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Below, we provide guidance and recommendations for the development and management of evidence in the workplace for those engaged on the Higher Specialist Scientist training programme (HSST) and their supervisors. This guidance is advisory only.


The HSST Programme is unlike the possibly more familiar STP programme in that there is far greater flexibility in the evidence that can be submitted by trainees who will be following a bespoke pathway agreed between themselves and their Workplace Supervisor. It requires that both supervisors and trainees have an understanding and knowledge of the learning outcomes1 of the specialist curriculum and the Higher Specialist Scientist Standards of Proficiency (HSSSP) published by the Academy for Healthcare Science (AHCS).

A portfolio of evidence

Generally speaking, a portfolio of evidence is a collection of documents that a trainee is required to compile to show competence against a set of learning outcomes and to an appropriate standard.

Trainees need to demonstrate, through the presentation of evidence, that they can meet the requirements of the HSST programme and do so by organising evidence within an e-portfolio. The portfolio facilitates the trainee, with support from their Workplace Supervisor, to collect evidence systematically.

Whilst the e-portfolio will take effort and time to complete, it is also a means of demonstrating the trainee’s particular strengths and achievements to others.

The portfolio should be developed along with the trainee’s achievements and take on a dynamic role as:

  • a record of achievements to date
  • a proof of competence and knowledge
  • a resource bank of abilities
  • a reference tool for appraisal
  • a basis for career development
  • a record of continuing professional development.

In relation to the relevant specialist curriculum and standards of proficiency it provides:

  • a clear demonstration of competence and knowledge against learning outcomes and standards of proficiency
  • a focus for assessment
  • a means to bring together evidence for more than one learning outcome or standard of proficiency
  • a focus for the identification of training/learning needs.

The e-portfolio helps a trainee as they work towards certification as a Higher Specialist Scientist and also provides a useful reference tool for their future career.

The e-portfolio will contain:

  • the training plans agreed with the Workplace Supervisor identifying progression through the programme
  • the written evidence developed that maps to the programme requirements
  • the uploaded attachments
  • the feedback on evidence.

Evidence for assessment

At HSST the scope of evidence that can be submitted is wide-ranging and determined through the individual’s bespoke pathway and will include the specialist knowledge acquired through the professional doctorate programme as well as that which occurs in the workplace.

Workplace-based evidence submitted for assessment should demonstrate the appropriate application of specialty knowledge and skills through the quality and types of evidence in an e-portfolio which is appropriately mapped to the domains of the AHCS Standards of Proficiency for Higher Specialist Scientists and to the learning outcomes of the specialist curriculum.

Evidence that is submitted for assessment needs to be:

  • Sufficient - Covering all aspects of the assessment criteria for each of the learning outcomes (LO) and standards of proficiency (SoP) referenced. Sufficient does not mean a mass of evidence. It simply means collecting enough evidence to demonstrate competence.
  • Authentic - Evidence put forward for assessment should be explained and substantiated. It is important that the submitted evidence relates only to the trainee’s own performance and that it can be declared at programme exit as authentic.
  • Relevant - Any evidence for assessment must relate specifically to the specialist programme and bespoke pathway the trainee is pursuing. An assessor should only be interested in the evidence of performance pertinent to the LO and SoP referenced in the submission. It is not necessary to include reference documents, training materials or other evidence that does not demonstrate competence.
  • Current - ‘Current’ means evidence relating to the appropriate specialty knowledge, skills, attitudes and behaviours a trainee can currently demonstrate and which clearly relate to the activities and areas of work a trainee could still perform if required to do so.
  • Cross-referenced - Evidence (especially written) must be referenced to the LO and SoP of the programme being undertaken. A clear referencing system is essential.

The Workplace Supervisor should work with the HSST trainee to determine what is meant by sufficient, authentic, relevant and current and this should be reflected through an agreed training plan and through regular (monthly) recorded reflective meetings to discuss progression cross-referenced to the LO and SoP.

