MODERNISING SCIENTIFIC CAREERS

MODERNISING SCIENTIFIC CAREERS Higher Specialist Scientist Training DOCTORAL TRAINING PROGRAMME 2015/16 PROGRAMME SPECIFICATION Page 1

Contents SECTION 1: BACKGROUND 4 1.1 IMPORTANT INFORMATION 5 1.2 Introduction to Modernising Scientific Careers (MSC) 5 1.3 Introduction to HSST 6 1.4 Overview of the Doctoral Level Academic Programme 7 1.5 HSST Doctoral Level Academic Programme Expected Programme Outcomes 9 1.6 Structure of the HSST Doctoral Level Academic Programme 11 1.7 Medical Physics Expert 11 1.8 Radiation Protection Advice and Radioactive Materials Waste and Transport Advice 12 SECTION 2: HIGH LEVEL FRAMEWORK 13 2.1 Programme Structure 13 2.2 Medical Physics Expert Programme 13 2.3 Academic Induction 14 SECTION 3: Leadership and Professional Development 15 Professionalism and Professional Development 16 Theoretical Foundations of Leadership 17 Personal and Professional Development to Enhance Performance 18 Leadership and Quality Improvement in the Clinical and Scientific Environment 19 Improving Outcomes for Health and Social Care 20 SECTION 4: Specialist Scientific Clinical Programme: 21 4.1 Themed Modules for Physiological Sciences 22 Module B1: Advanced History Taking, Clinical Examination & Communication Skills 22 Module B3: Therapeutics 22 Module B5: Contemporary Issues in Healthcare Science 23 Module B7: Teaching, Learning and Assessment 24 SPECIALIST SCIENTIFIC CLINICAL PROGRAMMES 4.2 Audiology 26 4.3 Cardiac Science 31 4.4 Gastrointestinal and Urological Sciences 37 4.5 Neurophysiological Science 43 4.6 Ophthalmic and Vision Science 49 4.8 Reconstructive Science 54 4.8 Respiratory and Sleep Physiology 60 4.7 Vascular Sciences 66 4.8 Clinical Biomedical Engineering 71 4.9 Medical Physics 77 4.10 Life Sciences 83 SECTION 5: Research, Development and Innovation 84 SECTION 6: Entry Routes, Award Title, Delivery, Accreditation, Accreditation of Prior Learning 85 6.1 Entry Routes 85 6.2 Award Title 85 6.3 Mode of Delivery 85 6.4 Accreditation 85 Page 2

6.5 Relevant QAA subject benchmark(s) 85 6.6 Awarding Body 86 6.7 Accreditation of Prior Learning 86 6.8 Programme Delivery and Monitoring 87 SECTION 7 89 Amendments following first publication in October 2014 89 APPENDIX 1: POSITION PAPER 90 Page 3

SECTION 1: BACKGROUND This Higher Specialist Scientific Training (HSST) doctoral level degree specification describes the structure, content and key requirements of the Doctoral Academic Programme that will underpin all HSST programmes as part of the Modernising Scientific Careers (MSC) programme. Further details of the HSST programme can be found in the document Scaling the Heights: An overview of Higher Specialist Scientific Training (HSST) in Healthcare Science. http://hee.nhs.uk/wp-content/uploads/sites/321/2014/01/scaling-the-heights-final.pdf The doctoral level award will support Clinical Scientists in HSST in optimising involvement of patients/carers and the public, especially given that some key areas of change in healthcare will provide patients/carers and the public access to their own data. Patient and lay involvement will span all areas of the programme delivery and monitoring including programme management, quality assurance, teaching and learning, assessment, student and staff feedback. All Clinical Scientists in HSST in Physical Sciences and Physiological Sciences will be expected to complete the full doctoral training programme leading to award of a DClinSci. Bidders are asked to think flexibly about their delivery model to meet the required learning outcomes of the programme and be prepared to plan their assessment strategy in line with the HSST assessment framework. Clinical Scientists in HSST in the Life Sciences are not required to undertake the doctoral level award but it is known that some may wish to access the entirety of the underpinning HSST doctoral award or some or all of the modules in Section A and/or Section C, since acquisition of the FRCPath demonstrates the clinical scientific outcomes required of Part B. The successful consortium will be required to work in partnership with the Royal College of Pathologists to explore the appropriate mechanisms to enable those Clinical Scientists in HSST wishing to undertake the full award to do so, including taking into account the place of the FRCPath and its potential contribution to fulfilling some of the requirements of the doctoral award. It is also possible that members of the current Life Sciences workforce may wish to access all or part of the doctoral programme as Continuing Personal and Professional Development. For the avoidance of doubt, in this circumstance, the relevant Life Sciences modules will not be commissioned as part of this tender but can be marketed by the successful consortium as Continual Personal and Professional Development (CPPD). The implementation of the Modernising Scientific Careers (MSC) Accredited Specialist Practice (ASP) that will provide opportunities for the current healthcare science workforce to undertake structured Continuing Personal and Professional Development (CPPD) programmes has commenced. It is expected that ASP will involve using modules from this doctoral level award. This specification requires the lead HEI to deliver the specialisms for which curricula have been approved to commence in 2015/16. This document must be read in conjunction with the curricula available at the following link: Page 4

