Modernising Scientific Careers Scientist Training Programme MSc Clinical Sciences. Applied Epidemiology 2016/17

Transcription

1 Modernising Scientific Careers Scientist Training Programme MSc Clinical Sciences Applied Epidemiology 2016/17

2 Contents Section 1: Introduction to Modernising Scientific Careers (MSC) and the Scientist Training Programme (STP) Introduction to Modernising Scientific Careers (MSC) Introduction to the Scientist Training Programme (STP) Scientist Training Programme Outcomes Overview of the MSc Clinical Science Programme Entry Routes Purpose Curriculum Development and Maintenance MSC Accreditation Teaching and Learning Assessment Relationships and Partnerships Professional Practice Section 2: MSc Clinical Science (Applied Epidemiology) Overview of STP in Applied Epidemiology Applied Epidemiology Route Map Section 3: Generic Modules Introduction to Healthcare Science, Professional Practice and Clinical Leadership Research Methods Section 4: Division/Theme-Specific Modules Introduction to Applied Epidemiology Rotation A: Introduction to Public Health Rotation B: Introduction to Public Health Policy, Practice and Professionalism. 31 Rotation C: Introduction to Epidemiology Rotation D: Introduction to Statistical Methods Section 5: MSc Specialist Modules for Applied Epidemiology Pedagogic Background Year 2: Data Management Year 2: Visualisation and Presentation of Data Year 2 and 3: Research Project (Applied Epidemiology) Year 3: Design and Analysis of Epidemiological Studies Year 3: Scientific communication Appendix 1: Contributor List Appendix 2: Programme Amendments Appendix 3: Good Scientific Practice Appendix 4: Glossary Page 2

3 READERSHIP This Scientist Training Programme (STP) MSc in Clinical Science curriculum describes the MSc Clinical Science programmes that, together with the workbased learning guide, provide the details of each themed STP in the UK for: academic and administrative staff, including external examiners within higher education institutions (HEIs); trainees, host departments and managers of services that employ healthcare science staff, including those in public health and blood transfusion services; work-based trainers, including all those involved in supervising, mentoring, coordinating, assessing and delivering STP education and training; Local Education and Training Boards (LETBs) and all healthcare science education and training commissioning organisations in the UK; patients and the public; National School of Healthcare Science MSc accreditation panels. A glossary of terms used is provided in Appendix 4. Page 3

4 Section 1: Introduction to Modernising Scientific Careers (MSC) and the Scientist Training Programme (STP) 1.1 Introduction to Modernising Scientific Careers (MSC) 1. The healthcare science (HCS) workforce plays a central role in safe and effective patient care across all pathways of care from health and wellbeing to the end of life. There are approximately 55,000 employees in the HCS workforce in the NHS in the UK, and approximately 80% of all diagnoses can be attributed to their work. 2. Healthcare science involves the application of science, technology and engineering to health. Good Scientific Practice (GSP) sets out the principles and values on which good practice within healthcare science is founded. 1 It makes explicit the professional standards of behaviour and practice that must be achieved and maintained by all those who work in healthcare science. GSP and the Education and Training Standards of the Health and Care Professions Council (HCPC) together form the basis for all MSC training curricula which contextualise the Standards of Proficiency set down by the HCPC in a way that is accessible to the profession and the public. 3. The HCS workforce and services have traditionally been grouped into three broad areas called divisions, namely: Life Sciences/Clinical Laboratory Sciences, Physical Sciences/Medical Physics and Biomedical Engineering, and Physiological Sciences/Clinical Physiology Sciences. Within each division there are a number of HCS specialisms. With advances in scientific technology, changes to the delivery of healthcare scientific services and the development of MSC, the boundaries between these divisions have been shifting and a fourth division, Clinical Bioinformatics, has been identified. MSC recognises this important change and to date has identified 13 STP themes within healthcare science, which enables training currently across a total of 32 HCS specialisms, with curricula for additional specialisms still under development. 1.2 Introduction to the Scientist Training Programme (STP) 4. The STP is a three-year combined pre-registration work-based and postgraduate academic programme (MSc in Clinical Science). It is designed to provide clinical scientist trainees with a strong science-based, patientcentred clinical training in a specialist area of healthcare science. Initial rotational training provides a broad base of knowledge, skills and experience across a group of up to four related HCS specialisms, reflective of the evolving clinical and scientific advances and requirements, followed by specialisation in a single HCS specialism. 5. The STP integrates and combines academic study leading to the award of a specifically commissioned MSc in Clinical Science and a work-based training programme. Completion of both will lead to the award of a Certificate of Completion of the Scientist Training Programme (CCSTP) by the National School of Healthcare Science (NSHCS). Graduates are eligible to apply to 1 Page 4

5 the Academy for Healthcare Science (AHCS) for a Certificate of Attainment and will then be eligible to apply to HCPC for registration as a Clinical Scientist. Recruitment to the programme is competitive and in England, the NSHCS leads the national recruitment process. 1.3 Scientist Training Programme Outcomes 6. Graduates of the STP will possess the essential knowledge, skills, experience and attributes required of a newly qualified Clinical Scientist. They will have clinical and specialist expertise in a specific HCS specialism, underpinned by broader knowledge and experience within a HCS division or theme. They will be competent to undertake complex scientific and clinical roles, defining and choosing investigative and clinical options, and making key judgements about complex facts and clinical situations within a quality assurance framework. Many will work directly with patients and all will have an impact on patient care and outcomes. They will be involved, often in lead roles, in innovation and improvement, research and development, and/or education and training. 7. On completion of the STP all graduates should be able to demonstrate the following outcomes of the programme. Professional Practice 1. Professional practice that meets the professional standards of conduct, performance and ethics defined by Good Scientific Practice and the regulator (HCPC), and is safe, lawful and effective, and within the scope of practice for the role undertaken, while maintaining fitness to practise. 2. Personal qualities that encompass communication skills, self-management, self-awareness, acting with integrity and the ability to take responsibility for self-directed learning, maintaining their own health and wellbeing, critical reflection and action planning to maintain and improve performance. 3. The ability to be an independent self-directed learner acting autonomously in a non-discriminatory manner when planning and implementing tasks at a professional level; contributing to the education and training of colleagues; providing mentoring, supervision and support as appropriate; and understanding the importance of participation in training, supervision and mentoring. 4. The ability to work, where appropriate, in partnership with other professionals, often as part of a multidisciplinary team, supporting staff, service users and their relatives and carers while maintaining confidentiality. 5. The ability to work with the public, service users, patients and their carers as partners in their care, embracing and valuing diversity and being aware of the impact of culture, equality and diversity on practice. 6. The ability to treat patients and their carers with respect, dignity and compassion in line with the NHS Constitution. 7. An understanding of the limits of the concept of confidentiality; the principles of information governance and safe and effective use of health and social care information; and the ability to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public. Page 5

6 Scientific and Clinical Practice General 8. A systematic understanding of relevant knowledge and a critical awareness of current problems, future developments and innovation in health and healthcare science practice, much of which is at, or informed by, the forefront of their professional practice in a healthcare environment. 9. High-quality clinical and scientific practice that applies basic, core scientific knowledge, skills and experience in a healthcare setting, places the patient and the public at the centre of care, prioritising patient safety and dignity and reflecting NHS/health service values and the NHS Constitution. 10. The ability to perform quality assured appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely and skilfully, adhering to applicable legislation and in compliance with local, national and international guidelines. 11. The ability to maintain records appropriately, recognising the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines. 12. The ability to deal with complex scientific and clinical issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences, including patients and the public. 13. The ability to define and choose investigative and scientific and/or clinical options, and make key judgements about complex facts in a range of situations. 14. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in healthcare and healthcare science and their specialism. Research, Development and Innovation 15. A comprehensive understanding of the strengths, weaknesses and opportunities for further development of healthcare and healthcare science as applicable to their own clinical practice, research, audit, innovation and service development, which either directly or indirectly leads to improvements in patient care, the patient experience, clinical outcomes and scientific practice. 16. Conceptual understanding and advanced scholarship in their specialism, enabling them to critically evaluate and critique current research and innovation methodologies and, where appropriate, propose new research questions and hypotheses. Clinical Leadership 17. Scientific and clinical leadership based on the continual advancement of their knowledge, skills and understanding through the independent learning required for continuing professional development. 18. The ability to critique, analyse and solve problems, define and choose investigative and scientific and/or clinical options, and make key judgements about complex facts in a range of situations. Page 6

7 19. An understanding of the structure and function of health and social care services in the UK and the concept of leadership and its application to practice. 1.4 Overview of the MSc Clinical Science Programme 8. This document sets out the proposed structure, high-level learning outcomes and indicative content for the three-year, part-time MSc in Clinical Science that forms part of the STP. The programme combines and integrates the generic professional practice learning, themed learning in a group of specialisms and individual programmes for each specialism. 9. Figure 1 depicts the overall structure and timing of each STP while Figure 2 depicts the broad framework around which all MSc Clinical Science programmes must be structured. However, each division within the MSC has interpreted and adapted this framework. Figure 1: Modernising Scientific Careers: Scientific Training Programme (STP): Diagrammatic representation of employment-based, preregistration, three-year NHS-commissioned education and training programme Page 7

