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Modernising Scientific Careers, NHS East Midlands W – Maxine Foster, Director of NHS Engagement, MSC
Early Adopter Project – Transforming the healthcare science workforce
The Vision for Healthcare Science
The healthcare science workforce is an integral part of diagnosis and treatment, playing an important role in adding value to patient care and quality outcomes.
It comprises approximately 5% of the healthcare workforce in the UK, and 80% of all diagnoses can be attributed to their work.
The vision for healthcare science is of a world class workforce integral to multi-professional teams delivering high quality innovative patient care, in a range of settings
What is Modernising Scientific Careers?
MSC is a UK-wide education and training strategy for the whole healthcare science workforce in the NHS and wider MSC introduces a clear and coherent career pathway and structure for the healthcare science workforce. Aspects of the programme cover every step of the career pathway, and include education, training and workforce planning.
The programme is a result of three years work across the four countries of the UK. MSC has been informed with leadership and input from the full range of professionals and professional bodies working in this area. Patients have also made a substantial contribution to this work.
The Model for Education and Training Pathways for the Healthcare Science (HCS) Workforce and published in UK Way Forward (2010)* *
NB: Equivalence will be based on a clear and transparent assessment of a portfolio of evidence including previous experience and knowledge (reducing possible duplication and allowing employers to grow their own workforce)
NB: Equivalence will be based on a clear and transparent assessment of a portfolio of evidence including previous experience and knowledge (reducing possible duplication and allowing employers to grow their own workforce)
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Modernising Scientific Careers – Career Structure
Assistant
Scientist
Practitioner
Consultant/ Higher Specialist Scientist
Undertake clearly defined task and protocol based, high volume, low risk activities requiring some structured training such as vocational training qualifications e.g. phlebotomist
Apply technology, in the delivery and reporting of quality assured tests, investigations and interventions for patients, on samples and equipment. Use a degree of judgement and deal with ambiguity within a clinical context. Able to undertake activities which are outlined in ‘protocols’ e.g. genetic screening activities
Complex scientific and clinical roles. High risk, low volume activities which require highly skilled staff able to exercise clinical judgement about complex facts and clinical situations. Interact with patients e.g. undertaking complex heart scan which requires professional judgement and interpretation
In-depth, highly complex role. Equivalent to medical consultant role as requires clinical judgement, scientific expertise and leadership in direct patient care e.g. specialist scientific expertise to develop and implement new radiotherapy treatments such as proton therapy. This role could include a clinical director/consultant audiologist with expertise in complex hearing/ balance problems
Associate
Undertake more advanced and complex high volume low risk investigative tasks. Requires appropriately trained staff, probably at Foundation degree level training e.g. processing samples through machines in pathology laboratories and fitting hearing aids
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The Way Forward – Focus on specialisms and pathway themes not on disciplines and divisions
The application of biology, physiology, physics and engineering to health in themed pathways
Blood, Cellular and Infection Sciences, including genetics
Neurosensory, Cardiac, Vascular, Respiratory Sleep Sciences
Medical Physics, Imaging and Material Sciences
Clinical Engineering
Pharmaceutical Sciences – less well developed so far
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Improved ESR coding and healthcare science workforce data, workforce planning and reprofiling tools
Developing new Career Framework for the healthcare science workforce
National recruitment scheme for Trainee Healthcare Scientists
Updated NHS Careers information to attract and support new entrants
Lead Commissioning and training co-ordination arrangements through NHS West Midlands, building on their experience managing the genetics pilot.
Workforce Planning, Education Commissioning & Funding
To facilitate MSC, these components are being delivered
Curriculum development
• Academic Curricula for PTP, STP & HSST
• Awards and qualifications for levels 1-4
• Workplace-based training manuals with quality outcome measures
• Overall ‘Operational Guide’
Assessment
• Development of assessment methods
• Development of guidance to train the trainers and assessors
• On line assessment tools to assure the quality of work-based training
Strategic forum with HEIs
Develop guidance for assessment of equivalent learning and practice
Develop Academic Careers
Technology Assisted Learning
Training and Education Programmes
To facilitate MSC, these components are being delivered
NHS Readiness and Implementation
The implementation of MSC is led by the local NHS. The MSC team is working with SHAs to ensure the transition is carefully managed. Each SHA has its own MSC Implementation Plan
An MSC England Implementation Board has been established in partnership with SHAs which will oversee and monitor implementation arrangements.