http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula/hsst-higherspecialist-scientist-training Further HSST curricula are under development and the academic providers will be required to expand their portfolio to deliver these as part of the doctoral level award in the future. Currently these are: Clinical Bioinformatics (Genomics) under development for 2016/17 Clinical Bioinformatics (ICT) approval given to develop curriculum subject to resources being identified Clinical Bioinformatics (Health Informatics Science) approval given to develop curriculum subject to resources being identified 1.1 IMPORTANT INFORMATION The tender to provide this academic programme has been awarded. This updated programme specification has been extended to include two new HSST specialisms for 2015/16 (Reconstructive Science and Neurophysiological Science) and an additional Stage 2 route in the HSST in Cardiac Science. 1.2 Introduction to Modernising Scientific Careers (MSC) 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 end of life. There are approximately 55,000 employees in the healthcare science workforce in the NHS in the UK, and approximately 80% of all diagnoses can be attributed to their work. Healthcare science involves the application of science, technology and engineering to health. Good Scientific Practice (GSP) [Appendix 1] sets out the principles and values on which good practice within healthcare science is founded. It makes explicit the professional standards of behaviour and practice that must be achieved and maintained by all those who work in healthcare science, in public and healthcare providers in the delivery of work activities and clinical care. The Modernising Scientific Careers (MSC) programme is a UK wide educational and training framework for HCS which provides a transparent, standards-driven educational and training framework for over 45 specialisms of HCS. The MSC Career Framework has 5 Training Programmes: i. Assistant and Associate Training Programme: designed for the HCS Career Framework 2 4 workforce; sets out a programme of learning and development opportunities, including apprenticeships and foundation degrees; Page 5

ii. Practitioner Training Programme (PTP): normally comprises a three-year fulltime Honours Bachelors degree in Healthcare Science, which integrates academic and workplace based learning; iii. Scientist Training Programme (STP): a three-year pre-registration postgraduate academic and work based programme combining an underpinning part-time MSc in Clinical Science and commencing with a rotational training programme in a themed group of up to four healthcare science specialisms, followed by training in a defined specialism. Successful completion of both elements of the STP leads to the award of a Certificate of Completion of the STP (CCSTP) by the NSHCS. Holders of the CCSTP are then eligible to apply to the Academy of Healthcare Science (AHCS) for a Certificate of Attainment which in turn confers eligibility to apply to the Health and Care Professions Council (HCPC) for registration as a Clinical Scientist; iv. Higher Specialist Scientist Training Programme (HSST): a five-year work based programme supported by an underpinning part-time doctoral level learning programme. Details of this programme are set out below. The Academy of Medical Royal Colleges (AoMRC) has issued a Statement in support of HSST (Appendix 1 Executive Summary), confirming the Medical Royal Colleges agreement to engage with senior clinical scientists and facilitate the development of HSST curricula in relevant areas. The full statement can be seen at http://www.aomrc.org.uk/publications/statements.html v. Accredited Scientific Practice (ASP): a 1-2 year work based programme supported by underpinning academic award. ASP will operate at all points of the MSC career framework: Accredited Additional Scientific Practice [AASP] (at Bachelors level) Accredited Specialist Scientific Practice [ASSP] (at Masters level) Accredited Expert Scientific Practice [AESP] (at Doctoral level) The Accredited Expert Scientific Practice programme includes part-time doctoral level learning worth 60 academic credits with the underpinning knowledge gained and assessed from the HSST doctoral-level programme. 1.3 Introduction to HSST Clinical Scientists have been employed in the NHS for over 40 years. Historically postgraduates have been recruited and trained in Department of Health (DH) approved Clinical Scientist training programmes that have led to statutory regulation with the Health and Care Professions Council (HCPC) 1 as a Clinical Scientist. Associated with this career pathway for Clinical Scientists was a rigorous and robust process for the appointment of Consultant Clinical Scientists, which required the demonstration of excellence across a broad range of functions and evidence of consultant level practice. It also included expert peer review, support from medical 1 Formerly the Health Professions Council Page 6

colleagues and the Chief Scientific Officer (CSO) and an appointment process involving national external assessors. Consultant Clinical Scientists clearly have a crucial contribution to make to high quality patient care through the introduction of new scientific and technological advances, improved interaction and communication with patients and clinical teams and innovation in practice and care. The introduction of the MSC programme provided the opportunity to regularise the approach to higher scientist training and develop a formalised model for HSST and consultant level appointments for the future. In a wider context, a direct reference and endorsement of the HSST programme was contained in the UK Strategy for Life Sciences (Dec 2011). This report highlighted through the Modernising Scientific Careers (MSC) programme, we are committed to attracting, developing and retaining some of the best and brightest science graduates and young people in the UK. This programme will ensure that the NHS has a specialist scientific workforce that can use its skills more broadly through a clear focus on innovation, research and development, and effective partnership working with industry. It represents a joint investment approach with the HE sector and introduces comprehensive academic science in health-based programmes [Including] awards to doctoral level qualifications combined with co-ordinated work based training. The development of a consultant workforce in healthcare science through MSC also supports the principles set out in Innovation Health and Wealth, Accelerating Adoption and Diffusion in the NHS (Dec 2011). 1.4 Overview of the Doctoral Level Academic Programme HSST is a five year practice based education and research programme supported by an underpinning doctoral level academic programme and where appropriate, Medical Royal College qualifications. The doctoral academic programme is the 5-year parttime programme that will underpin all HSST programmes within MSC (see Appendix 1: Position Paper). The programme is divided into three sections: Section A: Leadership and Professional Development (120 credits) Section B: Specialist Scientific Clinical Programme (180 credits) Section C: Research, Development and Innovation (240 credits) In autumn 2011 the Medical Education England Healthcare Science Programme Board (MEE HCSPB) established a short life Task and Finish Group to explore options and make recommendations for the shape and content of the underpinning academic programme for HSST. The UK wide HSST Strategic Oversight Board and Medical Education England (MEE) Healthcare Science Programme Board (HCSPB) have endorsed the recommendation that this should be a doctoral level programme delivered in partnership with the Higher Education sector, Medical Royal Colleges and scientific Professional Bodies. The purpose of the doctoral level programme is to formalise and facilitate the learning of Clinical Scientists in HSST as they: Page 7

