comparison could be made.

22. Spreadsheets were returned from programme leads with correspondence stated as “full”, “partial”, “none” or “exceeds” for each MSC objective within the PTP/STP document. Ratings were cross-checked by the AHCS investigators against evidence provided about the programme such as course material, module descriptors.

23. The qualitative and subjective nature of the mapping exercise clearly had limitations. Essentially this project depended on the response of programme leads. Of the total 23 programmes that were prioritised for the mapping project, 14 were fully reviewed, 3 were partially reviewed and 6 were unreviewed or not returned. Mapping templates for programmes were circulated to leads who were invited to cascade the templates to appropriate colleagues in order to assist with mapping each specialism. As templates cascaded, the priority to complete the work may have diminished. The investigators also detected interpretation issues by some respondents in considering whether MSC learning objectives were met by Scottish training schemes.

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Summary of findings

24. The completed spreadsheets were reviewed for correspondence to each learning objective contained within the relevant MSC document. Findings were shown on the templates by colour-coding the level of correspondence with green signaling full correspondence, blue signaling that the level was exceeded, orange that the objective was partially met or fully met by a subset of trainees/ students, and red that the objective was not met. This provided a visual overview of each section of the MSC curricula for each training programme. Examples of the returned and reviewed templates can be seen in figures 1 and 2. Each spreadsheet was reviewed and summary documents prepared detailing the findings in relation to each training programme. Graphs were produced to show the overall correspondence to the MSC programmes to provide an overview of the consistency in findings between different programmes.

Figure 1: Example of a completed template showing good correspondence to STP objectives

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Figure 2: Example of a completed template showing partial correspondence to PTP objectives

25. A total of 14 programmes were reviewed completely in the project (5 against PTP standards and 9 against STP standards). Initially, templates returned to the project had been assessed by only one training lead. Project officers cross-checked the returns independently using course documents, module descriptors and by further dialogue with programme leads as appropriate. Once this process was completed the project officers assessed the levels of correspondence by schemes to each of the objectives within the MSC generic, division/theme-specific and specialist modules. It was then possible to assign an overall percentage correspondence in terms of the aggregation of a Scottish programme’s components that matched the relevant curricula for MSC learning outcomes.

26. A further three programmes (two PTP and one STP, in Physical Science specialisms) were reviewed partially in the project but were not included in the following analysis.

Generic Curriculum Content

27. Common generic modules are undertaken by all trainees following PTP or STP programmes. Within the PTP programmes, the generic curriculum consists of modules in Professional Practice, Scientific Basis of Healthcare Science and Research Methods. Within the STP programmes, the generic modules are Introduction to Healthcare Science, Professional Practice & Clinical Leadership and Research Methods.

28. For PTP: there is generally good correspondence for all the training schemes that were assessed by the project to the PTP objectives contained within the Professional Practice module, as shown in figure 3. There was variable correspondence for the assessed schemes to the Scientific Basis of Healthcare Science and Research Methods modules. The majority of the schemes assessed showed little requirement for training in the basic knowledge of other

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Healthcare Science disciplines that is a requirement of MSC. Although some training schemes that were assessed currently encompass a substantial research component, other schemes seem to have fewer requirements for research to be built into the schemes at present. However, there was acknowledgement that this component of training could be increased within the current schemes.

Correspondence for Generic PTP Modules

0%

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90%

100%

Full Partial None Full Partial None Full Partial None

Professional Practice Scientific Basis of Healthcare

Science

Research Methods

% c

orr

esp

on

den

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Physiology GCU

Audiology QMU

Radiotherapy

Radiation Engineering

Medical Engineering

Figure 3: Graphical representation of correspondence of Scottish schemes to Generic PTP modules

29. For STP: The correspondence to Generic modules contained within STP documentation was variable across the training schemes assessed within Scotland as shown in figure 4. The correspondence to the objectives contained within the Research Methods module was generally good with most schemes containing a research component. The correspondence to the generic STP curriculum element Introduction to Healthcare Science was generally low, echoing the findings within the undergraduate level schemes. In contrast to the undergraduate schemes assessed, the correspondence to the Professional Practice and Clinical Leadership STP curriculum was low with the majority of postgraduate training schemes showing less coverage of these areas.

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correspondence

Full Partial None Full Partial None Full Partial None

Scientif ic Basis of

Healthcare Science

Professional Practice and

Clinical Leadership

Research Methods

Correspondence for Generic STP ModulesBiomedical Science

MSc GCUBiomedical Science

MSc UWSHistocompatability

& immunogeneticsEmbryology

Audiology QMU

Imaging with Non-Ionising

Radiation (INIR)Imaging with Ionising

Radiation (IIR)Radiation Safety Physics

(RADS)Radiotherapy (RT)

Figure 4: Graphical representation of correspondence of Scottish training arrangements to Generic STP

modules.

