Metabolic Biochemistry Network BMS Group Skills for Health: Pathways to Promotion Alan Wainwright...
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![Page 1: Metabolic Biochemistry Network BMS Group Skills for Health: Pathways to Promotion Alan Wainwright Executive Head of Education alanwainwright@ibms.org.](https://reader030.fdocuments.us/reader030/viewer/2022032704/56649d535503460f94a2faea/html5/thumbnails/1.jpg)
Metabolic Biochemistry Network BMS Group
Skills for Health:
Pathways to Promotion
Alan Wainwright Executive Head of Education
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To look at:
• Political context
• Institute’s qualifications
• Teaching & learning strategy
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All Change
• NHS Plan
• Modernisation of pay
• Modernisation of jobs
• Modernisation of professional regulation
• Modernisation of learning and personal
development
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• Agenda for Change
• Knowledge and Skills Framework
• National Occupational Standards for
Healthcare Scientists
• Healthcare Scientist Career Pathway
• Skills for Health Project
The New NHS
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CareerTrajectoryHCS CAREER PATHWAY
Assistant
(1-2)
AssociatePractitioner
4
Qualified Practitioner
i.e. HPC registered
5
Senior orSpecialist
Practitioner
6
AdvancedPractitioner
7
ConsultantPractitioner
8
Linked to Functional Framework• Analytical / Investigative• Advice and Interpretation• Financial and Human Resources• Planning, Policy and Service Development• Organisational Management and Clinical Leadership• Research and Development
SeniorAssistant
(3)
ConsultantDirector
9
NATIONAL OCCUPATIONAL STANDARDS
Multiple entry routes supported by education and training programmes linked to skills escalator
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Facilitates Flexible Careers
Assistant
1-2
Senior Assistant
3
AssociatePractitioner
4
Practitioner
5
SpecialistPractitioner
6
AdvancedPractitioner
7
ConsultantPractitioner
8
ConsultantDirector
9
MLA
BMS1
BMS2
BMS3
BMS4
CSB<17
CSB>17
CSC
PhlebotomistSupervisor
Underpinned by qualifications and competence assessment
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Skills for Health – Key Roles
• Profile the UK workforce
• Identify changes and trends
• Drive forward and manage national workforce competences
• Improve workforce skills
• Influence provision of education, training and development
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Analysis of feedback
Publication of Handbook on Web site and launch as stated in Communications Strategy
HCS Programme - Methodology Flow Chart Draft January 06
Career framework level Educational Level
Educational Experience
General scientific, personal management & learning
Comprehensive Underpinning knowledge &
understanding
Professional Practice
Clinical Skills
Role Descriptors for Career Pathway
Population: Career
Framework
Driven by Service Need
NOS Integration and Harmonisation
Gathering of indicated competences
(HCS and others) Range of Practice Identifying gaps &
developing NOS/NWC where appropriate
Regulated Professional Pre-registration Education
Career Pathway development (non-regulated)
Programme Design / Structure - Modernised Education Independently assessed Modular Full time/ part time Step on – step off points Career Progression - seamless skills escalation Economies of scale – common and shared learning Professional Practice element NOS based Timescale – required learning and integrated
professional practice Assessment structure / APEL arrangements
Programme Content Syllabus
Syllabus and Programme Specification
Commissioners & Education providers/awarding bodies to
develop curriculum & programme & ensure award
Assembly of views and material from:
NHS & Independent Sectors
Education Providers
Commissioners
Professional Bodies
Trade Unions
Commissioners & Education providers to develop curriculum & programme to ensure award and achievement of scope of practice
to enable registration
Development of Role Description of Educational needs
HCS A&Q framework
HCS A&Q framework
Def: Curriculum: complete educational process, designed, organised, delivered, assessed & validated Def: Syllabus: What content is to be included in the curriculum
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Delivered by:• Regulation driven by service needs
• Development of education syllabus
• Develop career frameworks based on Career Framework for Health– a guide for NHS and partner organisations
– implementation of a flexible career and skills escalation
• Programme design– Modular
– Step on/off points
– Common & shared learning
– Professional practice NOS based
• Development of awards and qualifications framework
• Commissioning
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Examination History
• 1966 – 1990 Special Examination
• 1972 – 1984 Certificate in Medical Laboratory Management
• 1988 -1996 Two Part Examination for Fellowship (Part 1)
• 1989 – 1999 Two Part Examination for Fellowship (Part 2)
• Promoting professional standards and best practice
• Facilitating opportunities for professional development
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Examination History• 2001 Advanced Certificate in Cervical Cytology
• 2003 Certificate of Competence
• 2003 Higher Specialist Diploma
• 2003 – onwards
Certificates of Extended and Expert Practice
Diplomas of Extended and Expert Practice
• 2005 Specialist Diplomas
• 2006 Diploma of Expert Practice in Diabetic Clinical Chemistry
Diploma of Expert Practice in Therapeutic Drug Monitoring
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Institute Qualification StructureAdvanced Specialist Diploma
Diploma of Diploma of
expert practice extended practice
Higher Specialist Diploma
MScSpecialist Diploma
Graduation + Registration
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Purpose• Provide a framework for post-registration E&T
• Provide national standards for specialist and higher specialist training
• Enable structured professional development
• Evidence CPD
• Enable recognition of WBL for higher degrees
• Evidence a higher level of fitness to practice
• Evidence readiness for promotion
• Establish confidence
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Fitness for Employment (BSc)
– situations requiring the exercise of personal
responsibility, and decision making in
complex and unpredictable circumstances
– evaluate, sound judgements, good
communication
– BSc (Hons) degree + clinical placement
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Basis for Future Development
• Coterminus (integrated) degree programmes
– flexible workforce
– graduates (and employers) familiar with evidence-based assessment of fitness to practice
– partnership between HEIs and employers
– local training officer networks
– NHS funding (!)