Evidence that is acceptable can be divided into two main categories – direct and indirect.

Direct evidence can include:

  • Performance being observed by an assessor
  • Projects or work-based assignments 
  • Personal reports
  • Minutes of meetings, action plans, progress reports
  • Internal and external correspondence
  • Prior qualifications which relate directly to the LO and SoP
  • Product evidence e.g. examples, samples, photographs
  • Responses to oral or written questions
  • Video or authenticated audio tapes
  • Supervisor observations
  • Performance appraisal and multi-source feedback with reflection.

Indirect evidence can include:

  • Witness testimonies from people within or outside the organisation
  • Achievement in related areas
  • Attendance on courses/training activities relevant to the LO and SoP
  • Membership of related committees or outside organisations
  • Previous evidence from assignments, tests and other forms of assessment that have been achieved
  • Documents produced through work-related activities such as reports and related material
  • Reports by supervisors and managers.

Such indirect evidence will likely be used mainly to support or confirm direct evidence.

Each HSST pathway will require evidence that is bespoke to the individual and negotiated with the Workplace Supervisor through the creation of a training plan designed to help determine the types of evidence required. It is expected that this will be through a diversity of evidence types to support the achievement of progression. When submitting evidence, trainees must highlight their role in the work; for example, identifying whether the work has been carried out through group work activities. The list above is not exhaustive and other appropriate forms of evidence may be identified depending on the bespoke pathway being undertaken.

Training planning

Training planning sits at the heart of successfully negotiating the five-year HSST programme. It is driven and informed by the content of the particular LOs of the discipline-specific curriculum and its content must meet the Academy’s SoP.

The training plan will produce evidence from work undertaken in the workplace, from the academic content of the HEI programme and, for Life Science trainees, from the requirements of the Royal College of Pathologists examinations. Each piece of evidence submitted for assessment should reference the LOs of the curriculum and formally map to the SoP.

Training planning should grow by design over the period of the programme, being more detailed in earlier years and referencing an outline for future years, which should be updated and modified in detail year on year. Effective training planning will:

  • Establish training goals
    • Against the specialist curriculum content
    • Against what is possible with the job plan
    • Against what is required for the programme components (DClinSci, FRCPath etc)
    • Against the required programme outcomes
  • Develop the content
    • Planning progression over the five years
    • Designing the outputs and evidence
    • Outlining the structure over the five years
    • Establishing a timeline for progression
    • Making time for preparing for training
  • Specifically define
    • Items for assessment
    • Tools for recording evidence
    • Support from colleagues
    • Gap analysis

Each training plan is a bespoke programme particular to the individual trainee and the environment they work in, discussed and agreed with the Workplace Supervisor. It needs to take account of the job plan and any assigned roles and routine clinical responsibilities and needs to strike the right balance between the requirements of routine service and of progression through the HSST programme.

A training plan should include:

  • Objectives set to facilitate personal development and with time set aside for training
  • Assessments designed and mapped to match progression through the programme against both the LOs of the curriculum and to meet the Academy’s SoP
  • Provision of supervision and monitoring of a trainee’s educational experience
  • Regular training planning reviews.

The e-portfolio provides a means whereby training plans can be recorded and updates also submitted and signed off.

Workplace-based assessment

The evidence submitted for assessment may draw on the traditional tools of assessment such as DOPS, OCEs and CBDs but at this level of study these methods may not be sufficient in themselves and evidence is more likely to fall outside these traditional boundaries and more extensively reflect achievements through progression against the SoP and LO. It is important to note that it is the quality of evidence that matters more than the number of pieces of evidence submitted for assessment.

The School suggests evidence should be submitted monthly, accumulating 60 pieces of evidence over the course of the five-year programme. However, this frequency would be influenced by the scope and nature of each piece of evidence. There is no requirement to complete a minimum number of workplace-based assessments or any requirement to complete certain assessments at a particular stage of the programme.