8 Figure 2: High-Level Framework for MSc in Clinical Science Year 3 Specialist Practice Healthcare Science Specialist learning with integrated Professional Practice [30] Research Project Students would usually begin a work-based research project in Year 2 and complete the project in Year 3 [30] Year 2 Specialist Practice Research Methods [10] Healthcare Science Specialist learning with integrated Professional Practice [20] Specialism Research Project Students would usually begin a work-based research project in Year 2 and complete the project in Year 3 [30] Year 1 Core Modules Generic Healthcare Science Integrating science and Professional Practice [20] Generic Specialism Healthcare Science Integrating underpinning knowledge required for each rotational element with Professional Practice [40] Division/Theme The numbers in [brackets] refer to the credit worth of the module. Generic Modules: common to all divisions of healthcare science Division/Theme-Specific Modules: common to a division or theme Specialist Modules: specific to a specialism 1.5 Entry Routes 10. In England there are two routes of entry into STP. Through the direct entry route, the trainee will be competitively appointed into a training post funded through the local Health Education England (HEE) training board. Alternatively, some STP trainees may enter into training with the support of their employers through an in-service training route, as long as employers can demonstrate the ability to support STP training by meeting work-based accreditation standards. In both cases potential STP applicants must participate in the national recruitment/assessment process and meet the minimum entry requirements for the academic and work-based programme. For direct entry applicants, this will be a competitive process for available posts, whereas in-service trainees will be required to go through the national recruitment process to be bench-marked against the standards for entry into STP in order to ensure that they meet the standards for entry into a scientist training programme. Page 8

9 The MSc Clinical Science Curriculum 1.6 Purpose 11. The purpose of the STP MSc curriculum is to set out clearly the expectations of graduates from the programme, including the academic skills, knowledge and understanding that each trainee will be expected to gain, develop and apply during work-based training. Set within an integrated academic and work-based programme the expectations of all MSc programmes should be read alongside the relevant work-based learning guide. 12. In addition, the MSc curriculum signals to providers the importance of ensuring that the current structure, strategic direction and priorities of healthcare delivery in the UK, for example the NHS Constitution, are emphasised during the academic programme. The requirement to prioritise patients and their care and ensure that the patient and service provided by healthcare science is at the centre of all learning, assessment and workbased practice is equally important. 1.7 Curriculum Development and Maintenance 13. Curriculum development began in 2010 and has been led by the MSC team working with NHS and higher education colleagues and patients. Since 2012 the NSHCS has also contributed to curriculum development and maintenance via the professional leads and each of the NSHCS themed boards. Public health bodies have also reviewed relevant published STPs and led the development of a new STP (2014). Professional bodies and patients have been represented in some curriculum working groups and have also been invited to provide feedback as the work developed, either directly or via the NSHCS themed boards. 14. All programmes have been reviewed by HEE via the HCS Education and Training Working (now Scrutiny) Group (ETSG) and then subsequently approved by the HCS Implementation Network Group (HCS ING). External feedback from a review undertaken in 2012 by the Institute of Education has been incorporated into all programmes from 2013 onwards. All of the latest versions of the MSc Clinical Science programmes and work-based learning guides can be found on the NHS Networks website by following the link: It is anticipated that the curriculum will also shortly be available through the NSHCS website. 15. All MSC curricula will be subject to regular review, with all stakeholders given the opportunity to contribute to each review. This process is currently being set out in an MSC long-term curriculum maintenance plan. If you have any feedback with respect to this programme please contact NSHCS@wm.hee.nhs.uk 1.8 MSC Accreditation 16. All MSc Clinical Science programmes must hold MSC Accreditation from the NSHCS to confirm that commissioned MSc in Clinical Science programmes Page 9

10 delivered by an HEI meet the requirements of the MSC Scientist Training Programme 17. The NSHCS is responsible for accrediting HEIs that deliver the MSc in Clinical Science. The STP MSc Accreditation Standards that must be met by HEIs can be found at These standards address a number of key areas relating to the quality and delivery of programmes, including: accreditation of prior learning adhering to the Quality Assurance Agency for Higher Education (QAA) code of practice assessment strategy collaborative delivery of programmes compensation/condonment equality and diversity fitness to practise induction interprofessional learning patient and public involvement professional practice programme delivery and monitoring programme titles progression and annual monitoring of progress trainee supervision, support and mentoring 1.9 Teaching and Learning 18. It is expected that a blended learning approach will be adopted, based on a model of student-centred adult learning that balances and integrates face-toface teaching, e-learning, etc., and considers the broader requirements of each STP. It is expected that a broad range of teaching and learning activities will be utilised, appropriate to the learning outcomes. Trainees should be enabled to gain the skills necessary to manage their own learning, and to exercise initiative and personal and professional responsibility. The learning strategy matrix and proformas outlined in Liberating Learning 2 describe a range of activities that may be appropriate to this MSc programme. They are likely to include: advanced library study case study/discussions debate discussion forum expert briefings individual tutoring interactive lectures personal critical reflection and action planning 2 Liberating Learning, The Report of the Conference of Postgraduate Medical Deans' ad hoc Working Group on the Educational Implications of the European Union Working Time Directive and the subsequent European Working Time Regulations: November 2002 (revised 2009). Page 10

11 problem-based learning role play student-led and tutor-led seminars skills teaching simulation self-assessment self-directed learning activities team projects tutor-led small group learning 19. It is also expected that e-learning and m-learning 3 opportunities will be available to enable students to be active participants in a range of learning activities. Work-based learning will also contribute to the academic educational experience of the trainees, for example seminars, journal clubs, local, national and international scientific and education meetings. 20. All contributors to the MSc should have up-to-date knowledge of the requirements of the programme, current HCS and education practice Assessment 4 Purpose of Assessment 21. The purpose of assessment is to enable the trainee to demonstrate that they have the requisite knowledge, skills, attitudes and beliefs to work as a Clinical Scientist and, together with the successful graduation from the workbased element of the STP, that they meet the HCPC standards of education and training, professional skills, conduct performance and ethics to provide reassurance to the public. The MSc Clinical Science assessment programme should support assessment for learning, and in particular: 5 help clarify what good performance is (goals, criteria, standards); encourage time and effort on challenging learning tasks; deliver high-quality feedback information that helps learners to self-correct; encourage positive motivational beliefs and self-esteem; encourage interaction and dialogue around learning (peer and teacher student); facilitate the development of self-assessment and reflection in learning; involve students in decision making about assessment policy and practice; support the development of learning communities; integrate and complement the work-based assessment programme; help teachers adapt teaching to student needs. 22. The HEI must have in place a clear, overarching strategic and systematic approach to assessment that fits with the curriculum and delivers assessment methods that are valid, reliable/generalisable, feasible, fair, 3 JISC TechDis: see for further information with respect to mobile (m) learning. 4 Quality Assurance Agency Code of Practice. 5 Nicol DJ (2007) Principles of good assessment and feedback. REAP International Online Conference. (accessed ). Page 11

12 acceptable and defensible, and is led by assessment experts. The approach to the assessment of the MSc Clinical Science should also be cognisant of and complement the work-based assessment programme. 23. The assessment programme should be designed to enable the trainee to obtain regular constructive feedback on progress and achievement. It should encourage critical reflection and action planning, identifying both strengths and areas for development and improvement. 24. The approach to assessment should include and be overseen by a central coordinating leadership group or assessment-focused group that oversees, advises and scrutinises assessment across modules and years in order to build a consistent approach to assessment across the whole programme, involving module/programme leaders as appropriate. The overall assessment strategy should be documented in a clear and accessible manner with accountabilities clearly allocated. The strategy should also demonstrate how the approach is based on a sound understanding of the evidence base, academic literature and good practice in assessment Relationships and Partnerships National School of Healthcare Science 25. The NSHCS provides a national coordinating and oversight function to support trainees and host departments in the delivery of STP training. It is responsible for: national recruitment into STP, enabling a transparent and robust selection of the very best science graduates; providing national oversight of STP trainees throughout their training by managing and monitoring their progress through the online learning and assessment tool (OLAT), supporting trainees in difficulty as well as coordinating national structured assessments both during and at the end of STP training; evaluation of ongoing work-based assessment outcomes through the OLAT, enabling the School to benchmark training programme delivery for early identification of programme issues that may need to be addressed and resolved, and reporting these as part of agreed MSC governance arrangements; liaising with each HEIs MSc Clinical Science programme director to ensure the integration and coordination needed to deliver the academic and workbased programmes that form the STP; liaising with LETB HCS leads (and education and quality leads in the future arrangements) on local issues and problems and their resolution; working closely with workplace training departments and providing support as appropriate; organising national Train the Trainer programmes to ensure common standards of delivery and content, and recommending ongoing training activities to support the continuing professional development of work-based trainers. Page 12

13 26. Professional leads in each of the scientific divisions within the NSHCS will provide help and support with respect to organising rotations and/or specialist training that might require national coordination. In order to optimise the educational benefit and value of OLAT and the e-learning portfolio, professional leads will also work with and support training departments in its use. The School can be contacted on the following and at The Academy for Healthcare Science 27. The Academy for Healthcare Science (AHCS) provides the professional voice for the HCS workforce. Its functions are to: act as a strong and coherent professional voice; be able to influence and inform a range of stakeholders on all matters relating to healthcare science and scientific services; through Good Scientific Practice, acts the overarching body for professional issues related to education, training and development in the UK health system, including the provisions of UK-wide quality assurance across education and training arrangements; provide the infrastructure to support the professional regulation/registration of the HCS workforce, including: ο establishing a system of professional accreditation of education and training programmes for the regulation/registration of the HCS workforce; ο setting the professional standards for the delivery of accredited registers as required by the Professional Standards Authority for Health and Social Care (PSA) to ensure consistency and coherence across all MSC programmes; ο taking the central role in the sponsorship of the voluntary registers to achieve accredited status as set out by the PSA; ο becoming an HCPC education provider for the statutory regulation of clinical scientists; ο establishing a system for equivalence across the whole of the HCS workforce. For further details please see: Professional Practice 28. Professional practice spans the whole of the three-year training programme, underpinning both work-based training and the MSc in Clinical Science, and is described in the document Good Scientific Practice. This document sets out the principles and values on which good practice undertaken by the HCS workforce is founded. Wherever possible teaching should be contextualised to patients and patient care, recognising that the work of all members of the HCS workforce has an impact on patients and their care. Page 13