create and interpret new knowledge, through original research scholarship requiring advanced academic enquiry; systematically acquire and apply a substantial body of scientific and clinical knowledge at the forefront of their specialism and embrace the future scientific and technology advances within the field; systematically acquire, develop and apply the qualities and transferable skills necessary for employment as a Consultant Clinical Scientist or equivalent, requiring the exercise of personal responsibility and taking largely autonomous initiative in complex and unpredictable situations; develop the knowledge, skills, experience, behaviours and attitudes required of a clinical leader in an evolving and rapidly developing health and life sciences sector. The doctoral level programme will have three key elements, reflecting the higher level skills and requirements to support Consultant level practice: Leadership and Professional Development aligned to Good Scientific Practice spanning patient-centred care, clinical leadership, professionalism, innovation, bio enterprise, teaching and learning, quality improvement, bioinformatics, genomics and personalised care, health policy, human resource and business management; Specialist Scientific Clinical Programme centering on the knowledge and understanding learning outcomes from each of the specialist scientific clinical syllabus for each HSST specialism underpinned by supervised work based and mentored training, reflective practice, experiential learning and a robust assessment system; Research, Development and Innovation that aims to improve health and health outcomes and may include scientific, clinical, service transformation, innovation, leadership, policy, education or educational research. A key purpose of the doctoral level programme is to facilitate the opportunities for learning by those undertaking HSST by providing a structure within which they can obtain underpinning knowledge and learning to support their progression through the programme. All Clinical Scientists in HSST in Physiological and Physical Sciences will usually be expected to complete the full award. The doctoral level programme will be designed in a modular format and although completion of the whole programme will lead to the award of a professional doctorate, it will not be an essential requirement for all Clinical Scientists in HSST completing HSST to obtain the professional doctoral award per se. What will be necessary is for Clinical Scientists in HSST to demonstrate that they have acquired the knowledge, skills and outcomes of the HSST curriculum to the required doctoral level in all elements of the programme. The doctoral level academic programme should underpin and support this, but in itself will not be the end point of the HSST programme nor be required for the demonstration of competence and fitness to practice. This will be defined within the HSST assessment strategy and in Page 8

conjunction with the Medical Royal Colleges and the National School for Healthcare Science (NSHCS). Clinical Scientists in HSST who have a PhD in a relevant scientific specialism will be exempt from undertaking the research dissertation of the professional doctorate. They will be required however to complete the Leadership and Professionalism and Clinical Scientific elements of the professional doctorate award. Since the PhD cannot be used for the purposes of a second academic award, the Clinical Scientist will not be eligible for receipt of the professional doctorate award itself. It is also expected that the MSC Accredited Specialist Practice framework, currently being implemented, will provide opportunities for those in the current workforce to gain Accredited Expert Practice status within a programme utilising modules from this HSST doctoral level academic programme. Curricula have been developed through a process led and facilitated by the Medical Royal Colleges involving senior healthcare scientists. Currently eight HSST curricula have been approved for Physical Sciences and Physiological Sciences and eleven for Life Sciences. The work based element of HSST will be quality managed and monitored through the NSHCS. 1.5 HSST Doctoral Level Academic Programme Expected Programme Outcomes 2 Doctoral level training leading to an academic award must be aligned to current NHS policy and strategy and should consider the recommendations of: The NHS Constitution http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/ digitalasset/dh_132958.pdf NHS Constitution handbook http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/doc uments/digitalasset/dh_132959.pdf The Future of the Healthcare Science Workforce (2008) Modernising Scientific Careers, the Next Steps: a consultation (2008) Modernising Scientific Careers: UK Way Forward (2010) The Strategy for Life Sciences UK (Dec 2011) Innovation Health and Wealth, Accelerating Adoption and Diffusion in the NHS (Dec 2011) https://www.gov.uk/government/news/accelerating-adoption-of-innovation-in-the-nhs NHS Education and Training Outcomes Framework: http://www.dh.gov.uk/health/2012/01/forum-response/ The STP MSc and Work Based Learning Guide http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula/stp NHS Mandate 2 The framework for higher education qualifications in England, Wales and Northern Ireland (August 2008) ISBN/ISSN: ISBN 978 1 84482 871 5. http://www.qaa.ac.uk/publications/informationandguidance/pages/the-framework-for-highereducation-qualifications-in-england-wales-and-northern-ireland.aspx (accessed 21/02/2012) Page 9