It is suggested that a four to six weekly recorded reflection meeting could be held with the workplace supervisor during which progression against the training plan and the endorsement of a piece of evidence may be undertaken.

It is essential, however, that an appropriate number and blend of evidence is submitted for assessment, bearing in mind that the evidence will be reviewed by an expert panel and must demonstrate that both the LOs and SoP are being met to a level expected of a consultant clinical scientist.

The e-Portfolio: OneFile

The School has recently adopted the e-portfolio service OneFile as a repository for evidence:

OneFile® provides a place:

  • To store and manage evidence prior to its collation and submission for assessment 
  • To evidence, record, review and renew training plans
  • To record professional development and experience
  • To record specific work practices
  • To record reflective and evaluative content
  • To assesses and sign off evidence
  • That is confidential.

HSST trainees and their supervisors are required to use OneFile to record evidence and assessment of training planning and progression.

The School provides a number of resources for trainees and supervisors to facilitate its use.

Referencing evidence on OneFile

Evidence of workplace activity and learning must be mapped against the SoP and linked to the LO of the specialist curricula.

Referencing The Academy Standards of Proficiency

All evidence submitted for assessment on OneFile is required to link to at least one of the Academy’s SoP.

Referencing the Specialty Curriculum

Specialty curricula are available through the School’s curriculum library at:

Each piece of evidence submitted for assessment must reference the LO of the specialist curriculum.

The recommended way to achieve this is to include in the narrative section of an evidence submission on OneFile a link to the particular objective outcome(s) in the specialist curriculum.

It is possible that evidence submitted for assessment may link to the specialist curriculum and the Academy SoP in a variety of ways:

  • One to One - Where the evidence links exclusively to a single Academy SoP and to a single point within the specialty curriculum.
  • One to Many - Where the evidence links to either a single Academy SoP and many points within the specialty curriculum or to many of the Academy SoP and a single point within the specialty curriculum.
  • Many to Many - Where the evidence links to many of the Academy SoP and many points within the specialty curriculum.

Trainees and their supervisors may find it helpful to develop a template in line with those found in the downloads below. These documents suggest ways in which trainees might map evidence created across the five-year programme both to the Academy’s SoP and to their specialty curriculum.

Assessing and endorsing evidence on OneFile

The assessment of evidence should always take into account the appropriate alignment to the Academy SoP and the relevant link to the curriculum and should satisfy the assessor with regard to its content.

The assessor has the opportunity to offer the trainee general feedback on the content of the submission or to annotate particular parts of the submission.

It is recommended that the following rubric is used by assessors for the purposes of general feedback to trainees when reviewing evidence on OneFile as a final statement in any feedback given.

  • Insufficient evidence submitted - The information is sparse/incorrect. It is lacking in important detail. The evidence bears little relation to either the LO nor the SoP.
  • Evidence submitted is fairly sufficient improvement is possible - Meets some of the criteria set out. Evidence is somewhat included/covered but not to the required level of the programme.
  • Good, sufficient evidence provided - Meets most of the criteria set with good evidence provided which successfully maps to the LO and SoP.
  • Excellent evidence submitted – highly sufficientMeets all of the criteria set through substantial evidence provided which commendably maps to the LO and SoP.

The endorsement of evidence following assessment on OneFile can be undertaken in one of two ways and will be determined by the nominated assessor as appropriate.

Option one

If the assessor is content that the evidence submitted maps appropriately and fully meets the requirements of the LO and SoP referenced by the trainee it is possible to sign the evidence as completed. View a short video about how to respond to a submission on OneFile.

This indicates that the referenced SoP is met and that the trainee’s competence has reached the level expected at this temporal stage of the programme and/or that of a consultant clinical scientist.

The dashboard then accepts this piece of evidence as final and the evidence submission becomes ‘green’ in the OneFile progress views.