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Career Framework Stage 5
• Qualified practitioners operating with a knowledge base at honours level normally acquired through a relevant vocational BSc degree.
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Functional Guide (HCS Pathway)
• Expertise within HCS specialism or discipline underpinned by theoretical or relevant practical knowledge and experience.
• Performs broad range of clinical/technical or scientific procedures. Makes judgements requiring analysis, interpretation and comparison of option.
• Provides clinical technical services for patients and clients. May provide advice in relation to the care of patients and clients.
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Functional Guide (HCS Pathway)
• Plan, organise and prioritise own work. Work is managed rather than supervised.
• Responsible for the safe use of expensive/highly complex equipment.
• May evaluate equipment, techniques and procedures.
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Scope of Practice(KSF/NOS)
• Core dimensions:
– communication– personal & people development– H&S– service improvement– quality– equality & diversity
• Specific dimensions:
HWB8 - biomedical science investigation and intervention (includes equipment preparation and quality control)
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Core Dimensions• Communication
– develop/maintain (with degree of difficulty)
• Personal & people development
– develop oneself and contribute to development of others
• Health, Safety and Security
– promote, monitor and maintain best practice
• Service improvement
– appraise/interpret/apply suggestions, recommendations, directives
• Quality
– contribute to improving quality
• Equality & diversity
– act in ways that support equality and value diversity
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Specific Dimension HWB8• Evaluation and planning
– investigation/specific procedures to be undertaken
• Selection of methods/techniques
– in line with resources available/evidence of effectiveness
• Performance and monitoring
– taking appropriate action
• Evaluating outcomes
• Collate, interpret, report
• Provide information, advice
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Post-Registration
Education and Training
Why and How?
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Aim• Develop practitioners to higher and advanced
levels of fitness to practice to enable them to make a significance contribution to the service and engage in critical dialogue with peers.
– Provide opportunities to develop complex and specialised areas of knowledge and skills.
– Develop advanced skills to conduct research, or advanced technical or professional activity
– Develop decision making and supervisory skills
– Develop research and teaching skills
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Registered Practitioners …• Work effectively and safely in defined area of practice
• Manage workload and meet deadlines
• Adapt to different work settings and demonstrate accountability
• Apply sound reasoning skills
• Demonstrate proactive evidence-based approach to practice
• Promote/participate in education & training of others
• Demonstrate ability to reflect on practice and promote CPD
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Specialist Practitioners
In addition will:
• Demonstrate the application of specialist knowledge and experience in a wide range of areas.
• Evaluate and make judgements based on a range of information
• Adopt a critical and analytical approach to their own and other’s performance
• May implement policies
• May supervise team
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Career Framework Stage 6
• Specialist jobs requiring specialist knowledge or breadth of knowledge at PgD level or equivalent.
• Specialist expertise acquired through structured development, involving practical experience with qualified specialists.
• Ongoing training and further study
• Application of scientific method in service, in the development of techniques and in research.
• Regular updating of good practice for professional purposes (expected)
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Scope of Practice (HCS Pathway)
Specialist practitioner defined as:
Staff with a higher degree of autonomy and responsibility performing complex clinical/scientific/technical role and /or manages and supervises a team.
Will be studying for or have attained a relevant postgraduate qualification or equivalent level vocational /professional qualification or awards appropriate to the role being undertaken.