http://mandate.dh.gov.uk/2012/11/13/nhs-mandate-published/ Education providers must keep abreast of new developments in healthcare policy and strategy and adapt programmes accordingly. On successful completion of the HSST and its underpinning doctoral level academic programme graduates will possess the essential knowledge, skills, experience and attributes required of a Consultant Clinical Scientist in the NHS and will: demonstrate practice that places the patient and the public at the centre of care, prioritising patient safety and dignity and reflecting NHS/health service values, the NHS Constitution and meets the professional standards defined by Good Scientific Practice; demonstrate systematic acquisition and understanding of a substantial body of scientific and clinical knowledge which is at the forefront of healthcare science; possess a breadth of clinical and scientific knowledge across a range of related and relevant science specialties; demonstrate the general ability to conceptualise, design, lead and implement a project for the generation of new knowledge, applications or understanding at the forefront of healthcare science; demonstrate an advanced and detailed understanding of applicable methods for research, innovation and advanced academic enquiry; demonstrate the ability to create and interpret new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the healthcare science/specialism, and merit publication; demonstrate advanced critical thinking with a sound grasp and application of research methodology which supports vision and innovation in the application of basic science to health and an effective understanding of leadership, NHS current policy, influencing and advanced communication skills; communicate clearly to specialist and non-specialist audiences including patients and the public; demonstrate scientific and clinical leadership based on the continual advancement of their knowledge, skills and understanding through the independent learning required for continuing professional development. Will be able to: make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences; deal with uncertainty; continue to engage in continuous personal and professional development, resulting in leading the development of new techniques, ensuring innovation and facilitation of transformational change in science and in the service through ideas or approaches that benefit the patient and NHS; engage with contemporary research and analysis as a basis for critical reflection on their own and others professional experience and work based practice. Page 10

Will have: the qualities and transferable skills necessary for employment as a Consultant Clinical Scientist, which requires the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments leading and working within teams 1.6 Structure of the HSST Doctoral Level Academic Programme The doctoral level academic programme that will underpin HSST is expected to align to Level 8 of the 2008 Framework for Higher Education Qualifications, reflecting the higher level knowledge, skills and experience needed to support consultant level healthcare science practice in the NHS in accordance with Good Scientific Practice. Specifically, the doctoral level academic programme will comprise: a specialism-specific clinical scientific taught programme, underpinned by supervised work based and mentored training; health service leadership and innovation to include leadership development, implementing innovation in science and technology, public health, health economics, service delivery/transformation, clinical education and business management; advanced critical thinking with a sound grasp and application of research methodology (quantitative and qualitative) which supports vision and innovation in the application of basic science to health and an effective understanding of leadership, current NHS policy, and advanced influencing and communication skills; scientific, clinical, innovation, policy, leadership or educational research within the Clinical Scientist in HSST s own professional context to benefit patients, the NHS and the practice of healthcare science. 1.7 Medical Physics Expert The Medical Physics Expert (MPE) Accredited Expert Scientific Practice (AESP) programme has been designed to allow registered Clinical Scientists to follow a 2 year programme to gain Medical Physics Expert status in one of three specialisms: Diagnostic and Interventional Radiology Nuclear Medicine Radiotherapy Physics The role of the MPE is to ensure the safety and efficacy of medical radiation exposures for patients, and builds on the education and training received in the Scientist Training Programme (STP) or equivalent. A curriculum has been developed and approved for the MPE programme that defines and specifies the training programme and outcomes of training in order to ensure that Clinical Scientists following the programme are fully prepared to fulfil their role as a MPE to ensure the safety and efficacy of medical radiation exposures for patient safety. It aims to promote excellence in the practice of the specialisms of Page 11

Diagnostic and Interventional Radiology, Nuclear Medicine and Radiotherapy Physics and to maintain the achievement of standards which develop an individual to be fit for practice as an MPE, through training, assessments, and professional development. The curriculum is modular in design. It builds on the Scientist Training Programme (STP) and leads to the Certificate of Completion of Accredited Expert Scientific Practice. On completion candidates will be eligible to be admitted onto the MPE Register held by the AHCS. Clinical Scientists following the programme will be required to provide evidence of satisfactory achievement of the requirements of both the Good Scientific Practice (GSP) professional syllabus and the specialty-specific syllabus which together form the curriculum for the attainment of the standards of professional, and specialism-based knowledge applied to practical, work-place, clinical, teaching, research and innovation skills to become an MPE. The specialist modules within the MPE curriculum have been embedded as part of the Medical Physics HSST curriculum. Therefore in Medical Physics there will be Clinical Scientists undertaking just the MPE module and they are expected to share academic learning with Clinical Scientists undertaking HSST. For the avoidance of doubt, the relevant medical physics modules will not be commissioned as part of this tender but can be marketed by the successful consortium as Continual Personal and Professional Development (CPPD). The list of MPE modules within the Medical Physics HSST curriculum are: 1(vii) Equipment Management (MPE) 2RT(iii) Optimisation in Radiotherapy (MPE) 2RT(vii) Dosimetry (MPE) 2IP(vii) Optimisation in Imaging with Ionising Radiation (MPE) 2IP(viii) Dosimetry (MPE) Whilst those undertaking HSST will need to complete the full doctoral level programme unless successful in an application for Accreditation of Prior Learning Clinical Scientists following the MPE programme will take 1(vii) Equipment Management (MPE) then the two modules in Optimisation and Dosimetry relevant to their area of specialist practice. 1.8 Radiation Protection Advice and Radioactive Materials Waste and Transport Advice The following specialist module within the Medical Physics HSST curriculum have been designed to be taken as stand-alone Continuing Professional Development (CPD) modules to meet the competence requirements of RPA2000. 2FM(iv): Radiation Protection Advice 2FM (iv) Radioactive Materials Waste and Transport Advice Page 12