Division/Theme-Specific Curriculum Content:

30. PTP and STP division/theme-specific modules, also known as rotational modules, are common to all specialisms within a division/themed pathway. The divisions, described in 6.1, essentially group allied HCS specialties – so divisional learning is essential to the possibility of a more flexible trainee.

31. For PTP: All training schemes assessed showed good correspondence to the objectives of the Division/Theme-Specific Modules contained within PTP documentation as shown in figure 5. This shows that the basic knowledge required of each stream of Healthcare Science is covered well within these schemes.

0%

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Full correspondence Partial correspondence No correspondence

Correspondence to Division/Theme-Specific PTP Modules

Physiology GCU

Audiology QMU

Radiotherapy

Radiation Engineering

Medical Engineering

Figure 5: Graphical representation of correspondence of Scottish schemes to Division/Theme-Specific PTP

modules

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32. For STP: The correspondence to Division/Theme-Specific Modules contained within STP documentation was variable across the training schemes assessed within Scotland as shown in figure 6. This highlights that for some training schemes in Scotland limited training exists in allied areas within a HCS theme. The Academic programs were difficult to directly assess in some cases as the objectives met by students were dependent on the Specialist Portfolio they were completing within their discipline.

0%

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100%

%

correspondence

Full

correspondance

Partial

correspondance

Only some

students

No

correspondance

Correspondence to STP Rotational Modules

Biomedical Science

MSc GCU

Biomedical Science

MSc UWS

Histocompatability

& immunogenetics

Embryology

Audiology QMU

Imaging with Non-Ionising

Radiation (INIR)

Imaging with Ionising

Radiation (IIR)

Radiation Safety Physics

(RADS)

Radiotherapy (RT)

Figure 6: Graphical representation of correspondence of Scottish schemes to Division/Theme-Specific STP

modules.

Specialist Curriculum Content:

33. In the MSC curricula, specialist learning modules follow completion of the Generic and Division/Theme-Specific Modules. As some academic programs contained modules which spanned different disciplines the academic and NHS training schemes were considered separately.

34. For PTP: In both the Academic and NHS training arrangements in Scotland, the correspondence to specialist modules contained within PTP schemes is high with very few objectives not met - illustrated in figures 7 and 8.

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0%

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Full Partial None Full Partial None Full Partial None

Cardiac Physiology

Specialty

Audiology Specialty Neurophysiology

Specialty

Correspondence of Academic Programmes to Specialist PTP

Modules

Physiology

GCU

Audiology

(pre-reg)

QMU

Figure 7: Graphical representation of correspondence of Scottish academic training programmes to

Specialist PTP modules

0%

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Full

Correspondence

Partial

Correspondence

No

Correspondence

Correspondence of NHS Training Programmes to

Specialist PTP Modules

Radiotherapy

Radiation

Engineering

Medical

Engineering

Figure 8: Graphical representation of correspondence of Scottish NHS training programmes to Specialist

PTP modules.

For STP academic programmes: Correspondence of Scottish academic programmes to specialist

STP objectives is difficult to assess in some programmes as students (Biomedical Scientist

postgraduates) are undertaking Specialist Portfolios in a variety of disciplines and therefore

training differs between each student.. In the programmes assessed, training is provided over a

variety of disciplines making full correspondence to individual (STP or PTP) specialist modules

harder to assess. The academic programme which was assessed that provided specific

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training on one discipline (audiology) appeared to show full correspondence to the STP

objectives for that discipline as shown in figure 9.

0%

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Biochemistry Immunology Haematology Histocompatilbility

&

Immunogenetics

Audiology

Specialism

Correspondence for Academic Programmes to

Specialist STP Modules

Biomedical

Science MSc

GCU

Biomedical

Science MSc

UWS

Rehabilitative

Audiology

QMU

Figure 9: Graphical representation of correspondence of Scottish academic training arrangements to

Specialist STP modules

8.6.3 For STP NHS programmes equivalence: Correspondence of NHS training programmes to

specialist STP modules was generally high with the majority of programmes showing almost full

correspondence as can be seen in figure 10.

0%

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Full Partial None

Correspondence of NHS Training Programmes to Specialist

STP Modules

Imaging with Non-Ionising Radiation

(INIR)

Imaging with Ionising Radiation (IIR)

Radiation Safety (RADS)

Radiotherapy (RT)

Histocompatability & immunogenetics

Embryology

Figure 10: Graphical representation of correspondence of Scottish NHS training arrangements to Specialist

STP modules

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Equivalence mapping workshop – 23rd June HCS National Event

35. Scotland’s annual Healthcare Science event at Convention of Scottish Local Authorities, Haymarket Yards, included two workshop sessions on the progress of this project commission. Approximately 60 delegates participated in the workshops. The Academy for Healthcare Science attended the workshop, and provided a stand in the concourse area.

36. The AHCS project officers ran the workshops. Feedback from those responding to the post-event survey welcomed the opportunity to learn more about the exercise, but they were less convinced about the purpose of the workshop and the intent behind the mapping.

