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Date: Thursday 3 January 2019

The trainees who are ahead of you on the programme and who have recently completed their STP are a great source of advice about how to make a success of your training programme. Whenever you can, seek them out for advice.

Each year we survey trainees who are just finishing the programme and ask them what advice they would give to new trainees. Below, we summarise the key themes that emerged from the survey of trainees who completed in 2017.

Personal organisation and time management

The most common advice provided by recent STP graduates was about the importance of personal organisation and in particular the value of being proactive, of planning ahead and of protecting time for study and to write up competencies and university work. Figure 1 shows some of the typical comments.

Advice from STP graduates about personal organisation and time management 

Figure 1. Advice from STP graduates about personal organisation and time management

Working with your Training Officer and colleagues

This theme of the importance of being organised and proactive was also prominent in the advice trainees offered about how to make a success of your programme from the way in which you relate to your Training Officer and colleagues. In particular, trainees stressed the need to be polite and assertive with your Training Officer and colleagues and the real importance of frequent discussions and planning conversations with the people supporting you. Figure 2 provides examples of some of the commonly provided advice about working with colleagues.

Advice from STP graduates about working with your colleagues 

Figure 2. Advice from STP graduates about working with your colleagues

Conversations to make the most of the programme

A frequent emphasis in the advice trainees provided was that you can make a real difference to your training experience if you make the effort to ask questions, to network and to raise your concerns. These can be conversations with training officers, with fellow trainees or with university tutors. By being polite and proactive in the networks around you, inside and outside of the workplace, you can gain a lot, as suggested by the comments in Figure 3.

Advice from STP graduates about how to make the most of the programme 

Figure 3. Advice from STP graduates about how to make the most of the programme

Personal development and career opportunities

According to recent trainees, the tactics and behaviours that will help you succeed in the STP will also help you beyond the programme in your personal and career development. So, trainees stressed the value of proactively seeking out and creating opportunities to learn and practice new skills and to gain a really broad range of clinical experiences. Figure 4 provides a representative range of trainee comments.

Advice from STP graduates about personal development and career opportunities 

Figure 4. Advice from STP graduates about personal development and career opportunities

Listed below are links to the presentations used at the 2018 STP Induction Day, held on the 10 September 2018.

Progress outcome is determined from a review of all five sources of evidence:

  1. an evaluation of progress submitted by the trainee;
  2. an evaluation of progress submitted by the training officer;
  3. evidence on the e-portfolio of completion of assessments and competencies associated with rotation modules;
  4. progress on the academic programme (MSc);
  5. evidence of a completed multisource feedback (MSF) exercise.

 

Outcome Statement Descriptor
1 Progress satisfactory

Review of evidence indicates that the trainee has met the progression requirements and demonstrates development of professional values and attributes of a clinical scientist as appropriate for this stage of training.

Trainee and training department are commended for their efforts in actively engaging with the Scientist Training Programme.

2 Progress mostly satisfactory; attention to missing rotation competencies and/or assessments required 

Review of evidence indicates that the trainee has mostly met the progression requirements and demonstrates development of professional values and attributes as appropriate for this stage of their training. Minor concerns highlighted in the review are not deemed to be a barrier to progression to year 3 of the programme. It is noted that some competencies and assessments associated with rotation modules are still to be signed off and/or some professional values and attributes require attention. It is recommend that the trainee and training officer revise the training plan to ensure timely completion of all competencies and assessments associated with rotations prior to the start of year 3 and identify opportunities to further develop the professional values and attributes expected of a clinical scientist.

Trainee and training department are acknowledged for their efforts in actively engaging with the Scientist Training Programme.  

3 Evidence shows that progress is not being made as expected; trainee referred into the NSHCS Training Management and Support Framework. 

Review of evidence indicates that the trainee is not making progress as expected either on completing assessments and competencies of their rotation modules or in the development of professional values and attributes or a combination of both.

Trainees will be referred into the School’s Training Management and Support Framework for further investigation and to agree, as appropriate, a plan for the trainee and/or training department to facilitate progression on the programme. If trainees are deemed to not engage with the agreed actions, this could result in exit from the programme; if training departments are deemed to not engage with the agreed actions, this could result in suspension of training department accreditation.

 
4 Evaluation forms not received from either trainee or training officer or both or other evidence missing; referred to Training Management Panel. 

Insufficient or no evidence available to assess trainee’s progression. Trainees and training officers should note that failure to submit their evaluation form or other evidence of progression, without acceptable justification, constitutes a failure to engage with the review, putting the trainee’s continuation on programme and/or department accreditation at risk. Trainee or training officer will be referred to the Trainee Management Panel which will determine the next steps/actions required. 

5 No evidence expected; review to be rescheduled. 

Trainee is known to be on informed leave from programme such as maternity/paternity, long term sickness, approved exceptional extenuating circumstances; trainee to inform the School of their return to programme to trigger a scheduling of progression review.

6 Trainee is not making appropriate progress for known reasons. 

Trainee and/or training department has previously been referred to the NSHCS Training Management and Support Framework and the School is actively managing with trainee and/or training department. 

The School will conduct a review of STP trainees’ progression towards development as Clinical Scientists at approximately half way through the programme, usually in April/ May of the second year. The purpose of the Midterm Review of Progression (MRP) is to:

  1. ensure that each trainee receives an independent evaluation of their progression;
  2. give confidence to trainees, training officers, commissioners and regulators that training is being monitored providing an independent marker of progression; and
  3. offer trainees and their training officers an opportunity to alert the School to any concerns, issues or barriers to progression.

By the time of the MRP, trainees are required to have completed and signed off all assessments and competences associated directly with their rotation modules.

It is important that trainees and training officers recognise that the MRP is a summative process. This means that the evidence about each trainee’s progress and development will be used to make a decision about the trainee’s suitability to progress to year 3 of the STP and entry to the Objective Structured Final Assessment (OSFA).

Trainee progression is reviewed against the following five components:

  1. an evaluation of progress submitted by the trainee;
  2. an evaluation of progress submitted by the training officer;
  3. evidence on the e-portfolio of completion of assessments and competencies associated with rotation modules;
  4. progress on the academic programme (MSc);
  5. evidence of a completed multisource feedback (MSF) exercise.

Further details on the outcome statements and descriptors used in the review is available.

Trainees and training officers will be informed in advance of the date by which their respective evaluations of progress (1 and 2 above) are due to be submitted. These submissions will be treated in confidence.

The School recommends that trainees and training officers schedule a pre-MRP meeting to discuss progress in readiness for submitting their evaluation forms and a post-MRP meeting to discuss the outcome of the review.

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