14 29. Good Scientific Practice sets out for the profession and the public the standards of behaviour and practice that must be achieved and maintained in the delivery of work activities, the provision of care and personal conduct. It uses as a benchmark the HCPC Standards of Proficiency and Standards of Conduct, Performance and Ethics, but expresses these within the context of the specialisms within healthcare science, recognising that three groups of the workforce, Biomedical Scientists, Clinical Scientists and Hearing Aid Dispensers, are regulated by the HCPC. The aim is that the standards are accessible to the profession and understandable by the public. 30. Good Scientific Practice represents standards and values that apply throughout an individual s career in healthcare science at any level of practice. The standards will be contextualised by the role within healthcare science that an individual undertakes. This means that the standards must be interpreted based on the role that an individual performs. For example, in supervised roles where individuals work within defined procedures rather than autonomously, some standards will need to be interpreted appropriately for the context of the specific role. There will, however, always be a requirement for an individual to work within the limits of their scope of practice and competence. 31. Students and trainees will be expected to be working towards meeting the expectations set out in this document. However, if an individual is undertaking further training and development following qualification from a professional training programme, they will be expected to be able to meet the standards in this document within their scope of practice. 32. The standards have been used to support curriculum development and will be used to underpin the process of judging individual equivalence, particularly for emerging specialisms. The standards have been divided into five domains. The domains of Good Scientific Practice detailed in Section 2 are: 1. Professional Practice 2. Scientific Practice 3. Clinical Practice 4. Research, Development and Innovation 5. Clinical Leadership Further details, including the content of each domain, can be found in the appendices. Within the MSc Clinical Sciences (Applied Epidemiology) key outcomes for trainees are for all modules are shown below. Page 14

15 Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the trainee will, in the context of Applied Epidemiology: 1. Present complex ideas in simple terms in both oral and written formats. 2. Consistently operate within their sphere of personal competence and level of authority. 3. Manage personal workload and objectives to achieve quality of care while maintaining a high standard of personal conduct and maintaining personal health. 4. Actively seek accurate and validated information from all available sources. 5. Select and apply appropriate analysis or assessment techniques and tools. 6. Evaluate a wide range of data to assist with judgements and decision making. 7. Conduct a suitable range of diagnostic, investigative or monitoring procedures with due care for the safety of self and others. 8. Report problems and may take part in restorative action within quality control/assurance requirements to address threats of performance deterioration. 9. Work in partnership with colleagues, other professionals, patients and their carers to maximise patient care. The following sections of this MSc Curriculum provide an overview of the STP for the specialism(s) within this theme. The Generic, Division and Themed Learning Outcomes and Indicative Content of the curriculum, together with the high-level work-based learning outcomes, follow this. Page 15

16 Section 2: MSc Clinical Science (Applied Epidemiology) 2.1 Overview of STP in Applied Epidemiology The diagram below provides an overview of the STP each trainee in Applied Epidemiology will follow. Modernising Scientific Careers: Scientist Training Programme (STP): Diagrammatic representation of employment-based, pre-registration, threeyear education and training programme 2.2 Applied Epidemiology Route Map The route map overleaf shows how the high-level STP framework has been interpreted for the MSc in Clinical Science (Applied Epidemiology). Page 16

17 MSc Clinical Sciences (Applied Epidemiology) Year 1 Year 2 Year 3 Introduction to Healthcare Science, Professional Practice and Clinical Leadership [20] Applied Epidemiology Rotational work-based training [40] Route Map: MSc Clinical Science (Applied Epidemiology) MSc trainees begin by following the generic curriculum, which spans all divisions (blue), together with some theme-specific modules (yellow). In Year 2 of the MSc, trainees specialise (orange) in applied epidemiology Research Methods [10] Data Management [10] Visualisation and Presentation of Data [10] Research Project in Applied Epidemiology [30] Applied Epidemiology Design and Analysis of Epidemiological Studies [20] Scientific Communication [10] Research Project in Applied Epidemiology [30] Credits Generic Division/Theme Specialism Total Page 17

18 Section 3: Generic Modules The generic STP MSc Clinical Science curriculum followed by all trainees comprises three modules: Introduction to Healthcare Science and Professional Practice: Year 1 Research Methods: Year 2 Research Project: Years 2 and 3 The generic STP work-based programme generic curriculum modules are: Professional Practice: Years 1, 2 and 3 Elective: following completion of the rotational training programme These modules align to Good Scientific Practice (see Appendix 3). Please note: 1 For Applied Epidemiology the structured models for presenting a patient history must include the ability to gather and present relevant information about both symptoms and risk factors and exposures. 2 For Applied Epidemiology the link between the patient history and examination and development of clinical investigation and management plans should be taught and assessed in the context of epidemiological investigation. Year 1: Generic Module Introduction to Healthcare Science, Professional Practice and Clinical Leadership [20 credits] The overall aim of this introductory module is to provide all trainees with a broad knowledge and understanding of science and scientific knowledge, contextualised to the practice of healthcare science and the services provided by their healthcare science division/specialism. Central to this is the contribution of healthcare science to patient care, patient safety, service delivery, research and innovation, often at the cutting edge of science, for example genomics and bioinformatics. All members of the HCS workforce must understand the impact of their work on patients and patient care and remember that their work has a direct or indirect impact on patient care. It is recognised that some of the learning within this module will not be at master s level, as allowed for in university regulations, but achievement of each learning outcome provides the building blocks for the division- and specialismspecific learning to follow, ensuring a common starting point for all trainees. While some of the learning may be at a lower level, the application of that knowledge in the divisional and specialist modules will be at master s level. As an introductory module it is expected to provide an overview and reinforcement of key concepts with respect to the organisation, structure and function of the body, and important areas such as the psychosocial aspects of health and disease, clinical pharmacology and therapeutics, genomics and bioinformatics. A major focus of this module is professional practice. This module will introduce and critically review the frameworks and academic literature underpinning Page 18

19 professional practice and enable trainees to gain the knowledge, skills, experience and tools to develop, improve and maintain high standards of professional practice at all times. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will: Scientific Basis of Healthcare Science 1. Describe the cellular, tissue and systems responses to disease and discuss those body systems and processes relative to your division/specialism. 2. Explain the main principles and core concepts of clinical genetics and genomics and discuss in the context of patients referred to services provided by your division/specialism. 3. Explain the main principles and core concepts of the sociology of health and illness and discuss those relevant to patients and the role of your division/specialism. 4. Explain the basis of epidemiology, public health and health protection and discuss in relation to patients and the safety of patients referred to services provided by your division/specialism. 5. Explain the basic principles of clinical pharmacology and therapeutics and discuss in relation to patients and the safety of patients referred to services provided by your division/specialism. 6. Explain the basic principles of physics that underpin healthcare science and discuss in relation to patients and the safety of patients referred to services provided by your division/specialism. 7. Discuss and justify how bioinformatics, including large biological data sets, contributes to patient safety, patient care and the practice of healthcare science and defend the governance and ethical frameworks within which bioinformatics can be used. Professional Practice 8. Discuss and appraise the ethical foundations of professionalism, including critical reflection, and how these relate to the Clinical Scientist, the patient, the practice of healthcare science and the wider healthcare environment. 9. Explain and critically evaluate the structures, processes and methodologies that underpin the quality of the service provided by the NHS and quality improvement initiatives to promote high-quality patient care and enhance patient safety, and discuss the quality mechanisms relevant to your division/specialism. 10. Explain the principles of effective written and verbal communication and feedback, considering the needs and dignity of patients, the public, health professionals and scientists. 11. Describe and evaluate the basic principles and structures underpinning history taking, clinical examination and clinical decision making and discuss their role in your division. Clinical Leadership 12. Discuss, compare and contrast a range of leadership models, including those that underpin current NHS Leadership and Competency Frameworks, and identify and critically evaluate how your personal values, principles and assumptions affect your personal leadership style. Page 19

20 13. Explain the current structure and management of health and social care systems and services at a national (UK-wide) and local level and the way in which the voice of patients and the public is embedded in all aspects of healthcare and healthcare education. Learning Outcomes: Practical Skills On successful completion of this module the trainee will: 1. Practise the skill of history taking. 2. Practise the skill of giving and receiving meaningful feedback. Indicative Content Review of the organisation, structure and function of the body Chemical, cellular and tissue level of organisation of the body Metabolism Function of blood as a tissue, blood cells (types and life times) Anatomy and physiology: o skin o o skeletal system respiratory system ventilation gas exchange blood gas transport o heart, blood vessels and lymphatic system Central, peripheral and autonomic nervous system Vision, hearing and equilibrium Gastrointestinal tract, including digestion and absorption of food, the liver and liver function tests Renal system Endocrine system Electrolyte and acid-base balance Hormonal mechanisms and control Abdomen, pelvis and perineum, including male and female reproductive tract Review of pathophysiology: cellular, tissue and systems responses to disease Review of the pathological processes underpinning common diseases: o cell death o inflammation o neoplasia o hypertrophy o hyperplasia o tissue response to injury and repair Introduction to the main principles and core concepts of clinical genetics and genomics Meiosis and Mendelian inheritance Nucleic acid structure and function Chromosome structure and function Page 20