SECTION 2: HIGH LEVEL FRAMEWORK 5-YEAR HSST DOCTORAL ACADEMIC PROGRAMME The diagram below depicts the broad framework around which all HSST doctoral academic programmes must be structured. 2.1 Programme Structure The 5-year programme will equate to 540 credits split across the three sections of the programme namely Leadership and Professional Development, Specialist Scientific Clinical Programme and Research, Development and Innovation. 2.2 Medical Physics Expert Programme The delivery of the doctoral programme must be such that Clinical Scientists following the MPE Programme must be able to complete the MPE modules within the first 12 months of their 2 year programme. It is expected that at least 30 Clinical Scientists per annum will follow the MPE programme, equally split between Radiotherapy Physics and the imaging disciplines of Nuclear Medicine and Diagnostic and Interventional Radiology. Page 13

This programme will be supported by a 60 credit academic component made up from the Medical Physics Programme: Module A1: Professionalism and Professional Development (30) Module B1: Medical Equipment Management (10) Module B2: Dosimetry (10) Module B5: Optimisation in Radiotherapy or Imaging with Ionising Radiation (10) 2.3 Academic Induction It is expected that those registering for the full HSST doctoral level academic programme will commence with an induction period. It may be appropriate for some Clinical Scientists in HSST registering for specific modules or an individual component of the programme to also attend this induction. Page 14

SECTION 3: Leadership and Professional Development Doctoral Academic Programme Section A: (120 credits) The Leadership and Professional Development (Section A) focuses on the nature of professional practice and its influence on practice both within and out with healthcare and should align to Good Scientific Practice (See Appendix) and the generic Good Scientific syllabus for HSST (see the curricula for each HSST specialism). Please see http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula/hsst-higherspecialist-scientist-training The programme for this section will provide a context in which the Clinical Scientist in HSST will be able to interrogate theoretical perspectives and relevant literature on the nature and meaning of professionalism in a healthcare setting. It should be designed to promote the synthesis and development of individual professional practice, explore the theoretical frameworks underpinning professionalism and professional development in its widest sense and enable the individual to gain understanding and reflective capability. Clinical Scientists in HSST will be encouraged to explore both the theoretical and practical aspects of leadership aligned to the current frameworks and models promoted by the NHS Leadership Academy (healthcare, the wider healthcare environment, research, innovation and clinical education) and management. All Clinical Scientists in HSST registering for a doctoral award will complete the following modules. Module Title Credit Rating Year 1 Module A1 Professionalism and Professional Development 30 Module A2 Theoretical Foundations of Leadership 20 Year 2 Module A3 Personal and Professional Development to Enhance 30 Performance in Practice Module A4 Leadership and Quality Improvement in the Clinical and 20 Scientific Environment Year 3 Module A5 Improving Outcomes for Health and Social Care 20 Page 15

Module A1 Learning Objective Module Learning Outcomes Professionalism and Professional Development Credit Rating 30 Year 1 The objective of this module is to enable the Clinical Scientist in HSST to gain critical insight and professional understanding of the conceptual and analytical frameworks that underpin professional practice and the relationship to Good Scientific Practice. Additionally the Clinical Scientist in HSST will enhance their skills and confidence to enable them to operate effectively and creatively within a healthcare science setting and the wider, diverse and changing healthcare environment. On successful completion of this module the Clinical Scientist in HSST will be able to: 1. Discuss the meaning of professionalism, apply knowledge to work place situations and justify the definition of professionalism. 2. Appraise and justify the ethical foundations of professionalism and how these relate to the practice of healthcare science and the wider healthcare environment. 3. Compare and contrast a range of models of professionalism. 4. Compare and contrast a range of frameworks that support critical reflective practice. 5. Construct, justify, apply, test (in the work place) and modify a personal model of professionalism underpinned by a recognised model of professionalism. 6. Adapt and develop professional knowledge, skills and experience in the work place as a basis for continual professional development. 7. Discuss and evaluate the character (personal traits) that impact on professionalism and professional practice in the work base. 8. Explain and justify the ethical, legal and governance requirements arising from working at the level of Consultant Clinical Scientist. Page 16