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Functional Guide (HCS Pathway)
• Specialist knowledge covering range of procedures and practices underpinned by relevant broad based knowledge, experience and competence
• Performs specialist roles/functions. Makes judgements involving a range of complex facts, options, analysis and interpretation.
• Plan, organise and prioritise own work activities and tasks. May manage and supervise a team.
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Functional Guide (HCS Pathway)
• Implement policy and propose changes to working practice or procedures.
• May undertake supervision and/or teaching and training as a major job role.
• May undertake R&D as a major activity. May regularly undertake clinical trials or research projects
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Accredited MSc
• Chartered Scientist (CSci)
• Eligibility for Higher Specialist Examination
• Institute accreditation
– discipline specific
– broader perspective
– WBL modules
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• Discipline specific
• Linked to NOS and KSF
• Relates to professional regulation
– reflect, consolidate undergraduate training
• Enables professional development
– Develop sound judgement, personal responsibility
and initiative
• Complements higher degrees
Specialist Portfolio
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Purpose• Provide a framework for post-registration
training
• Provide a national standard for specialist
training in their pathology discipline(s)
• Provide evidence of specialist practitioner level
knowledge and skills
• Provide a qualification route to Associate
membership
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What the portfolio does
• Enables structured professional development
• Establishes confidence
• Evidences CPD
• Enables recognition of WBL for higher degrees
• Evidences a higher level of fitness to practice
• Evidence readiness for promotion by linking to
NOS and KSF
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Evidenced by• Application of HPC standards (generic
section)
• Undertaking specialist investigations (discipline specific section)
• Presentation (oral support of training)– role and responsibilities
– range of investigations/patient groups
– recent trends/developments
– professional activities
• Laboratory Tour– discussion of techniques, equipment, quality, H&S
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What Next?
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Opportunities
• Certificates of Expert and Extended Practice
• Higher Specialist Diploma
• Diplomas of Expert and Extended Practice
• Advanced Specialist Diploma
• MSc, PhD, MBA
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Advanced specialist practitioner:• skills and theoretical knowledge to a very high
standard
• performing an in-depth highly complex role
• continuously developing clinical, scientific or technical practice with a defined field and/or
• management responsibilities for a section/small department, or be largely involved in research and development.
Career Framework Stage 7
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Higher Specialist Diploma
• Builds upon higher degree
– Self-directed learning
• Relates theory to practice
– Written examination
– Case studies
• Evidences readiness for advanced
practitioner grade
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Advanced Specialist Diploma • Evidence of competence commensurate with
consultant level biomedical scientist
• Limited applicability, e.g.
– Cervical cytology
– Ophthalmic pathology
– Colon cancer screening
• Reflect actual practice
• Vary between disciplines
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Cert/Diploma of Expert Practice
• Specialised duties within a distinct subject area of a biomedical science discipline
– Diabetic Clinical Chemistry
– Therapeutic Drug Monitoring
– Metabolic Biochemistry
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Theory v Practice!
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Learning Strategy• CPD
• Self-structured reading
• Reflecting on scientific/technical papers
• Lectures/seminars
• Training programmes
• Other forums (MDT)
• Mentors
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Professional Portfolio
A broad body of evidence and information
that reflects the development and experience
of an individual throughout their professional
career
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Examination Portfolio
A finite and specific piece of work that
evidences the acquisition and
application of particular knowledge and
skills required for a designated
qualification.
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Purpose of a Portfolio
• Evidence of knowledge
• Evidence of understanding
• Evidence of training
• Evidence of professional skills
• Evidence of the ability to apply the
above elements in the laboratory
environment
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Portfolio Pluses• A unique record of achievement
• Can be used as basis for PDPs
• Allow creativity
• Reflective practice an integral part of portfolio compilation and assessment
• Opportunity for self and peer evaluation
• Demonstration of skills development
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Solutions or problems?• Biomedical scientists unfamiliar with concept of
self directed learning
• Lack of training resources
• Cost and time for formal taught courses prohibitive
• Loss of biomedical knowledge and expertise
• Knowledge not automatically passed on
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Teaching & Learning Strategy• Encourage use of short courses for CPD
• Develop education and training networks
• Encourage greater use of WBL
• Clearly demonstrate academic and skill basis of fitness to practice– NOS/KSF
• Academic recognition of Institute qualifications
But we need:• Greater employer involvement• Greater integration• Strategy for funding higher specialist training
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VocationalAcademic
Underpinning Competence Framework
IBMS Skills for Health
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Fitting it all together!
MSc/PhDNOS/KSF DH
Career Pathway
Professional Practice
EmployersHEIs
IBMSAwards and Qualifications
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“Promoting and developing biomedical science
and its practitioners”