21 Nomenclature used to describe the human genome Common genetic disorders Impact of genetic disorders on the patient and their families Genomic technology and role of the genome in the development and treatment of disease Introduction to sociology of health and illness Factors affecting health and their contribution to inequalities in health between populations Basis of health protection, including principles of surveillance Patients responses to illness and treatment, including the impact of psychological and social factors including culture, on health and healthrelated behaviour Health belief models Diversity of the patient experience Disability, including learning disabilities Potential health inequalities Self-care Impact of life-threatening and critical conditions Patient involvement in decisions regarding their healthcare Introduction to epidemiology, public health and health protection Health and disease in population terms The importance of population factors in individual health/disease processes Data interpretation, including the variability of biological data and application of statistics Investigating disease, epidemiology and natural history, including mathematical modelling Role of local, national and international bodies associated with health protection Principles of surveillance, the characteristics of different surveillance systems, and key current policies and programmes used to protect health Screening programmes, including design, strengths and weaknesses Introduction to clinical pharmacology and therapeutics Overview of the basic principles of pharmacokinetics Overview of the basics of drug metabolism and excretion Basic mechanisms and clinical importance of drug interactions Basic principles of physics underpinning common measurement techniques used in healthcare science Structure of matter (atomic and nuclear models) Radiation: nature and its measurement and radiation safety Physics and mathematics of image formation Basic electricity and magnetism as it relates to the measurement of physiological signals Viscous and inertial flow of simple liquids Ethical foundations of professionalism and the patient at the centre of care Defining professionalism within health and healthcare science Page 21

22 Characteristics (personal traits) that impact on professionalism and professional practice in the workplace Ethical, legal and governance requirements arising from working at the level of the Clinical Scientist Critical reflective practice o Evidence base o Reflection as a structure for learning o Frameworks that support critical reflective practice o Reflection to improve professional practice o o Reflection as a model for developing deep learning Reflection as a means of improving patient care, service delivery and scientific investigation Introduction to quality, quality improvement Patient safety Definition of terms Quality management Quality control Quality assurance Quality improvement Quality methodologies Quality processes and procedures Clinical governance Current NHS quality management and improvement systems Quality assurance to protect patients and assure high-quality healthcare science services, and deliver safe and effective services Introduction to history taking, clinical examination Importance of patient-centred care, treating patients with respect, honesty and compassion, maintaining patient dignity and confidentiality, and putting the patient first Duty of candour and the importance of this in healthcare Informed consent o Principles, guidance and law with respect to informed consent o Introduction to the patient, including role of the Clinical Scientist o Explanation to the patient Structured models for presenting a patient history Process of patient-centred interviewing and the features of a good consultation o Initiating the session o Gathering information o Building the relationship o Explaining and planning o Closing the session Link between the patient history and examination and development of clinical investigation and management plans Shared clinical decision making How information from a history and examination is used to develop clinical management plans Introduction to communication skills Principles of effective communication, including: Page 22

23 o written and electronic o verbal o non-verbal Importance of: o signposting o listening o paraphrasing o language o commonly used questioning techniques o non-verbal behaviour o ideas o beliefs o concerns o expectations o summarising o communication Range of question types that can be used in a communication Key features of effective patient interviews and information giving Adapting communication methods for people/groups/culture Feedback o The role of feedback in clinical education and continuing professional development o Feedback models o Characteristics of effective feedback Introduction to leadership within the NHS Theories and models of leadership Concept of shared leadership Associated personal qualities and behaviours that promote shared leadership Overview of the NHS Leadership Framework and Clinical Leadership Competency Introduction to the structure of the NHS Structure of the NHS across the four UK countries o Structure o Accountabilities o Funding arrangements o Working relationships NHS Constitution o The seven key principles that guide the NHS in all it does o NHS Values Respect and dignity Commitment to quality of care Compassion Improving lives Working together for patients Everyone counts Quality improvement structures and processes within the NHS Patient safety and the requirement to protect patients from avoidable harm Patient focus o Shared decision making with patients Page 23

24 o o o o Access to information Choice Personalised care Safeguarding patients Year 2: Generic Module Research Methods [10 credits] The overall aim of this module is to ensure that the trainee has the knowledge, skills and experience of the role of research, development and innovation in the NHS in improving patient care, including prevention, diagnostics, treatment and service delivery. On completion of this module and the research project, trainees should be able to generate ideas; assess, plan, conduct, evaluate, interpret and report research and innovation projects, which includes original research; and disseminate the findings and, where appropriate, adopt the findings. Trainees should also be able to use research to improve practice. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will: 1. Discuss and critically evaluate the context within which research, development, innovation and audit are undertaken to improve patient care, promote innovation and improve service delivery. 2. Describe, compare and contrast a range of research methods/approaches, including cohort studies, qualitative, quantitative, systematic review, sampling techniques and clinical trials. 3. Explain and justify current UK ethical and governance frameworks and processes spanning the conduct of human and animal research, innovation and audit. 4. Critically evaluate the literature/evidence base to identify a research question and create a new approach or technique to improve patient care or service delivery. 5. Discuss and justify the research, audit and innovation process from idea generation to dissemination/implementation, including patient/user involvement and intellectual property. 6. Describe and evaluate a range of data analysis techniques to ensure the validity, reliability and appropriateness to the research aim, design and conclusion. 7. Describe how clinical guidelines are produced and the concept of evidencebased practice, including the role of current statutory and advisory regulatory bodies. 8. Identify potential sources of research and innovation funding for healthcare science/clinical Scientists. Learning Outcomes: Practical Skills On successful completion of this module the trainee will: Page 24

25 1. Undertake an evidence-based literature review, critically appraise the output, draw appropriate conclusions and report the findings, and where appropriate, use the findings to inform a research project. 2. Identify, discuss and critically evaluate a research, innovation, or audit project that has resulted in an improvement in patient care, diagnostics, or service delivery. Indicative Content Research methods/approaches Differentiation between audit and research Cohort studies Qualitative Quantitative Systematic review Meta-analysis Sampling techniques Clinical trials (pre-clinical to translational) Epidemiological studies Study design Hypothesis generation and testing Ethical and governance research frameworks Good Clinical Practice (GCP) Human research Animal research Innovation Audit Research, audit and innovation process Literature searching and referencing Innovation pathway (Invention, Evaluation, Adoption and Diffusion) Idea generation Patient/user involvement Peer/expert review Practical and financial criteria and constraints affecting research Dissemination/implementation Intellectual property Quality assurance Monitoring and reporting Archiving Roles and responsibilities of the research/innovation team Data analysis techniques Data validity, reliability and appropriateness Application and interpretation of statistical techniques Power calculations Intention-to-treat analyses Clinical guidelines Evidence-based practice Statutory and advisory regulatory bodies Page 25

26 Research and innovation funding Sources of funding, including research councils and charities Grant applications Page 26

27 Section 4: Division/Theme-Specific Modules Introduction to Applied Epidemiology This section covers the division/theme-specific module that will be studied by all trainees undertaking the Applied Epidemiology STP. Division: Clinical Bioinformatics Theme: Applied Epidemiology Year 1: Introduction to Public Health and Applied Epidemiology [40 credits] The overall aim of this module is to provide trainees with the knowledge that underpins the STP work-based rotational programme in Applied Epidemiology. A high-level description of the work-based learning is included to provide education providers with information on how the academic and work-based elements integrate. Rotational Programme Division: Clinical Bioinformatics Theme: Applied Epidemiology Rotation A: Introduction to Public Health [10 credits] Rotation B: Introduction to Public Health Policy, Practice and Professionalism [10 credits] Rotation C: Introduction to Epidemiology [10 credits] Rotation D: Introduction to Statistical Methods [10 credits] Division: Clinical Bioinformatics Theme: Applied Epidemiology Rotation A: Introduction to Public Health [10 credits] The aim of this rotation is to introduce trainees to the principles and practice of public health and the public health system in the UK. All trainees must successfully complete the national Information Governance training modules with a score of more than 80%. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Define the key concepts of public health. 2. Define the role of the UK public health function to protect and improve the patient s and public health. 3. Describe the historical and legal context of public health. 4. Describe the key components of public health systems. 5. Describe and evaluate the key sources of routine health data. 6. Discuss the application and evaluate the limitations of the different clinical coding systems in use and how they influence patient safety and patient care. Page 27

28 7. Describe the importance of high-quality coded clinical data in communication and using it to improve patient and population care and outcomes. 8. Describe basic population indicators and cite the methods used to estimate the burden of disease to inform planning of public service ensuring patient safety and care. 9. Define wider determinants of health and health inequalities and their impact on patient care, patient safety and health outcomes. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work-Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Successfully complete a recognised Information Governance training module. 2. Access health data from at least one of: a routine data source (e.g. Hospital Episode Statistics), a surveillance system; or a registration database to answer a public health question. 3. Use routine numerator and denominator data to calculate a public health measure of disease burden/frequency, interpret the significance of these data to patient and public health, and present a report on the findings for a specific audience. Indicative Content 1. Define the key concepts of public health Individual versus population health Domains of public health Determinants of health Health promotion Communicable versus non-communicable diseases, underlying causes and public health responses Principles of screening Criteria for screening programmes (e.g. Wilson Junger criteria) Measures for evaluating screening tests - Sensitivity - Specificity - Positive predictive value (PPV) - Negative predictive value (NPV) Public health ethics; rationing, value for money Assessment of risk and risk management 2. Define the role of the UK public health function to protect and improve the nation s health National public health organisations (e.g. Public Health England, Public Health Wales) Page 28