The Medical Education England (MEE) Healthcare Science Programme Board will continue to provide a national advisory function in England
Academy for Healthcare Science (Education and Training Board)
Implementation is underpinned by the support from:
MSC Early Adopters organisations and their networks
The MSC Genetics and Dosimetry programmes
SHA MSC project leads/managers
SHA Scientific Leads and communities of practice
The DH MSC Programme Team
To facilitate MSC, these components are being delivered
Early Adopter Programme
Building on the successful approach of implementing the 18 weeks policy
A organisational development / workforce transformation programme / Improvement programme
MSC Champions, translating MSC policy from the pages of documents and slides into reality.
Provide feedback to MSC team to influence policy implementation
Build on earlier lessons from implementation of MSC for genetics.
Providing the evidence for MSC delivering benefits to patients, new roles, quality and productivity
Spread and adoption of implementation to the wider NHS
Early Adopter Sites
Key
Approved
Modernising Scientific Careers - Early Adopters 2010
South West
SouthCentral
NorthEast
NorthWest
Yorkshire and The Humber
East Midlands
West Midlands
East of England
London
South East Coast
Royal Liverpool & Merseyside ●
● Sherwood Forest Hospitals
Ashford & St Peters ●
● Portsmouth Hospitals
Birmingham Women's Hospital ●
● Royal Free Hampstead
● Cambridge & Papworth
● Guys & St Thomas'
Cheshire & Merseyside H/c Scientists Network ●
● Imperial College
● Northampton General
● Plymouth Hospitals
● Manchester Academic Health Science Centre
Coventry & Warks ●
North Staffordshire ●
Oxford Radcliffe ●
● Leeds Teaching
● Sheffield Teaching
Approach
Action learning approach, support and learn from each other
Receive support from EA project team, SHAs, MSC team, NHS Employers.
Introduction of new roles across the whole career framework
Using and trialling tools developed by DH and MSC team – workforce planning, reprofiling, assessment
Feedback on MSC curricula as they develop – will they provide the right people for the roles and skills needed in future?
Access to MSC Professional Advisors for different specialisms.
Informed by and building on lessons from Genetics
Progress monitored and shared via England Implementation Board and MEE Healthcare Science Programme Board
Focusing on reprofiling pathology workforce to develop benchmark profiles of modernised pathology services, will extend to the other divisions
The Academy for Healthcare Science
At the Association of Clinical Scientists (ACS) EGM on 9th December 2010, there was unanimous agreement from the ACS Board for the motion:
‘The professional bodies that constitute the Association of Clinical Scientists agree in principle to form and develop a new independent organisation whose remit is to set and maintain high standards of education and training for Healthcare Science.’
The ACS Executive (Iain Chambers, Jo Sheldon and Gwyn McCreanor) were empowered to take this forward. A Shadow Board for the new body is currently being established and an interim CEO, Steve Barnett, has been appointed.
The Academy for Healthcare Science (cont.)
The Shadow Board’s functions will be to:
Set and oversee the strategic direction, values and high-level deliverables for the new Academy
Speak with a strong, coherent and influential voice that contributes to the new architecture for NHS workforce development and the training and ongoing development of the healthcare science workforce.
Provide the HCS profession with a higher profile, influencing and informing a range of senior stakeholders including the Health Departments in the four countries, MEE, workforce planning and commissioning at all levels of the new structures and systems for heath, public health, and social care.
Provide input to and support for wider strategic initiatives requiring a health sciences perspective
Define high quality education and training standards across the UK HCS workforce and improve patient outcomes by ensuring that the standards are promulgated and met
Enable effective professional engagement in the ongoing development and review of national curricula for the UK HCS workforce, across the career framework
Oversee governance arrangements for the Academy
The Academy for Healthcare Science (cont.)
Membership will initially be drawn from the CSO’s Overarching Professional
Bodies Group, the four countries and the ACS Executive
Membership will be expanded as required and to include professional, lay and
employer membership
The Board will be restricted to a maximum of 15 members, to ensure that it
remains strategic and is able to meet its corporate governance responsibilities
effectively
The formal memorandum and articles of association, once adopted, will set out in
full the legal duties and responsibilities of the board, board members, senior
executives and meeting groups below the board of directors.