Cautionary note: If this option is triggered and the assessor is of the opinion that the evidence only meets the temporal stage requirements then it is important that further discussion with the trainee takes place to identify that additional evidence is required against this SoP and should be mapped into the Training Plan.

Option two

If the assessor is NOT content that the evidence submitted:

  • maps appropriately to the LO and SoP referenced by the trainee, or
  • has achieved the level expected at this temporal stage of the programme, or
  • has achieved the level expected of a consultant clinical scientist.

The assessor can return the submission to the trainee by using the resubmit option in OneFile, with the evidence annotated with further general and specific feedback for the trainee to address.

If this option is triggered further discussion with the trainee should take place to identify that additional evidence is required within this piece of evidence and that it should be updated and resubmitted for assessment.

The progress views in OneFile retain this submission as ‘amber’ and the trainee and supervisor can pursue a facilitated discussion in a cyclical manner until such time as the assessor determines that the referenced SoP is achieved as met and that the trainee’s competence has reached the level expected at this temporal stage of the programme and/or that of a consultant clinical scientist.

The dashboard then accepts this evidence as final and the evidence submission becomes ‘green’ in the OneFile progress views.

It should be noted that the OneFile progress views should not be reviewed in isolation but also in relation to the training plans and the development of temporal evidence across the five years of the programme.

Multi-source feedback

Multisource feedback (MSF), also known as 360 degree or multi-rater feedback, refers to appraisals of an individual that are derived from two or more distinct categories of individuals, such as supervisors, peers, subordinates, patients from either within or outside the organisation. In many instances, the participants are also encouraged to evaluate their own behaviour and performance.

Many maintain that multisource feedback offers a variety of benefits such as:

  • Providing a more reliable and valid assessment of behaviour and performance
  • Facilitating candid and honest discussions about how individuals can develop
  • Shifting the focus from merely attempting to impress to broader goals and objectives
  • Facilitates management learning, skill development, and goal setting
  • Ultimately improves the culture of organisations and the performance of managers.

Multi-source feedback is also commonly employed across educational programmes and is widely endorsed by the medical Royal Colleges for specialty training and to inform the decisions made at the annual review of competence progression. The School has also previously employed the use of multi-source feedback as an essential component of its training programmes and for HSST this is no exception, to maintain the comparability with specialist medical training programmes.

Currently, OneFile does not contain MSF-type functionality and the School therefore advises that HSST trainees should undertake a form of 360 degree appraisal as a part of their local appraisal, wherever possible, and report it as a discrete piece of evidence that can be mapped to the SoP within the e-portfolio.

Concluding remarks

It is unlikely that all aspects of the creation and assessment of workplace evidence have been covered in this guidance. Further questions and greater clarity can be sought by emailing the School at This email address is being protected from spambots. You need JavaScript enabled to view it. where it will be passed on to the appropriate person.

1 The use of the term learning outcomes is adopted in its widest sense and may not be explicit as such in all versions of the HSST curricula. Learning outcomes describe significant and essential learning that will have been achieved, and can reliably be demonstrated at the end of the program. 

Direct Entry

Applications Shortlisting Interviews Outcomes Training
Applications open -
Monday 25 March 2019 at 13:00
Shortlisting occurs between Monday 29 April 2019 to Wednesday 15 May 2019

Interviews held:

  • w/c 17 June 2019
  • w/c 24 June 2019 (TBC)
Initial offers sent out no later than 3 July 2019 Start date: September 2019
Applications close -
Tuesday 23 April 2019 at 17:00
    Employers informed of offer outcomes July 2019   
      Local employment processes during July - August 2019  


In Service

Applications Interviews Outcomes Training
Applications open -
Monday 25 March 2019 at 13:00

Interviews held:

  • w/c 17 June 2019
  • w/c 24 June 2019 (TBC)
Initial offers sent out no later than 3 July 2019 Start date: September 2019
Applications close -
Friday 15 May 2019 at 17:00
  Employers informed of offer outcomes July 2019   
    Local employment processes during July - August 2019   


To support your Higher Specialist Scientist Training, a training allowance will be provided for each of the 5 years of the HSST programme. This training allowance is in addition to tuition fees for the DClinSci academic programme and will apply to both “direct” posts and to ‘in-service’ posts.  