29 Surveillance and investigation of health problems and hazards in the community Prepare for and respond to public health emergencies Develop and apply policies that improve health and ensure safety Lead efforts to mobilise communities around important health issues Advocate for effective health services Achieve excellence in public health practice through a trained workforce, evaluation, and evidence-based programmes Public health ethics Structure and function of health and social care services in the UK 3. Define the historical and legal context of public health Prominent events in history Historical developments in public health legislation Current legal framework for delivering public health Current legislation applicable to the work of applied epidemiologists 4. Describe the key components of public health systems Contributions of different institutions, sectors and professions Interface between clinical, community and public health Organisation and delivery of public health in England and the wider UK 5. Describe and evaluate the key sources of routine healthcare data National census (resident populations) GP practice populations (registered populations) Catchment populations Indices of Multiple Deprivation and other measures of deprivation Numerators and denominators Vital statistics and the birth and deaths registration process Birth and mortality files The role of the Office for National Statistics (ONS) and the Health and Social Care Information Centre (HSCIC) Hospital Episode Statistics (HES) Sources of primary care data (e.g. Quality and Outcomes Framework [QOF], research databases) Key developments such as care data Disease surveillance (e.g. Notifications of infectious diseases [NOIDs], British Paediatric Surveillance Unit [BPSU], cancer registries) Determinant surveillance (e.g. Chemical incident surveillance, COVER [vaccine coverage], National Child Measurement Programme) 6. Discuss the application and evaluate the limitations of the different clinical coding systems in use Terminologies vs classifications Coding systems nature, clinical applications, limitations International Classification of Diseases (ICD) NHS Dictionary of Medicines and Devices, Office of Population Census and Surveys (OPCS) Classification of Interventions and Procedures, Read Coded Clinical Terms, Systematised Nomenclature of Medical Terms (SNOMED CT) Page 29

30 7. Describe the importance of high-quality coded clinical data in communication and using it to improve patient and population outcomes Coding quality issues and risks Coding and patient accessible information Coding for management importance of coded data for supporting business workflows, payment and administration (e.g. Quality and Outcomes) 8. Describe basic population indicators and cite the methods used to estimate the burden of disease to inform planning of public services Birth and mortality rates Infant mortality Fertility rate Life expectancy Disability-adjusted life year (DALY) 9. Define wider determinants of health and health inequalities and their impact on patient safety, patient care and health outcomes Dahlgren and Whitehead s model of the social determinants of health National Institute for Health and Care Excellence (NICE) guidance on health inequality Equity vs equality Role of local authorities in addressing inequalities Types of inequalities (e.g. geographical, population group) Measures of inequality Measuring health outcomes Page 30

31 Division: Clinical Bioinformatics Theme: Applied Epidemiology Rotation B: Introduction to Public Health Policy, Practice and Professionalism [10 credits] The aim of this rotation is to introduce trainees to the development of public health policy, practice and professionalism. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Describe the UK public health policy framework and the various organisations within it. 2. Describe the process of implementation of national public health policy. 3. Describe the process of implementation of local public health policy. 4. Describe how evidence is used to inform and influence public health policy. 5. Evaluate how the knowledge base is used to identify current issues in public health. 6. Discuss the relative merits and disadvantages of individual and population approaches to improving public health. 7. Describe the role of communication in enabling a range of audiences to understand how the public health function leads to health gain. 8. Describe the approaches to effective communication with other health professionals and policy makers. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work-Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Select and analyse a public health policy using the UK public health framework and critically appraise the knowledge base underpinning the development of the policy. 2. Critically review the challenges in implementing this public health policy. 3. Develop and implement (in part or whole) an evaluation plan for a particular public health policy. 4. Present a summary report of your findings and present it to colleagues, justifying conclusions and recommendations. Indicative Content 1. Describe the UK public health policy framework and the various organisations within it Context Content Page 31

32 Processes Actors Current issues in public health, e.g. obesity, liver disease, ageing, antimicrobial resistance, tuberculosis, climate change, migrant health How to recognise and respond to changing public health requirements 2. Describe the process of implementation of national public health policy Legislative framework Levers The challenges and barriers to successful implementation The role of public health bodies in reducing health inequalities 3. Describe the process of implementation of local public health policy Local arrangements within the relevant country, e.g. local authority tiers Levers The challenges and barriers to successful implementation How to engage a diverse range of local communities, including the public, voluntary and charitable sectors How public health policy impacts on patient safety, patient care and health outcomes 4. Describe how evidence is used to inform and influence public health policy Introduction to evidence synthesis and hierarchy of evidence Translation of evidence into policy and practice Introduction to health economics and healthcare effectiveness How global policies and initiatives influence the UK context of public health Similarities and differences in UK and global health policies in one area of public health practice 5. Evaluate how the knowledge base is used to identify current key issues in public health and inform policy Introduction to key sources of public health data Measures of health, including burden of disease and mortality Health needs assessment Evaluation of public health policy and practice Roles of organisations such as NICE, Cochrane 6. Discuss the relative merits and disadvantages of individual and population approaches to improving public health Prevention: primary, secondary, tertiary Prevention paradox (Rose hypothesis) Epidemiological basis to preventive strategies: high risk vs population strategies Use of health economics in approaches to improving public health 7. Describe the role of communication in enabling a range of diverse audiences to understand how the public health function leads to health gain Identify the range of stakeholders and audiences Explores the boundaries of stakeholder engagement and interaction Describe the concept of health gain Page 32

33 8. Describe the approaches to effective communication with other health professionals and policy makers Verbal and non-verbal communication skills Written communication skills Components of good team working The need to engage service users, e.g. local authorities, clinical commissioning groups, who use the information to develop public health policy, strategy, implementation and evaluation Barriers to effective communication Benefits of good communication Page 33

34 Division: Clinical Bioinformatics Theme: Applied Epidemiology Rotation C: Introduction to Epidemiology [10 credits] The aim of this rotation is to provide trainees with an overview of communicable and non-communicable disease epidemiology. They will be introduced to a range of epidemiological concepts, including measures of disease frequency and association, study design, bias and confounding. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Define the key concepts of epidemiology. 2. Distinguish key features of communicable, non-communicable and environmental epidemiology. 3. Justify the rationale for surveillance and evaluate the strengths and weaknesses of different approaches. 4. Explain the application of measures of disease frequency and summary statistics. 5. Describe the principles of outbreak investigation. 6. Describe epidemiological study designs and their measures of association. 7. Calculate measures of association for cross-sectional surveys, case control and cohort studies. 8. Describe bias, confounding and chance, and their impact on measures of association. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work-Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Generate a report describing and evaluating the attributes of a surveillance system. 2. Generate an epidemiological report analysing and interpreting surveillance data. 3. Present a critical appraisal of a peer-reviewed analytical study, discussing potential biases and their impact on the findings. 4. Participate in and document the steps that are taken to investigate an outbreak. Indicative Content 1. Define the key concepts of epidemiology History of epidemiology Time, place, person Page 34

35 Applications of epidemiology How the output from applied epidemiology is used both clinically and to inform broader approaches in the determinants of health in a range of specialisms, and the consequences of decisions made on actions and advice 2. Distinguish key features of communicable, non-communicable and environmental epidemiology The theoretical basis of, and the variety of approaches to, assessment and intervention Infectious diseases and causative agents Infectious disease transmission, including vaccination and immunisation Chronic diseases and conditions Environmental exposures and disease The wider clinical situation relevant to communicable, noncommunicable and environmental epidemiology, and the effect of disease on patients and populations 3. Justify the rationale for surveillance and evaluate the strengths and weaknesses of different approaches The surveillance cycle: set objectives, data collection, data analysis, interpretation, action, evaluation Surveillance system attributes Population under surveillance Active surveillance Passive surveillance Sentinel surveillance Syndromic surveillance Disease registration systems Cancer registration (as an example of disease registration) Benefits and risks of data linkage Clinical uses of registration data Examples of other disease registration systems Risk assessment in the context of prevention and control of communicable diseases (e.g International Health Regulations) 4. Explain the application of measures of disease frequency and summary statistics. Types of data (categorical, continuous) Frequencies and distributions Numerators and denominators Measures of disease frequency Summary statistics, e.g. mean, mode, median, measures of spread (range, interquartile range, variance, standard deviation) Prevalence and incidence Rates (crude, specific and standardised) Risk adjustment Hypothesis generation 5. Describe the principles of outbreak investigation Page 35

36 Aim to identify and control source Multidisciplinary roles Establishing the existence of the outbreak; defining the disease; finding cases; describing cases by time, place and person characteristics; establishing a hypothesis related to the mode of occurrence; testing the hypotheses; conducting an environmental investigation; conducting a microbiological investigation; controlling the outbreak, preventing further occurrences, and writing an investigation report to share experience with the public health and scientific community Patient engagement Social, institutional and political background Need for timeliness to enhance preventive impact of control measures 6. Describe epidemiological study designs and their measures of association Qualitative and quantitative Prospective and retrospective studies Cohort studies Case-control studies (matched and non-matched) Cross-sectional studies Ecological studies Intervention studies, including clinical trials Measures of association, e.g. odds ratio, relative risk, attributable risk, correlation 7. Calculate measures of association for cross-sectional surveys, case control and cohort studies Calculate prevalence ratios, odds ratios and relative/attributable risk using dummy data 8. Describe bias, confounding and chance, and their impact on measures of association Selection bias Information bias Observer bias Loss to follow-up Misclassification Confounding and chance Importance of effective communication with patients to minimise bias Page 36