For further information, contact:
the ACS Interim CEO, Steve Barnett [email protected]
or the Project Lead, [email protected]
Assessment of Equivalence
The Equivalence Working Group will meet for the first time on 1st February 2011It will recommend a national structure and systematic processes for equivalence and underpinning guidelines by September 2011There are likely to be three categories for equivalence activity:
academic, professional and experientialGuiding principles include keeping it simple, using existing systems and good practice wherever possible, and ensuring that equivalence processes are resource sensitiveThe goal is to have one system rather than multiple systems The Group will make recommendations for MEE review It will also work closely with the new Academy for Healthcare Science.
For further information, contact: one of the Co-Chairs of the Working Group,
Gillian Manning [email protected] or Patricia Le Rolland [email protected]
Career Framework roles 1- 4 Programme
Enhancing the key roles of Healthcare Science Assistants and Associates in the delivery of care.
The Learning and Development Framework incorporates a number of principles:
Credit bearing
Educational currency with national recognition
Supporting career progression
National equivalence and portability
Supporting innovation
Alignment with the Qualification and Credit Framework launched in January 2007.
Programme managed by a partnership steering group.
Will test the model with MSC Early Adopters. Portsmouth EA actively engaged from the start
Universities offering accredited PTP programmes in 2010
Cardiovascular, Respiratory & Sleep
• Manchester Metropolitan
Genetics Technology
• West of England
• Bradford
Universities considering offering PTP in 2011
Cardiovascular, Respiratory & Sleep
– Manchester Metropolitan
– Anglia Ruskin
– Oxford Brookes
– Southampton
– West of England
– Plymouth
– Wolverhampton
– DeMontfort
Genetics Technology
– Bradford
Universities considering offering PTP in 2011
Life Sciences
– DeMontfort
– Sunderland
– TBA (NHSNW)
– Portsmouth
– Oxford Brookes
– West of England
– Plymouth
– Nottingham Trent
Curriculum Development
PTP Curricula for the BSc(Hons) in Healthcare Science have been approved by MEE HCS PB ETWG for:
• Life Sciences – Blood Sciences, Cellular Sciences, Infection Sciences and Genetics Technology final year specialism.
• Cardiovascular, Respiratory and Sleep Sciences – Cardiac Physiology, and Respiratory and Sleep final year specialisms
• Medical Physics – Radiotherapy Physics, Radiation Physics, Nuclear Medicine final year specialisms
• Clinical Engineering – Medical Engineering, Radiation Engineering, Renal Technology, Rehabilitation Engineering final year specialisms
• Neurosensory Sciences – Audiology, Neurophysiology, Ophthalmic/Vision Science final year specialisms
Training Manuals for the work based elements will be available from 31 January
Final Versions of curricula are available now on NHS Networks web platform
http://www.networks.nhs.uk/nhs-networks/msc-framework-curricula
PTP for Clinical Photography due for completion and of March 2011
Scientist Training Programme academic and work based curricula approved for :
• Blood Sciences
• Cellular Sciences
• Infection Sciences
• Medical Physics
• Clinical Engineering
Draft curricula in Physiological Sciences considered by ETWG in January and being revised for February for:
• Cardiovascular, respiratory and sleep sciences including GI and Urodynamics
• Neurosensory sciences – audiology, neurophysiology, ophthalmology and vision sciences specialisms
Training Manuals for all will be available from end of March.
Work underway for STP in Maxillo-facial prosthetics, Critical Care, Clinical Pharmaceutical Sciences
Will be available on same web site
Summary
The changes that need to be implemented with the support of the MSC programme and stakeholders will:
• Transform education and training pathways to create a flexible, responsive, sustainable scientific and technical workforce
• Align the workforce to service needs as work is undertaken safely and competently at the right levels
• Ensure scientific advances are adopted quickly to enhance the quality and outcomes of care for people and encourage innovation and economic regeneration
• Achieve gains in efficiency and effectiveness and the delivery of high quality value for money services
• Improve the education and training experience of future healthcare scientists to develop motivated individuals who want to work in the NHS.