The available funding and its expected use    

The training allowance is £13,000 per commissioned trainee per year, for each of the 5 years of training and for a maximum of 5 years.  The training allowance will be paid to the relevant training centre via the Health Education England (HEE) Local Office and may be monitored and/or audited via the Learning and Development Agreement (LDA), which is in place between HEE and each placement provider.

Funding for academic fees will be held centrally by Health Education England’s West Midlands Local Office (HEE WM), to commission the Doctoral Level Award from the commissioned education provider (Manchester Academy of Health Science Education – MAHSE).  

The HSST is a bespoke programme of Doctoral Level learning that will vary depending on the individual and their previous learning and experience.  The training allowance is provided on the understanding that it be used flexibly within the employing department to cover the costs of accessing the programme, or address the opportunity costs of training that would include as a minimum:

  • Expenses, including travel and accommodation costs associated with required HEI attendance as part of the DClinSci;
  • Costs of any additional learning that may be needed out with the DClinSci including travel and accommodation;
  • Research project costs;
  • Costs of cover to enable release of the individual undertaking HSST.

In agreeing to support an individual to undertake the HSST programme, the employing or host department is committed to releasing the individual to access the formal academic learning that underpins the programme and to support them with time to undertake the required workplace research and learning.

It is expected that an agreement would be reached between the employee/direct entry hosted HSST and their workplace on the level of support that will be available to them to complete their programme of study, prior to an individual commencing the programme. This agreement would be expected to recognise the changing requirements of the programme as it progresses.

Health Education England reserves the right to audit the use of the training allowance, in addition to any local LDA monitoring, to ensure that it is being used solely to support the education and development of the individual undertaking the HSST programme and has been of benefit to that individual. 


Since the launch of the HSST programme in 2014 there has often been confusion regarding the pathways available for trainees who may have pre-existing doctoral qualifications. This situation is further complicated for Life Science trainees with respect to the requirement to attain Fellowship of the Royal College of Pathologists (FRCPath) in order to achieve successful completion of the HSST programme. This section aims to clarify the agreements made, the opportunities available and the pathway for those undertaking the HSST programme.

The concept of the HSST programme is explained comprehensively in the document ‘Scaling the Heights’ and references that the final assessment of those in HSST in the Life Sciences will be through the Fellowship examination of the Royal College of Pathologists (FRCPath). A joint statement, which reinforced the status of the FRCPath, was issued in 2014 and recognised that across the five year programme that learning predominantly takes place within the workplace and that those HSST trainees in Life Sciences may additionally, if they wish and in discussion with their workplace supervisor, enrol in full or for selected components of a Professional Doctorate (DClinSci).

As described in the joint statement, the HSST programme provides opportunities across all themes for learning, knowledge and skill acquisition related to three key themes:

  • Specialist scientific knowledge
  • Clinical skills, values and behaviours
  • Innovation in healthcare science

The subsequent engagement of Manchester Academy for Healthcare Scientist Education (MAHSE) by Health Education England (HEE) to deliver the Professional Doctorate programme (see Components of the professional doctorate) has seen further discussions between the College, School and MAHSE and further agreement that:

  • MAHSE partner Universities will accept a pass in the FRCPath Part 1 examination in a relevant specialty in place of the Professional Doctorate (DClinSci) Section B.
  • The Royal College of Pathologists will accept the research component (Module C2) of the Professional Doctorate (DClinSci) in a relevant specialty as the written option for the FRCPath Part 2.
  • The National School of Healthcare Science (NSHCS) will work with MAHSE in the delivery of the Innovation Project report (Module C1) and that trainees could utilise elements from FRCPath Part 2 as the basis of their ICS Project report.