37 Division: Clinical Bioinformatics Theme: Applied Epidemiology Rotation D: Introduction to Statistical Methods [10 credits] The aim of this rotation is to introduce statistical methods and their use in public health and epidemiology. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Summarise and present data appropriately. 2. Describe statistical techniques to quantify sampling variation. 3. Select an appropriate statistical method for the analysis of data. 4. Perform statistical analysis of dummy data. 5. Interpret the findings of the statistical analysis. 6. Describe the application and the strengths and weaknesses of different sampling scheme. 7. Perform sample size and power calculations for a case control or cohort study. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work-Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Identify a pertinent public health question and draft a statistical analysis plan. 2. Execute the statistical analysis plan, producing a written report to summarise and interpret the findings. 3. Calculate the sample size required for an analytical study, or the power of a study that has already been conducted, and discuss the impact of this on the study and the interpretation of findings in relation to patients or the public. Indicative Content 1. Summarise and present data appropriately Display tables: frequencies, frequency distributions and graphs Proportions, differences, ratios, % change Summary statistics, e.g. mean, mode, median, measures of spread (range, interquartile range, variance, standard deviation) 2. Describe statistical techniques to quantify sampling variation Data distributions P-values and confidence intervals Page 37

38 Statistical vs clinical significance 3. Select an appropriate statistical method for the analysis of data Tests for comparing means Tests for comparing proportions Non-parametric methods Correlation and linear regression Stratified analysis: Mantel-Haenzel, standardisation: direct and indirect Introduction to linear and logistic regression Survival analysis (classical approach) Censoring mechanisms Types of time-to-event data Principles of Kaplan-Meier and actuarial survival curves Methods of summarising survival data Methods used to compare groups, e.g.: o logrank test for two or more groups, including ordered groups o Cox's proportional hazards regression model Hazard ratios and their interpretation 4. Perform statistical analysis of dummy data Overview, strengths and weaknesses of a range of statistical packages for epidemiological analysis Practical computer simulation using dummy data, e.g. using R Overview of the data set Listing observations Frequency tables for categorical variables Description of distributions Test of means Non parametric tests: Kruskal-Wallis, Wilcoxon, Mann-Whitney, Spearman and Kendall s correlation Stratification Regression techniques Survival analysis 5. Interpret the findings of the statistical analysis Interpret outputs from computer-generated analysis Describe the meaning of the output in terms of public health 6. Describe the application and the strengths and weaknesses of different sampling schemes Simple random Systematic Stratified Multi-stage Cluster sampling 7. Perform sample size and power calculations for a case control or cohort study Type I and II errors Proportion exposed or has outcome Page 38

39 Expected magnitude of effect Page 39

40 Section 5: MSc Specialist Modules for Applied Epidemiology Module Titles Year 3 Specialist Modules Design and Analysis of Epidemiological Studies Scientific Communication Research Project in Applied Epidemiology Year 2 Specialist Modules Research Methods [20] Data Management [10] Visualisation and Presentation of Data [30] Research Project in Applied Epidemiology Year 1 Core Modules [10] [10] Healthcare Science, Professional Practice and Clinical Leadership [20] [10] [30] Introduction to Applied Epidemiology Underpinning knowledge for rotational work-based training programme and integrated professional practice [40] Generic Modules: common to all divisions of healthcare science Division/Theme-Specific Modules: common to a division or theme Specialist Modules: specific to a specialism Page 40

41 Pedagogic Background Bloom definitions have been used to classify learning outcomes. However, the Bloom classification has been simplified to define three broad areas understanding, application and the creation of new understanding. The document is therefore written to describe the learning outcomes from each module at three levels: Level 1: Understanding the area: Bloom terms: Definition, Knowledge and Comprehension Level 2: Application of the knowledge: Bloom terms: Application and Analysis Level 3: Creating new knowledge/understanding/strategies: Bloom terms: Synthesis and Evaluation In each area we want to check that the trainee understands the area, can effectively apply the tools and make sense of the results returned, and has a deep enough knowledge to help guide the service towards new strategies/techniques where appropriate. The learning outcomes have been put in this order for each of the modules. However, it should also be pointed out that we are not attempting to reach the final level in the Bloom taxonomy for all modules. For example, in the programming module we want trainees to be able to understand and apply programming skills not necessarily to develop new programming paradigms. Modules that aim to reach level 2: Introduction to Applied Epidemiology Data Management Visualisation and Presentation of Data Modules that aim to reach level 3: Design and Analysis of Epidemiological Studies Scientific Communication Research Project Page 41

42 MSc Year 2 Specialist Practice These modules provide the trainee with the knowledge and understanding that underpins and is applied to the specialist work based learning programme. Division: Clinical Bioinformatics Theme: Applied Epidemiology Specialism: Epidemiology Year 2: Data Management [10 credits] The aim of this rotation is to provide trainees with an overview of the key elements of the data management of public health data and its impact on patients and the public. This will include areas such as data governance and basic systems development. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Describe the key elements and purpose of data sharing/access agreements to protect patients and the public. 2. Discuss security issues around client server systems and system security in the context of NHS data governance and ethical concerns. 3. Describe the key elements of databases, including purpose, scope and application. 4. Identify the key elements and importance of database design. 5. Describe the principles and steps of data linkage. 6. Manipulate, manage and quality assure data within a data set. 7. Discuss the importance of data quality and explain how to mitigate and improve it. 8. Interrogate an SQL database. 9. Describe the principles of data warehousing. 10. Summarise the concept of data mining. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work- Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. 1. Document and design a specification for a relational database for collecting or storing health data, ensuring compliance with security, governance and ethical issues. 2. Extract, import and manipulate data within a data set. 3. Draft a report summarising the quality of the data, make recommendations required to improve the data quality and agree an action plan. Indicative Content Page 42

43 1. Describe the key elements and purpose of data sharing/access agreements to protect patients and the public Patient confidentiality Caldicott/Caldicott Guardians Legal issues, e.g. legislation (Data Protection Act), Information Commissioner s Office, impact of breaches Data sharing agreements NHS Information Governance Toolkit overview, how it helps safeguard data Systems security user access controls, firewalls, encryption (s/w, h/w, database) Pseudonymisation System level security policy Data flows diagrams Risk assessment/patient identifiable information Disaster recovery/resilience Secure information exchange Freedom of information requirements 2. Discuss security issues around client server systems and system security in the context of NHS data governance and ethics concerns Logins and access to databases, server/database roles and in-database roles (access to specific tables, etc.) Database logs Disaster recovery Principles of information governance and be aware of the safe and effective use of health and social care information Recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public The need to manage records and all other information in accordance with applicable legislation, protocols and guidelines 3. Describe the key elements of databases, including purpose, scope and application What is a database and why are they needed? Kinds of database (relational, document, graph) Products SQL Server, Oracle, Access What can we do with them? (lookup, analysis, online transaction processing [OLTP], online analytical processing [OLAP], machine learning, stream analytics) 4. Describe the key elements and importance of database design Creating the database considerations on size, logical structure for data storage Structure tables, views, ioins, primary/foreign keys Field types Nulls and empty strings how do we deal with missing data Normalisation (to save space and not repeat data, primary/foreign keys) Indexes Importance of documentation Page 43

44 Importance of using standardised coding 5. Describe the principles and steps of data linkage What it is, why we need to do it and principles Common problems 6. Manipulate, manage and quality assure data within a data set Variables types, numeric formats, decimals, date and time, string Getting data into and out of programmes Documentation commands labels Calculations generate and replace, recoding, checking correctness, missing data Data structure selecting observations and variables, renaming and reordering, sorting, collapsing data, combining files Data entry folders, filenames, variable names, error prevention Approaches and methods to ensure reproducibility of analyses and outputs 7. Data quality Principles: completeness, accuracy, validity, accuracy, timeliness, consistency Standards Data validation Data dictionaries, standards and coding 8. Interrogate an SQL database 9. Using a dummy data set Importing data ο Import and Export Wizard ο SQL insert, update, delete Querying the data ο SQL Management Studio ο Select, Where, Group by, Order by, Count ο Joins ο Formats and conversion ο Handling nulls ο Query efficiency ο ODBC Access, Excel, EpiData, R, etc. 10. Describe the principles of data warehousing Definition of data warehouse Application Process: data cleaning, data integration and data consolidations 11. Summarise the concept of data mining Use and application of data mining Data mining tools Steps in data mining: change detection, dependency modelling, clustering, classification, regression, summarisation, results validation Page 44

45 Division: Clinical Bioinformatics Theme: Applied Epidemiology Specialism: Epidemiology Year 2: Visualisation and Presentation of Data [10 credits] The clear and accurate presentation of the results of analysis is an essential part of the epidemiologist and data scientist skill set. The aim of this module is to provide trainees with the knowledge and skills to create appropriate and actionable visualisations from a wide range of data and the results of their analysis. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Discuss the impact of visual perception on the construction of data presentations for different audiences, e.g. the public, patients and decision makers. 2. Describe the range of data presentations available, e.g. tables, graphs, maps and infographics. 3. Describe the principles and uses of interactive data products. 4. Select the most appropriate presentation modality for different data types and audiences. 5. Describe the range of data presentation software available. 6. Evaluate and select the most appropriate software tool for producing presentations. 7. Explain the concepts of Geographic Information Systems (GIS) and the application of GIS to public health. 8. Identify and discuss the advantages and disadvantages of GIS and steps to be taken to quality assure the use of GIS in epidemiology. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work- Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Select and create appropriate charts or plots for at least two different audiences using a defined data set. 2. Create clear and accurate charts in a range of software. 3. Create a simple infographic. 4. Create a simple interactive data product using public health data. 5. Use graphing tools (e.g. ggplot2 used in R), visual exploratory data analysis tools (e.g. Tableau) and interactive tools (e.g. Tableau Public, Plot.ly and RShiny). 6. Present health data using a Geographic Information System (GIS) and assess how the findings might be used to inform local or national public health action. Page 45