Module A2 Learning Objective Module Learning Outcomes Theoretical Foundations of Leadership Credit Rating 20 Year 1 The objective of this module is to provide the Clinical Scientist in HSST with the opportunity to explore and critique the theoretical foundations underpinning effective strategic decision making and organisational leadership and provide an opportunity for the Clinical Scientist in HSST to gain the insight and knowledge needed to realise their own leadership potential and harness it for the benefit of healthcare science, the wider NHS and the patients the NHS serves. On successful completion of this module the Clinical Scientist in HSST will be able to: 1. Critically analyse a range of leadership models including action centred; charismatic; transformational; transactional and distributed, the underpinning evidence base and their application in the healthcare environment. 2. Compare, contrast and justify key leadership concepts including trait versus process leadership; assigned versus emergent leadership; leadership and power; leadership and coercion: leadership and management; leadership and performance, discuss the balance of internal and external leadership roles in the NHS and other healthcare environments and apply these to situations you encounter in practice. 3. Describe and justify the current frameworks and models promoted by the NHS Leadership Academy and identify how these can be used to monitor your progression as a leader. 4. Recognise and critically evaluate how your personal values, principles and assumptions affect your personal leadership style. 5. Analyse key issues in strategic decision-making and critically evaluate a series of strategic decisions from your work place and the wider healthcare environment, reflecting on your learning from this and how you will utilise this in your future practice. 6. Apply frameworks for analysing how to motivate teams and understand management structures in a variety of organisations and apply your learning in practice. Page 17

Module A3 Learning Objective Module Learning Outcomes Personal and Professional Development to Enhance Performance in Practice Credit Rating 30 Year 3 This objective of this module is to enable the Clinical Scientist in HSST to explore and identify the personal beliefs that underpin the leadership and management style of the Clinical Scientist in HSST and appraise and utilise a range of techniques for enhancing personal and professional development including the necessity to keep professional knowledge, skills and experience up to date. On successful completion of this module the Clinical Scientist in HSST will be able to: 1. Identify personal development needs using a range of tools and develop an action plan setting specific, measurable, achievable, realistic and timely goals and monitor progress and achievement of each goal. 2. Analyse a range of frameworks for critical reflection identifying the strengths and weakness of each framework. 3. Describe, compare and contrast a range of feedback frameworks and the evidence base underpinning each framework. 4. Evaluate a range of methods that underpin key theories of professionalism and leadership including communication strategies (including listening, observing, motivating), giving and receiving meaningful feedback, team working, conflict resolution, negotiation, coaching, mentoring and supervision. 5. Identify personal conflict style and use that information to develop and demonstrates skills in negotiating and mediating in conflict situations. 6. Support team members using a range of tools including coaching, mentoring and supervision. 7. Apply the skills of deep reflection to identify personal development needs to transform and maintain performance. 8. Maintain a professional development portfolio to underpin individual personal development and life-long learning. Page 18

Module A4 Learning Objective Module Learning Outcomes Leadership and Quality Improvement in the Clinical and Scientific Environment Page 19 Credit Rating 20 Year 2 The objectives of this module are to enable the Clinical Scientist in HSST to extend, broaden, build and apply their knowledge and skill base in preparation for more senior, leadership roles within healthcare science and the wider healthcare environment where they will have responsibility as a future leader and team member for setting the policy, strategic direction, leadership and quality performance of their service and organisation to provide patient centred, high quality, compassionate patient care. On successful completion of this module the Clinical Scientist in HSST will be able to: 1. Describe and justify the emphasis on current NHS improvement strategies including improving the patient experience, commissioning development and innovation, technology, systems and data, and how they impact on the current and future practice of healthcare science and the wider aspects of healthcare provision. 2. Lead quality improvement programmes within their clinical environment, as expert practitioners, using the knowledge, skills and experience of organisational leadership demonstrating the behaviours and attitudes described in the current frameworks and models promoted by the NHS Leadership Academy. 3. Discuss the role of quality and service improvement in health care and the evidence for how users and the public can be involved in improving service quality and justify the underpinning theories for change management and strategic approaches to leading a process of change. 4. Explain the management and financial structure and key contacts of your employing organisation including those in the relevant major service users and providers and how the structures support the provision of a high quality service for those service users. 5. Discuss and evaluate public health perspectives with respect to the complex economic, environmental, social, and behavioural causes affecting the health of populations including social determinants of health, the social gradient in health and the role of public policy and practice in tackling health inequalities in the UK. 6. Take responsibility for developing and maintaining personal leadership skills within a personal development plan utilising skills for lifelong learning so as to be able to work with self-direction and originality and to contribute to the future development of health services to the benefit of the patient and society. 7. Recognise personal values, principles and assumptions learning from experience through critical reflection and action planning acting with integrity and in accordance with Good Scientific Practice.

Module A5 Module Objective Module Learning Outcomes Improving Outcomes for Health and Social Care Credit Rating 20 Year 3 The objective of this module are to build on the knowledge, skills and experience of research methods gained during master s level to equip the Clinical Scientist in HSST with the high level skills required to undertake doctoral level research. On successful completion of this module the Clinical Scientist in HSST will be able to: 1. Critically analyse current health policy and debate across the four UK health departments, the policy making process in health and the theoretical concepts and models used to describe health and the health care policy including those which cross the boundaries of health and social care services. 2. Explain current UK and International research strategies, the role of Academic Healthcare Science Centres/Networks, research funding streams, the role of the National Institute for Health and strategies to enhance success rate for grant awards for healthcare science research. 3. Justify the use of, and methods employed in quantative research, critically analysing a range of quantative research methods and applying appropriate analytic strategies to quantitative data. 4. Justify the use of, and methods employed in qualitative research, describe commonly used qualitative methods in health care for example Phenomenology, Ethnography, Grounded theory. 5. Describe and use methods of qualitative data analysis, present and describe qualitative data including statistical techniques and use examples from relevant healthcare science research to explain and justify criteria for assessing and publishing qualitative research. 6. Describe the role and personal qualities of a principal investigator and research supervisor and map your personal qualities and experience against the role requirements, developing an action plan to address and gaps. 7. Discuss and justify the research governance process including the ethics of animal and human research and how to ensure that researchers adhere to current regulations. 8. Explain the process, barriers and enablers for publication and implementation of research findings, methods to measure research output and the role and value of research to the Trust, NHS and academic partners in Higher Education. 9. Develop a strategy for increasing the quality and volume of applied health care science research for the benefit of patients and the public which considers the need to encourage faster translation of basic science discoveries into tangible benefits for patients. Page 20

