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Registration Workshop Lindsey Sutherland. HPC Re-admission ACS Route 1 4 year Route 2 6 year Individual Overseas experience Completion of recognised Qualification.

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Presentation on theme: "Registration Workshop Lindsey Sutherland. HPC Re-admission ACS Route 1 4 year Route 2 6 year Individual Overseas experience Completion of recognised Qualification."— Presentation transcript:

1 Registration Workshop Lindsey Sutherland

2 HPC Re-admission ACS Route 1 4 year Route 2 6 year Individual Overseas experience Completion of recognised Qualification Replacement of Grade A certificate of competence In the future…. Molecular geneticDeveloping sciences

3 12 weeks submit 2x copies 6 weeks ACS assessors approve portfolio 4-6 weeks notice of interview 2 weeks formal notification HPC informedApplication to HPC (2 weeks)

4 Costs CMGS Members 4 year£125 6 year£175 Dev Sc£225 NON-CMGS 4 year£250 6 year£250 Dev Sc£300 HPC = £60 (£120 every 2 years) CMGS = £45 per year

5 6 year = 120 pages MAX 4 year =60 pages MAX Covering report Contents list Training report Competency table Font size 12+ 2 copies submitted (+ one for you!!) Spiral bound Don’t use section separators Evidence can be hand-written

6 Developing Sciences If your experiences don’t fit neatly into one modality Haem + molecular Biochem + molecular Cost more 3 portfolios – more than 120 pages 3 assessors

7 Covering report – normally chronological Pre Grade A training Grade A Training Introductory Module Disease A module Disease B module Project Band 7 Clinical Scientist Disease C module Disease D module Development Audit Presentation at meeting

8 What do the competencies really mean? Sci – background knowledge in mol genetics discipline Clin – application of Sci knowledge to the field of clinical mol genetics, clinical consequences of testing and interpreting results / impact of patients Tech – knowledge of tests, how they work, and relate to differences in referral types / situations and how to control the quality of these tests R&D – ability to apply scientific knowledge and clinical knowledge to direct R&D in the context of maintaining quality of the service Comm – What and when to relate scientific, clinical and technical knowledge to others in and around the profession Prob solv – Application of scientific and clinical knowledge for optimum utilisation of resources Manag – control over the application of the sci, clin, tech knowledge to effectively be able to problem solve, perform R&D and communication on a professional level with others

9 How do they link with one another? Scientific Clinical Technical Management Problem solving R&D Communication

10 So where do I start? The ACS recently agreed that you need to have covered the following areas ….

11 No specification of diseases, needed but what you do have must be covered in sufficient detail

12 Assessors would like to see…

13 Consideration to ‘modules’ Keeping to the page limit is difficult! Take time to consider which modules would cover the most competencies Good experiences to present: Development project – good for a new disease or testing strategy Validation of a test An audit Directorate disease review Case studies of more unusual cases, multi disciplinary, or multi test Pathogenicity studies or other literature searches and appraisal for reporting Other multi competency evidence: Duty scientist Caseload responsibility, especially when supervising or co-ordinating others

14 Covering report - presentation Breast Cancer I have been responsible for management of the BRCA mutation scanning service, following training, since April 2005. The laboratory provides diagnostic testing using…… On a day to day basis, I am responsible for prioritisation of samples and co-ordination of several technical staff…… BRCA reports can often require extensive literature searches to determine if a variant has any evidence of being pathogenic…. Due to the pressures on reporting times as recommended by the white paper, I have developed an alternative testing strategy…… Competencies: Sci, Clin, tech, R&D, comm, prob solv, manag Appendix A3

15 Example of a ‘module’ For this example appendix A3 may contain the following: Disease essay or brief introduction Testing strategy + examples of results Test validation Policies or SOPs you have written Case studies Presentation given

16 Covering report - presentation


18 The interview Intention is to ascertain if you understood the content of your portfolio PLEASE prepare!! Aim is to assess ALL competences and basic principles underlying them Not assessing academic components except to support background to competencies Want to see appreciation of all aspects and thorough understanding of WHY? eg: not just what to do if you spill acetonitrile but Why the action should be taken Remember that you don’t have to know all molecular diseases in details for this interview, but you should know your portfolio diseases

19 Competences (1) Clinical Case studies – interpretation Example reports, including QA ‘Evidence based’ refers to examples of test sensitivity, alternatives Clinical audit / evaluation Validation of tests, sending away, essays covering clinical implications, treatments etc, rotation in Clinical Genetics Scientific Written evidence may not necessarily be possible (i.e practical lab experience) – cover in intro Many points covered by training and experience Example reports indicate knowledge of testing suitability and limitations Duty scientist, sending away samples, pathogenicity studies, development, essays / disease summaries, running caseloads

20 Competences (2) Research and Development Many point would be covered by Grade A / B research and development projects Also include abstracts if work has been presented (poster or spoken) Don’t include the entire project – the abstract (in the evidence section) and a short summary (in the covering report text) is sufficient Further training and audit are examples of the ability to critically appraise results Pathogenicity studies, PhD etc, validations Technical Many points covered by training and experience ‘Experience’ can also be indicated by having trained others SOPs indicate technical knowledge Attendance at training courses / seminars / MRCPath self-help course As before, example QA reports and troubleshooting discussions are of value Validation, development, caseloads, audit outcome and implementation

21 Competences (3) Communication Journal clubs (list), meetings (in- and out-of- house) Presentation abstracts (in-house, posters, spoken etc.etc.) Experience of IT – remember, most scientists will be able to use Word, Excel, Powerpoint and Access (databases) – this is sufficient to indicate an IT competency Directorate reviews, validations and audits, duty scientists, seminars Problem solving Research and development work Troubleshooting exercises Scientific knowledge of test limitations / sensitivity Audits, caseloads, duty scientist, case studies

22 Competences (4) Management Think about what has been discussed in appraisals / PDRs etc. Lab management – lists, spreadsheets, assistance with maintenance of equipment etc. Health and Safety Attendance at lab meetings, knowledge of QC issues Delegation of duties to MTOs Responsibilities – many scientists are responsible for running one or more disease services, albeit under the direction of a senior scientist Knowledge of laboratory hierarchy Time management Quality management, Audits, participation in hospital training (eg back care, fire, H&S), caseloads

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