46 Indicative Content 1. Discuss the impact of visual perception on the construction of data presentations for different audiences, e.g. the public, patients and decision makers Position along a common scale Position along identical non-aligned scales Factors such as length, angle, slope, area, volume, colour hue, colour saturation and density Aspect ratios 2. Describe the range of data presentations available, e.g. tables, graphs, maps and infographics Frequency and probability distributions (e.g. tables, histograms, density plots, box plots) Awareness of the range of other frequency plots (e.g. violin plots, bean plots and bee swarm plots) Plotting categorical variables (e.g. bar and column charts, part-to-whole charts, mosaic plots, radial plots) Awareness of the range of other plots for categorical variables (e.g. coxcomb charts, heatmaps, treemaps, dendrograms) Charts for making comparisons (e.g. scatter plots, matrix scatter plots, line charts, linear regression) Public health charts (e.g. population pyramids, funnel plots, spine charts and caterpillar plots) 3. Describe the principles and uses of interactive data products Analysis Design Prototyping Evaluation 4. Select the most appropriate presentation modality for different data types and audiences Understanding audience need, including accessibility requirements Relating chart type to data type Risk and mitigation of accidental disclosure of personal data Appropriate referencing and attribution of content and output, e.g. copyright 5. Describe the range of data presentation software available Graphical functions within standard software (e.g. Excel) Graphical functions with statistical packages (e.g. R) Specialist graphical software (e.g. Tableau, Plot.ly and RShiny) 6. Evaluate and select the most appropriate software tool for producing data presentations Strengths and weaknesses of relevant tools (e.g. Tableau, Plot.ly and RShiny) 7. Explain the concepts of Geographic Information Systems (GIS) and the application of GIS to public health Page 46

47 The importance of location to public health Spatial data and spatial databases Data models and structures Software (e.g. ArcGIS Desktop) Making your data spatial Geocoding Mapping coordinate data Joining non-spatial data to geographic boundaries 8. Identify and discuss the advantages and disadvantages of GIS and steps to be taken to quality assure the use of GIS in epidemiology Spatial analytical methods for public health Cartography and visualisation for public health data Page 47

48 Division: Theme: Specialism: Year 2 and 3: [60 credits] Cross-Divisional Applied Epidemiology Applied Epidemiology Research Project (Applied Epidemiology) The overall aim of this module, building on the Research Methods module, is for the trainee to undertake a research project that shows originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in a specialism of healthcare science. The research project may span scientific or clinical research, translational research, operational and policy research, clinical education research, innovation, service development, service improvement, or supporting professional service users to meet the expected learning outcomes. Research projects should be designed to take into account the research training required by individual trainees and the needs of the department in which the research is to be conducted. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will: 1. Discuss the stages of the research and innovation process from conceptualisation to dissemination and, if appropriate, translation into practice. 2. Describe the purpose and importance of different kinds of research, including scientific or clinical research, translational research, operational and policy research, clinical education research, innovation, service development, service improvement and supporting professional service users, and relate these to the roles undertaken by Clinical Scientists in the trainee s specialism. 3. Discuss and evaluate the use of reference manager systems. 4. Justify the rationale for research governance and ethical frameworks when undertaking research or innovation in the NHS. 5. Describe the process and requirements for publication in a peer-reviewed journal and the current system of grading research publications. Learning Outcomes: Practical Skills On successful completion of this module the trainee will: 1. Design, plan and undertake a research project to test a hypothesis from conception to completion/archiving in accordance with ethical and research governance regulations, drawing on expert advice where necessary and involving patients and service users. 2. Analyse the data using appropriate methods and statistical techniques, and interpret, critically discuss and draw conclusions from the data. 3. Prepare a written project that describes and critically evaluates the research project, clearly identifying the strengths and weaknesses. 4. Present a summary of the research project and outcome that conforms to the format of a typical scientific presentation at a national or international scientific meeting, responding to questions appropriately. Page 48

49 5. Prepare a summary of the research project suitable for non-specialist and lay audiences. Indicative Content Critical evaluation of the literature/evidence base Reference management Identification of a research question Research ethics and regulatory requirements, including issues related to access and use of information Data protection and confidentiality guidelines Patient safety Patient consent Sources of funding/grants Peer review/expert advice Possible risks and balancing risk vs benefit Project management techniques and tools Roles and responsibilities of those involved in the research Monitoring and reporting Data analysis Data interpretation Criteria/metric for assessing and grading research data and publications in the scientific, NHS and higher education sectors Range of formats and modes of presentation of data Requirements for publications submitted to scientific, education and similar journals Current conventions with respect to bibliography and referencing of information Page 49

50 Division: Clinical Bioinformatics Theme: Applied Epidemiology Specialism: Epidemiology Year 3: Design and Analysis of Epidemiological Studies [20 credits] Overview and Aim Descriptive epidemiology helps with hypothesis generation; analytical epidemiology allows the testing of hypotheses and making inference of the results to the population with the use of analytical methods. The overall aim of this module is to provide trainees with the knowledge and skills to design, analyse and interpret observational epidemiological studies used in the public health setting to inform understanding and effect change. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Identify and state the key considerations in the planning and design of epidemiological studies. 2. Describe the principles and critically evaluate the relative merits of different study designs. 3. Summarise the key concepts and impact of sampling error, bias and confounding in epidemiological studies and apply strategies to address these. 4. Select appropriate sampling methods and calculate sample size and power using appropriate software. 5. Describe the key elements of questionnaire design. 6. Design data collection instruments. 7. Design data collection procedures that protect patients, the public and other stakeholders, in line with data protection requirements, e.g. Caldicott requirements. 8. Perform data cleaning and management on a dummy data set. 9. Perform data analysis on a dummy data set using statistical software, e.g. R. 10. Investigate effect modification (interaction) and confounding using both stratified and statistical modelling methods. 11. Judge the adequacy of evidence supporting causal links between exposure and disease. 12. Describe the elements and applications of time series analysis. 13. Describe the applications of infectious disease modelling. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work- Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Write a study protocol for an epidemiological study and consider ethical issues if required. Page 50

51 2. Develop an appropriate quality-assured data collection instrument. 3. Collate and manage the data and prepare the data set for analysis. 4. Analyse data according to the data analysis plan; archive data and analysis code as required. 5. Interpret study results, including a critique of study limitations. 6. Write a report presenting the results of the analysis and their implications for population health, patient care and patient outcomes. Indicative Content 1. Identify and state the key considerations in the planning and design of epidemiological studies Ethics Cost Human resource Time The underpinning evidence base to: o determine what study needs doing (what is the right question?) o inform how it might best be conducted The involvement of patient and the public 2. Describe the principles and critically evaluate the relative merits of different study designs Cross-sectional studies o Prevalence and prevalence ratios Prospective and retrospective cohort studies o Attack rates, risk ratios and rate ratios o Attributable fraction Case-control studies o Odds and odds ratios Case-case studies Case-crossover studies Case and control selection 3. Summarise the key concepts and impact of sampling error, bias and confounding in epidemiological studies and apply strategies to address these Information bias Selection bias Prevention of bias in data collection Correction of bias in data analysis 4. Select appropriate sampling methods and calculate sample size and power using appropriate software Non-probability sampling: convenience sampling, judgement sampling, quota sampling and snowball sampling Probability sampling: simple random, systemic, stratified, multi-stage, cluster Selection of participants o Cohort o Cases selection o Control selection Page 51

52 o Sampling techniques Impact of response to the study Sample size calculation o Open Epi, R o Methods for estimating the desired value of the measure of effect o Power, significance 5. Describe the key elements of questionnaire design Information required Define target respondents Choose the method(s) of reaching target respondents Question content: demographic information, establish rapport, information required for the study Question wording: closed, open-ended and open response-option questions Meaningful order and format Length of the questionnaire Layout Piloting 6. Design data collection instruments Web-based, e.g. SelectSurvey EpiData Entry Evolving technologies, e.g. social media, wearable technologies 7. Design data collection procedures which protect patients and the public, in line with data protection requirements e.g. Caldicott requirements Questionnaire: paper or electronic, self-administered versus interviewer, mail v v web Confidentiality Secure data storage Data entry: double entry, data entry checks 8. Perform data cleaning and management on a dummy data set using statistical software, e.g. R Software commands and syntax Reading data Data types Generating and recoding variables Sorting data Saving the data Automate analysis, e.g. by generating a.r file Missing data Types of missing data Missing-data mechanism Imputation and sensitivity analyses 9. Perform data analysis on a dummy dataset using statistical software. e.g. R Measurement error Page 52

53 Description Monitoring measurement error Measurement error in the outcome variable Impact of measurement error Compare the outcome of two or more groups using appropriate statistical techniques Tests for comparing means Tests for comparing proportions Non-parametric methods Stratified analysis Regression models Survival analysis Describe the association between variables Appropriate use of graphical techniques for displaying and describing univariate and multivariate data Meaning of correlation and regression analysis Meaning of scatter plots Non-independent measurements Clustered data: description, problems with analyses, methods of analysis including generalised estimating equations and multilevel models and examination of contextual effects 10. Investigate effect modification (interaction) and confounding using both stratified and statistical modelling methods Causal diagrams Stratified analysis Regression methods for case-control studies: unconditional and conditional logistic regression Regression methods for cohort studies and survival analysis: stratifying on time, poisson regression, cox regression Non-linear relationships 11. Judge the adequacy of evidence supporting causal links between exposure and disease Bradford-Hill criteria 12. Describe the elements and applications of time series analysis Elements: o assessment of trend o periodicity o smoothing and differencing o outliers Applications: o compact description of data o interpretation o forecasting o control o hypothesis testing o simulation Page 53

54 13. Describe the applications of infectious disease modelling Describe a compartmental model Describe course of outbreak (retrospective and real-time) Predict impact of control strategies Describe infectious disease dynamics (e.g. Ro) Page 54

