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Research finding on STP to be presented at Association for Medical Education (AMEE) International Conference in Austria

Friday, 17 May 2019

The National School of Healthcare Science is working alongside the University of Birmingham to undertake research to evaluate the training, education and assessment of pre-registration clinical scientists on the Scientist Training Programme (STP). The aim of this work is to formulate recommendations for educational enhancement.

The current projects include a study of: STP alumni career destinations, perceptions of leadership and its development, perceptions and experiences of Interprofessional education and investigation of trainees’ use of self-regulated learning.

The projects submitted to AMEE were the studies on interprofessional education and self-regulated learning.


Jaimini Patel will be giving a short oral presentation followed by a Q&A session on her study: UK trainee clinical scientists’ perceptions and experience of Interprofessional Education.

Interprofessional Education (IPE) is an important pedagogy for developing the knowledge, skills and attitudes required for effective collaborative working. Clinical scientists work in multi-professional teams to deliver high quality patient care. Whilst IPE is a requirement of the Scientist Training Programme (STP) for pre-registration clinical scientists, little is known about trainee perceptions and experience of this type of education.

Findings suggest that STP trainees view IPE positively and reflect results obtained for other pre-registration health professionals. Trainees are able to access IPE, particularly during their work-based training. Implications for future development of the STP are discussed to enhance IPE learning experiences across specialties.


Megan Smith will be presenting her study via a poster and Q&A session: A theoretical and conceptual framework for the investigation of Self-Regulated Learning by trainee clinical scientists on the UK Scientist Training Programme.

Self-regulated learning (SRL) describes how individuals control the cognitive, motivational, behavioural and affective aspects of their learning and how they achieve their goals. STP trainees are expected to take responsibility and control their own learning, exercising autonomy; however, the nature of their workplace-based learning, particularly the role of SRL is not well-documented. A series of semi-structured interviews were conducted with third year STP trainees to understand their use of SRL. The impact of social context and intrinsic factors on trainees’ SRL was considered within a combination of theoretical perspectives. Findings indicate that the workplace offers unique unreplicable opportunities. OneFile encourages SRL and some set goals outside of their competencies. Trainees’ social connections influence their work, goalsetting, learning strategies and self-reflection.