Components of the professional doctorate

Therefore this later agreement now requires that all HSST trainees including those in Life Sciences undertake Module C1 of Section C of the professional doctorate (see Entry to HSST Programme for Life Sciences - Pathway 1). HSST trainees in Life Sciences may then optionally choose to take the full Professional Doctorate requiring completion of Sections A and C Module C2 (see Entry to HSST Programme for Life Sciences - Pathway 3) or they may choose to undertake solely Section A and exit with a Postgraduate Diploma in Leadership and Professionalism for Healthcare Sciences (see Entry to HSST Programme for Life Sciences - Pathway 2).

Those HSST trainees with a research doctorate (PhD) should note that this is not admissible in lieu of Section C of the professional doctorate but may be allowable as evidence against the research requirement of FRCPath Part 2.

The HSST trainee in Life Sciences therefore completes the workplace learning, Innovation Project and fulfils the requirements of the FRCPath examination to meet all the learning objectives of the College HSST curriculum and successfully exits the HSST programme as is summarised in the pathway diagram below.

Entry to HSST Programme for Life Sciences

The options available for those HSST in Physical and Physiological Sciences is more straightforward as there are no Medical Royal College examinations available. Hence all HSST trainees in these disciplines are normally required to undertake a 'Common Pathway' completing all sections of the DClinSci and the Workplace Learning (see Entry to HSST Programme for Physical Sciences and Physiological Sciences) and exiting HSST with a DClinSci.

An 'Alternate Pathway' for those with an appropriate research doctorate (PhD) is available which requires completion of all components of the DClinSci other than C2. However since the research doctorate (PhD) is not admissible in lieu of Section C of the professional doctorate those trainees opting to follow this pathway exit HSST solely with a Postgraduate Diploma in Leadership and Professionalism for Healthcare Sciences.

Entry to HSST Programme for Physical Sciences and Physiological Sciences

What is it like to be on the HSST programme? What does it take to succeed on the programme? Some of our HSST trainees give you an insight into the programme and offer advice on how best to succeed.

Sean Carey (HSST Histocompatibility and Immunogenetics) talks about his experiences on the programme

Kelly Victor (HSST Cardiac Science) talks about her experiences on the programme

Peter McGookin (HSST Medical Physics) talks about his experiences on the programme

Click on the tabs below for further information about the Scientist Training Programme.

What is the difference between direct entry posts and in service posts?

Direct entry are new posts created specifically for the purpose of training and open to competition by application. Applicants follow the whole programme full-time (except for any exemptions) during which they hold a fixed-term five year training contract of employment with the host organisation. In-service are existing clinical scientist posts that are used by employers to support nominated individuals for HSST (as long as they reach the entry standard for HSST). They must hold a substantive contract of employment in the NHS specialism for which they are applying.

How do I apply for the HSST?

We recommend that all applicants read through the HSST information available on our website before submitting their application. All applications are made via the online application portal Oriel.

When can I apply for the HSST?

The timescales for the 2018 recruitment are available in the important dates section of our website. 

What do I need to be eligible for the HSST?

At least one further year in the workplace to consolidate and enhance clinical scientific skills, learning and experience (including research and education) and the ability to demonstrate meeting any additional specific selection criteria required for a particular specialism at interview. You will also need registration (or eligibility and application underway) with the Health and Care Professions Council (HCPC) as a clinical scientist.

If you are appointed to the HSST programme but are in the process of applying for equivalence and/or registration and have not yet achieved it, you may not start the programme until your registration with the HCPC is complete. You will need to make sure that you have started the process of equivalence and/or registration at the time of your application. If you are invited to interview you will be asked to produce evidence of HCPC registration or that the process for registration is underway. If you have yet to achieve clinical scientist registration, as a minimum you will have to be registered with the Academy for Healthcare Science (AHCS) and a process of equivalence underway with them at the time of application. Please be aware that confirmation of equivalence can take several months to complete and may require submission of significant amounts of evidence. It is very important that you start this process as early as possible so there is sufficient time to gain registration by the intended start date for the programme, as failure to do so may impact on your ability to commence and continue on the training.