55 Division: Clinical Bioinformatics Theme: Applied Epidemiology Specialism: Epidemiology Year 3: Scientific communication [10 credits] Effective and appropriate communication fundamentally determines the success of any applied epidemiological study or public health response throughout its lifecourse. The aim of this module is to enable trainees to develop their skills to communicate complex scientific ideas to both professional and non-specialist audiences. Learning Outcomes: Knowledge and Understanding On successful completion of this module the trainee will be able to: 1. Evaluate the various methodologies to communicate scientific messages to different audiences, including patients and the public. 2. Describe the principles of effective verbal, non-verbal and written presentation skills. 3. Create and deliver effective communications materials for scientific and lay audiences. 4. Assess and communicate the potential risks associated with presentation and publication of health information. 5. Discuss the range of influencing and negotiating skills that can be used in a setting where you do not have direct authority to advocate for action on a public health issue. 6. Know the process of peer-review journal publication. 7. Describe the importance of giving and receiving constructive feedback. Associated Work-Based Learning Outcomes High-level description of the work-based learning that accompanies this academic module. Further details of the work-based programme can be found in the Work- Based Learning Guide, including the Clinical Experiential Learning, Competences, and Applied Knowledge and Understanding. On successful completion of this module the trainee will be able to: 1. Create and deliver clear, concise and appropriate presentations for the relevant audience, e.g. the public, professional organisations, other healthcare professionals, decision makers. 2. Submit an abstract for oral or poster presentation to a scientific conference. 3. Draft a manuscript for submission to a peer-review journal. 4. Develop and evaluate concise and appropriate briefings for mass media aimed at patients and the public. Indicative Content 1. Evaluate the various methodologies to communicate scientific messages to different audiences Page 55

56 Define the audience How to ensure information is presented in a way that recognises and respects different cultures Social and communication theory Comparison of methods of communication, e.g. broadcast and print media, web based, face-to-face methods Novel and cutting-edge approaches to science communication Using social media to communicate and assess the impact of mass communications Introduction to science journalism and broadcasting Public engagement: the diversity of the public, opportunities and limitations How to determine if the information/message has been understood, by the target audience 2. Describe the principles of effective verbal, non-verbal and written presentation skills Principles of public speaking and presentation Preparing the message for presentation: understand the audience, visual and presentation aids Principles of presenting information for the diverse needs of the public, including the use of clear unambiguous language, i.e. non-scientific language that should be easily understood Preparing for presentation: body language and presence; confidencebuilding techniques; credibility, status and rapport using non-verbal behaviour Writing skills: understand the audience, structure, content and presentation to suit different contexts How communications skills affect the assessment of service users and how the means of communication should be modified to address and take account of factors such as age, physical ability and learning ability When information should be provided in alternative languages to assist patients whose first language is not English 3. Create and deliver effective communications materials for scientific and lay audiences Abstract writing Create oral and poster (printed or electronic) presentations Delivering conference presentation Develop a communications strategy Write press statements identify key messages, communicating risk to patients and the public Develop key messages for broadcast media aimed at patients and the public 4. Assess and communicate the potential risks associated with presentation and publication of health information Sign off mechanisms within organisations: political barriers to presentation and publication Disclosure issues Potential for misinterpretation of data, e.g. in a legal or political setting Page 56

57 Impact on patients and the public 5. Discuss the range of influencing and negotiating skills that can be used in a setting where you do not have direct authority to advocate for action on a public health issue Principles of influencing and negotiation Styles of influencing Building trust and rapport Active listening Effective questioning Effective communication Being assertive Influencing in groups Political and cultural barriers 6. Know the process of peer-review journal publication Identifying the journal, e.g. audience, impact factor, open access Preparing manuscript for journal submission format, structure, authorship, contributorship Post-submission process proof reading, copyright transfer Declaration of interests 7. Describe the importance of giving and receiving constructive feedback Definition of feedback When feedback can be given and how Preparing to give feedback Giving constructive feedback: evidence, effect, change Receiving feedback: listen, clarify, be objective, reflect Page 57

58 Appendix 1: Contributor List Members of the STP MSc and Work Based Programme in Applied Epidemiology Development of the STP Programme (MSc Clinical Sciences and Work Based Programme) for Applied Epidemiology has been coordinated by the Modernising Scientific Careers team working with Public Health England. The professionals who have contributed to the development of this Scientist Training Programme since 2015 include: Samantha Bracebridge Lead Editor; Public Health Strategy, Public Health England Charlotte Anderson John Battersby Andre Charlett Stephen Davies Valerie Decraene Lorraine Doherty Julian Flowers Rachel Freeman Maya Gobin Ioannis Karagiannis Theresa Lamagni James Lewis Janet McCulloch Tim McIlhinney James Nelson-Smith Isabel Oliver Eamonn O Moore Sam Organ Natasha Roberts Satnam Sagoo David Stirling Adrian Wensley Ruth Robertson National Infection Service, Public Health England Chief Knowledge Officer Directorate, Public Health England National Infection Service, Public Health England Finance and Commercial Directorate, Public Health England National Infection Service, Public Health England Public Health Agency, Northern Ireland Chief Knowledge Officer Directorate, Public Health England National Infection Service, Public Health England National Infection Service, Public Health England Health Protection Directorate, Public Health England National Infection Service, Public Health England Health Protection Directorate, Public Health England National Infection Service, Public Health England National Infection Service, Public Health England Chief Knowledge Officer Directorate, Public Health England National Infection Service, Public Health England Health and Wellbeing Directorate, Public Health England National Infection Service, Public Health England Chief Knowledge Officer Directorate, Public Health England Organisation and Workforce Development, Public Health England NHS National Services, Scotland National Infection Service, Public Health England Health Protection Scotland/NHS Education for Scotland Professional bodies and societies and patient groups were invited to review the MSc and their feedback has shaped the final publication: Academy of Medical Royal Colleges Association of Directors of Public Health UK (ADPH) Centers for disease control and prevention (CDC) Page 58

59 Chartered Institute of Environmental Health Chief Scientific Officer (England): Professor Sue Hill Chief Scientific Officer: Professor Ian Young (Northern Ireland) Communicable Disease Surveillance Centre Wales (CDSC) Council for Healthcare Science Department of Health European Centre for Disease Control and Prevention (ECDC) Faculty of Public Health Health Protection Scotland Health Protection Society Healthcare Science Officer (Scotland): Karen Stewart Institute for Public Health Ireland Interim Chief Scientific Adviser (Health) Wales: Christine Morrell Local Government Association (LGA) MSC Higher Specialist Scientist Clinical Bioinformatics Curriculum Development Group National Infection Service Department Heads National Institute for Health Research: Public Health Research Network Programme National School of Healthcare Science Public Health Agency for Northern Ireland Public Health and Intelligence Division, National Services Scotland Public Health England Public Health England Centre Directors Public Health England Chairman Public Health England Chief Executive Officer Public Health Information Group: Local Area Research + Intelligence Association Public Health Wales Public Health Wales Observatory Royal College of General Practitioners Royal College of Paediatrics and Child Health Royal College of Pathologists Royal College of Physicians Royal College of Obstetricians and Gynaecologists Royal Society of Public Health Scottish Health Protection Network workforce education group Scottish Public Health Observatory Scottish Public Health Workforce Group Training Programs in Epidemiology and Public Health Interventions Network (TEPHINET) UK Health Forum Patient Groups Academy for Healthcare Science Patient Representatives Medical Royal Colleges Patient panels People s Panel UK Public Health Forum Professional Reviewers: Individuals Page 59

60 Professor Paul Cosford, Director for Health Protection and Medical Director, Public Health England Professor Derrick Crook, Director, National Infection Service, Public Health England Dr Chris Gibson, Head of the School of Healthcare Science Dr Susan Hopkins, Consultant Healthcare Epidemiologist, Public Health England Page 60

61 Appendix 2: Programme Amendments This section lists the programme amendments following first publication. Page 61

62 Appendix 3: Good Scientific Practice Good Scientific Practice Section 1: The purpose of this document There are three key components to the Healthcare Science workforce in the UK: 1. Healthcare Science Associates and Assistants who perform a diverse range of task based roles with appropriate levels of supervision. 2. Healthcare Science Practitioners have a defined role in delivering and reporting quality assured investigations and interventions for patients, on samples or on equipment in a healthcare science specialty, for example Cardiac Physiology, Blood Sciences or Nuclear Medicine. They also provide direct patient care and more senior Healthcare Science Practitioners develop roles in specialist practice and management. 3. Healthcare Scientists are staff that have clinical and specialist expertise in a specific clinical discipline, underpinned by broader knowledge and experience within a healthcare science theme. Healthcare Scientists undertake complex scientific and clinical roles, defining and choosing investigative and clinical options, and making key judgements about complex facts and clinical situations. Many work directly with patients. They are involved, often in lead roles, in innovation and improvement, research and development, and education and training. Some pursue explicit joint academic career pathways, which combined clinical practice and academic activity in research, innovation and education. This document sets out the principles and values on which good practice undertaken by the Healthcare Science workforce is founded. Good Scientific Practice sets out for the profession and the public the standards of behaviour and practice that must be achieved and maintained in the delivery of work activities, the provision of care and personal conduct. Good Scientific Practice uses as a benchmark the Health Professions Council (HPC) Standards of Proficiency and Standards of Conduct, Performance and Ethics, but expresses these within the context of the specialities within Healthcare Science, recognising that three groups of the workforce, Biomedical Scientists, Clinical Scientists and Hearing Aid Dispensers are regulated by the HPC. The aim is that the standards are accessible to the profession and understandable by the public. Good Scientific Practice represents standards and values that apply throughout an individual s career in healthcare science at any level of practice. The standards will be contextualised by the role within Healthcare Science that an individual Page 62