SECTION 4: Specialist Scientific Clinical Programme: Doctoral Academic Programme Section B: (180 credits) This section of the doctoral academic programme will provide a vehicle for the Clinical Scientist in HSST to gain the specialist scientific clinical knowledge and experience required in their expert area of clinical scientific practice. It contains themed modules through which Clinical Scientists in HSST from a number of different specialisms will share modules with common clinical themes (for example Advanced History Taking, Clinical & Communication Skills) and specialist modules. The curricula from each specialism have been reviewed by the lead editor and curricula development working groups. The specialist specific programme for each specialism is demonstrated in an overall framework and cross referenced to each curricula document. Further work will need to be undertaken by any consortium commissioned to deliver a specific specialist programme, working in partnership with the lead editor and curriculum working group (including professional bodies and if appropriate and agreed, Medical Royal Colleges), to develop an implementation plan that promotes independent adult learning and recognises the range of learning opportunities for Clinical Scientists in HSST at this level. It is expected that delivery of the Specialist Scientific Clinical Programme will be via a blended learning approach with a mix of face to face learning (in short blocks) and where appropriate, specialist clinical science programmes that are of the required level and content will be incorporated to develop a ad personum programme for each Clinical Scientist in HSST, for example utilising learning opportunities offered by professional bodies, including the Medical Royal Colleges. The use of e-learning and mobile learning is to be encouraged as well as a range of learning opportunities offered by advance journal clubs, attendance at scientific local, national and international meetings. The commissioned consortium will be expected to develop a programme of assessment, again in partnership with the National School of Healthcare Science, each lead editor and curricula development working groups (and this may also include professional bodies and if appropriate and agreed Medical Royal Colleges subject to further discussion and agreement). Page 21

4.1 Specialist Scientific Clinical Programme: Themed Modules for Physiological Sciences Module B1: Advanced History Taking, Clinical Examination & Communication Skills For the following specialisms: Audiological Science Cardiac Science Gastrointestinal and Urological Sciences Neurophysiological Science Ophthalmic and Vision Science Reconstructive Science 3 Respiratory and Sleep Physiology Vascular Science This module will cover the generic knowledge and skills associated with history taking, advanced clinical and communication skills and decision making working with both paediatric and adult patients. Advanced communication skills will reframe basic communication skills and emphasise how the communication process works including the underpinning evidence base. Critical review of the theories and research from various psychological and sociological perspectives that contribute to an examination of the issues faced in practice when communicating with patients, colleagues and within multi-disciplinary teams. The module will embed the patient at the centre of care and provide the knowledge and understanding to underpin the management of a range of patients with increasingly complex issues and in increasingly challenging circumstances. For further details see specialist specific syllabus for the relevant specialisms Module B3: Therapeutics For the following specialisms: Audiological Science Cardiac Science Gastrointestinal and Urological Sciences Neurophysiological Science Ophthalmic and Vision Science Reconstructive Science Respiratory and Sleep Physiology Vascular Science 3 Reconstructive Science have a 10 credit clinical practice module that should provide opportunities to achieve some learning outcomes with Physiological Sciences Page 22

Module B5: Contemporary Issues in Healthcare Science (Including Clinical Bioinformatics, Genomics, Personalised Medicine and Patient and Public Engagement) For the following specialisms: Audiological Science Cardiac Science Clinical Biomedical Engineering Gastrointestinal and Urological Sciences Medical Physics Neurophysiological Science Ophthalmic and Vision Science Reconstructive Science Respiratory and Sleep Physiology Vascular Science Whilst this module will include Clinical Bioinformatics, Genomics and Personalised Medicine and Patient and Public Involvement and Engagement it is expected that emerging and new specialism specific areas will be introduced and used as examples. Clinical Bioinformatics, Genomics and Precision/Personalised Medicine Diseases and disease processes are complex and involve many interactions within the genome, across metabolic pathways and between the individual and the environment. Such considerations are important if the consequences of variations observed within an individual s genome are to be effectively assessed. Rapid advancements in areas such as functional genomics and systems biology are now providing new insights into such processes. This module builds and extends the knowledge of the Clinical Scientist in HSST with respect to the epidemiology and genetic basis of disease whilst introducing and developing areas such as clinical bioinformatics, personalised medicine, e-health, health informatics and genomics applied within a healthcare science specialism. By the end of this module the Clinical Scientist in HSST will be able to analyse and synthesise their understanding of clinical bioinformatics, genomics and precision/personalised medicine and apply their knowledge to the practice of their HSST specialism. They will be able to identify opportunities to apply their learning to develop and improve services and the information provided to patients and critically evaluate their own response to both normal and complex situations using the professional attributes and insights required of a trainee Consultant Clinical Scientist. Patient and Public Involvement, Engagement and Partnership in Healthcare and Healthcare Science Involving patients, service users, carers and the public across the NHS and social care in healthcare and healthcare science is essential. Patients and the public should be involved in developing guidance, advice and quality standards, and supporting their implementation. A number of initiatives to support this aim include: Page 23