How many posts can i apply for?

If you are applying through direct entry you can only apply to one specialism, which you will need to indicate on the application form.

If you are an in service applicant you can only apply for the nominated post from your employer.

What if I already have a doctorate or I have undertaken leadership or management programmes?

Higher Education Institutions (HEI) have agreed that there will be a process to recognise prior academic learning (APL) where this is appropriate, although university regulations do not allow research or dissertations submitted previously for a degree to be used in submitting for another.

If you already hold a Ph.D. which is recognised by the NSHCS as both timely and relevant to the trainee pathway, you may choose not to undertake the research component of the doctoral programme. However you will then not be eligible to receive the full award of DClinSci but will be eligible for the award of Postgraduate Certificate in Leadership and Professionalism and a certificate of completion of HSST.

How can I get my previous experience recognised and apply for registration with HCPC as a clinical scientist?

If you are applying for a HSST post and are not already registered with the HCPC as a clinical scientist you must apply for a Certificate of Equivalence through the AHCS. The AHCS provides assessment of the equivalence of people’s existing qualifications and experience against the outcomes of the Modernising Scientific Careers programmes. The Certificate of Equivalence confers eligibility to apply for appropriate registration e.g. statutory registration with HCPC as a Clinical Scientist. Further details of the application process can be found on the AHCS website. Applicants for HSST who are not registered as a clinical scientist with HCPC are advised to start the process of seeking equivalence at the same time they apply for the programme in order to offer sufficient time to complete all equivalence activities prior to commencement of the programme.

Is there an age limit for applying to the HSST?

There is no age limit for the programme.

How do I find out about the progress of my application?

You will be notified by email/text if you are invited to the next stage or you can check your progress via Oriel.

How do I find out if I have the right to work in the UK?

Where possible you must establish your right to work in the UK before applying. If you require a tier 2 visa to work and train in the UK as a healthcare scientist, we strongly advise you to visit for the latest information.

What level of english language competency is required?

It is essential that you have the communication skills to enable you to perform the role effectively and to assure the delivery of safe service to patients. There are a number of ways you can demonstrate that you meet the English language requirement:

  • be a national of a majority English speaking country or have worked in an organisation/institution where English was the primary language used for communication
  • pursued as part of your education in the UK
  • hold a degree or relevant educational qualification that was taught in English by a recognised institution abroad 
  • pass an English language competency test 

Applicants whose first language is not English will also be required to satisfy the Higher Education Institution (HEI) that they have the necessary knowledge of English to meet the entry requirements to enrol on to the doctoral programme associated with the HSST programme.

Individuals from outside the European Economic Area (EEA) who make an application under Tier 2 of the points-based immigration system will be required to demonstrate their English language ability as part of the visa application process. You will therefore need to provide evidence that you have passed an appropriate test listed by the Home Office.

If I have not previously trained in the UK what information do I need to provide?

You must be able to demonstrate they you are able to achieve the standards of proficiency outlined for Clinical Scientists by the Health and Care Professions Council (HCPC)

Consultant clinical scientists make a very important contribution to high quality, safe and effective patient care through technological advances, innovation and improved interaction and communication with clinical teams and patients. 

The Higher Specialist Scientist Training programme seeks to train and develop an increased number of very senior consultant clinical scientists who can lead the development of new research, technology and practice working within multi-professional clinical teams to deliver quality improvement, innovation and world-class outcomes for patients. These training programmes are now under way and it is important employers understand and are prepared for the appointment of these consultant scientists when they emerge from training programmes. The latest guidance from NHS Employers includes high-level and detailed role definitions, role descriptors, suggested appointment and appraisal processes as well as illustrative examples and evidence for a review of current national job evaluation profiles.

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