37. We asked delegates 5 questions:

Do you agree with the approach that was taken during the mapping process?

What would you have done differently?

What do you think can be done locally to address any gaps?

How do you think we can promote cross-discipline training?

What are the issues surrounding this and how can we overcome them?

38. Broadly: expectations about the workshop led some delegates to interpret the mapping exercise with individual equivalence bids; delegates had questions about the actual process of applying for equivalence; the incomplete nature of the work was noted; the rationale for not mapping certain programmes was not understood. These points are acknowledged and incorporated into the discussion that follows. The full post event survey is posted on the NES website2.

Discussion – what is the correspondence between the MSC pathways and the Scottish training arrangements included in this study?

39. Our purpose was to examine how closely the training arrangements within Scotland corresponded to MSC learning outcomes. It is of course a snapshot of the state of play in 2014. Programmes evolve and training leads who contributed to this study, we hope, will be stimulated to consider how their programmes fit with the MSC framework.

40. We were not tasked with assessing individual students or trainees for equivalence. Additional individual experience is fundamental to the AHCS equivalence process. Therefore, for individuals exiting from the Scottish training programmes investigated here, our interest was how close to equivalence would the programme bring the trainee, and whether we found significant differences between MSC outcomes and the programme in isolation.

41. In conducting this investigation, our method was a judgment call on the correspondence between the learning outcomes of the programme in question and MSC. We recognise and acknowledge the subjective limitations of this approach, and that for many of those programmes we studied the process was a new one. That said, we are confident that the

2 Accessed 23-07-14: http://www.nes.scot.nhs.uk/education-and-training/by-discipline/healthcare-science/all-

healthcare-science/archive/hcs-national-event-23rd-june-2014.aspx

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findings represent a fair assessment of the state of correspondence for those areas where we could form a view.

42. We did not reference any particular programme accreditation framework. We make no comment on, for example, the SCQF/ QCF/ EQF levels, as the project assessed programmes’ content and their overarching destination for the trainee: i.e. Practitioners (graduates) or Scientist (postgraduates) on the Healthcare Science four-tier model (6.1).

We found that:

Current training arrangements in Scotland correspond well to the outcomes for specialist modules at both PTP and STP levels.

The level of correspondence to some generic/common modules is more variable across specialties. In particular correspondence to Scientific Basis of Healthcare Science and Division/Theme-Specific modules were notably low for some specialties.

Within this generic/common modules domain, a number of the programmes we looked at did not appear to ready trainees with the skill set of leadership, health systems or policy. We did encounter variation in terms of respondents understanding and interpretation of these elements.

However, it was apparent that some respondents actually under-estimated the degree of correspondence between their programme and MSC outcomes or indeed overlooked elements that in fact made a positive contribution.

In addressing the gaps in Scientific Basis of Healthcare Science or in divisional learning, (i.e. an appreciation of allied healthcare science disciplines within the theme), an individual would need to offer additional development experience beyond the programme in question. It is not the purpose of this commission to state precisely how this could be achieved. Quite reasonably, there is workplace experience, acquaintanceship, verifiable self-study, CPD and so on.

Where we examined Broad academic courses, such as the BMS masters, we found that these do correspond to elements of multiple specialties but are unable to achieve a high correspondence to individual specialties. Additional individual development in the workplace is clearly an important adjunct to the academic programme itself, again reinforcing the principle that equivalence applications are individualised.

For some programmes, the research skills component was clearly lacking; others demonstrated unambiguous parity with the relevant MSC programme.

43. This project’s purpose was not to decide which students/ trainees should proceed through the equivalence process with the Academy for Healthcare Science. However, our findings may inform NES (the commissioner) regarding guidance for those applying for equivalence against the MSC programme outcomes. This mapping could assist an individual by supporting their application for equivalence. Highlighting where top up may be required to meet the MSC programme outcomes for equivalence. However caution must be taken as this is a snap shot of learning outcomes and may not carry the same currency as curricula change and develop.

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Conclusion

44. This mapping exercise used the accredited MSC programmes as the gold standard and mapped the Scottish HCS training programmes against MSC programmes. Good correlation was demonstrated but there are some differences in the programme learning outcomes.

45. The report could help NES support individuals preparing for equivalence through guidance and possibly top up training and support. It could also help individuals preparing for equivalence, to identify and address gaps in learning outcomes where they exist.

46. The project has been helpful in opening up discussion and facilitating dialogue across NES, Programme Providers and the AHCS.

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Glosssary of Acronyms

AHCS Academy for Healthcare Science

CPD Continuing Professional Development

EQF European Qualifications Framework

HCPC Health and Care Professions Council

HCS Healthcare Science OR Healthcare Scientist, depending on context

NES NHS Education for Scotland

PTP Practitioner Training Programme

QCF Qualifications and Credit Framework (England, Wales, Northern Ireland)

SCQF Scottish Credit and Qualification Framework (in Scotland)

STP Scientist Training Programme