Health and Social Care Act (Department of Health, 2012) NHS Constitution (Department of Health, 2012) 'Putting People at the Heart of Care' (Department of Health, 2009) 'Essential Standards of Quality and Safety' (Care Quality Commission, 2010) The aim of this HSST module is therefore to ensure that the Clinical Scientist in HSST understands the importance and relevance of involving patients and the public, and organisations representing their interests in health and healthcare science. Patient and public involvement also includes providing opportunities for patients and the public to contribute to the development, accreditation, implementation and monitoring of education and training programmes for healthcare science and the wider healthcare community, e.g. by contributing to: curriculum development, teaching, learning and assessment activities; the accreditation of education and training programmes, recruitment to programmes and posts, developing guidance, advice and quality standards, and supporting their implementation. The Clinical Scientist in HSST will be expected to critically appraise the underpinning academic evidence base and gain experience of working with patients and the public and evaluating the impact on service delivery, education, research and innovation. For further details see Generic Modules in all curricula for Physiological Sciences and Physical Sciences and Clinical Biomedical Engineering including: Clinical Bioinformatics, Genomics, Precision/Personalised Medicine Patient and Public Involvement, Engagement and Partnership in Healthcare and Healthcare Science Module B7: Teaching, Learning and Assessment For the following specialisms: Audiological Science Cardiac Science Clinical Biomedical Engineering Gastrointestinal and Urological Sciences Medical Physics Neurophysiological Science Ophthalmic and Vision Science Reconstructive Science Respiratory and Sleep Physiology Vascular Science This module introduces key theories of teaching, learning and assessment to underpin the role of the Consultant Clinical Scientist as a teacher/trainer/leader, according to the best contemporary clinical and educational standards. Clinical Scientists in HSST will acquire an understanding of the theoretical basis of teaching, learning and assessment and will be expected to demonstrate the practical application of these skills in the work base. Clinical Scientists in HSST will be Page 24

expected to apply their knowledge, skills and experience of teaching, learning and assessment in their specialist area and the wider health care setting. For further details see Generic Scientific Modules in all curricula: Teaching, Learning and Assessment Page 25

4.2 Specialist Scientific Clinical Programme: Specialist Modules for Audiology (http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula/hsst-higherspecialist-scientist-training) Lead Editor: Medical Royal College: CONTENT OVERVIEW Dr Huw Cooper Royal College of Physicians It is expected that Clinical Scientists in HSST following this modular programme for Audiological Sciences will be able to analyse, synthesise, evaluate and apply knowledge which underpins specialist consultant practice and be competent in the application of this knowledge. They will be required to critically reflect on and challenge practice through research. They will be expected to consider the complexity of issues in practice and the differing theoretical perspectives that could be used for reflection or use as a basis for research. Within each module Clinical Scientists in HSST will be required to identify, critically review and apply related literature to examine specific areas of practice. They should be encouraged both to present reasoned arguments for supporting the use of these guidelines in practice and to propose alternatives based on research/theory/practice. All Clinical Scientists in HSST undertaking the HSST programme in Audiological Science will be required to complete the following specialism specific doctoral training programme modules. Module Title Credits Year 1 Module B1 Advanced History Taking, Clinical & Communication Skills 15 Module B2 Audiology Practice (Adolescents & Children) 10 Module B4 Hearing Loss 15 Year 2 Module B3 Contemporary Issues in Healthcare Science (including Bioinformatics, Genomics and Personalised Medicine and Patient and Public Involvement) Module B5 Therapeutics 10 Module B6 Clinical Presentation, Assessment & Management 20 Year 3 Year 4 Module B8 Expert Adult or Paediatric Audiological Scientific and Clinical Practice (1) Module B7 Teaching Learning & Assessment 20 Module B9 Expert Adult or Paediatric Audiological 2) 40 Module B10 Leading Audiology Scientific Services 10 20 20 Page 26

The interpretation of the high level framework is shown below: Stage 1 Module B2: Audiology Practice (Adolescents & Children): Credits 10 The module will enable Clinical Scientists in HSST to analyse, synthesise, evaluate and apply their expert knowledge required with respect to (i) fluctuating deafness in children, including otitis media with effusion; (ii) congenital and prelingual deafness and (iii) the transition and transfer of adolescents into adult services. The module will have a patient focus and also consider the perspective and needs of parents and carers. Critical appraisal of current best evidence in supporting decision making with respect to the care of patients wherever possible in partnership with the patient, parents and carers will be included. The impact of deafness on the child, family and carers will be explored and key issues with respect to history taking, communication and working within the multi-disciplinary team will be evaluated to inform clinical practice. For further details please see modules: 1(viii) Transition and Transfer of Adolescents 1(ix) Fluctuating deafness in children including otitis media with effusion 1(x) Congenital and Prelingual Deafness in Children Page 27