Life Sciences BSc PTP Training Manual 2011-12 - NHS Networks

Healthcare Science Practitioner Training Programme

Training Manual 2011/12

Life Sciences Specialisms: • Blood Sciences • Infection Sciences • Cellular Sciences • Genetic Sciences

PTP BSc_Life_Sciences_Training_Manual_2011-12 18Nov11

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2 BSc Life Sciences

Practitioner Training Programme Training Manual: 2011/12 updated Nov 11

CONTENTS Page No

Section 1.0 Healthcare Practitioner (Practitioner Training Programme) In Life Sciences 1.1 Introduction 4 1.2 Role of a Healthcare Science Practitioner 4 1.3 Good Technical Practice 5 1.4 Overall Aim of the Training Programme 5 Section 2.0 Programme Overview 2.1 Generic Modules 7 2.2 Division Modules 7 2.3 Specialist Modules 8 Section 3.0 Work-based Curriculum 3.1 Introduction 9 3.2 Induction 9 3.3 Year 1 10 3.4 Year 2 for Life Sciences 12 3.5 Year 3 for Blood Sciences 14 3.6 Year 3 for Cellular Sciences 15 3.7 Year 3 for Infection Sciences 17 3.8 Year 3 for Genetic Sciences 19 Section 4.0 Assessment 4.1 Assessment 21 4.2 Competency Log Book 22 4.3 Generic Module 23 4.4 Life Sciences 24 4.5 High-level overview of core competencies 43 4.6 Blood Sciences 47

4.6.1 Clinical Biochemistry 47 4.6.2 Haematology 55 4.6.3 Transfusion Services 67 4.6.4 Immunology 72

4.7 Cellular Sciences 76 4.7.1 Histology 76 4.7.2 Cytology 83 4.7.3 Reproductive Science - Andrology 89

4.8 Infection Sciences 90 4.8.1 Microbiology 90 4.8.2 Virology 103

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4.8.3 Serology 104 4.9 Genetic Sciences 105 Appendices Appendix 1 Direct Observation of Practical/Procedural Skills Template 111 Appendix 2 Case Based Discussion Template 113

Section 1.0 Healthcare Science Practitioner Training Programme (PTP) in Life Sciences 1.1 Introduction This training manual provides an overview of the integrated 3-year BSc (Hons) in Healthcare Science and a more detailed description of the work-base learning outcomes that form an integral part of the training programme for Healthcare Science Practitioners (HCSP) in Life Sciences. This training manual must be used in conjunction with the Course Handbook provided by the Higher Education Institution with whom each student is registered. The BSc (Hons) programme has been developed to provide the knowledge, skills and experience that underpin the role and function a Healthcare Science Practitioner is expected to successfully perform at the end the programme. The concept underpinning this programme is shown in the diagram below.

Year 2Techniques & Methodologies

Year 3Application to Practice

Year 1Scientific Basics

Academic

Increasing specialisation & supporting science

Academic learning to support workplace skil ls development

Specialisms: one of: •Blood Sciences•Infection Sciences•Cellular Sciences•Genetic Sciences

PRACTITIONER TRAINING PROGRAMME [PTP] – Life Sciences

Workplace-based

Clinical Experience(15 weeks)

Cl inical Experience (25 weeks)

andResearch Project

Divisional Focus – Life Sciences

Introductory Modules across Heal thcare Science

Work placements(10 weeks)

Increasing experient iallearning

BSc (Hons) in Healthcare Science (Specialism)

1.2 Role of a Healthcare Science Practitioner A Healthcare Science Practitioner (HCSP) will have the necessary expertise in applied scientific techniques underpinned by theoretical knowledge within a division or related specialism and will work in a range of healthcare settings:

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• with a defined technologically based role in the delivery and technical reporting of quality assured tests, investigations and interventions on patients, samples or equipment;

• in a number of specialisms, HCSP will provide therapeutic interventions, some of which may be specialist.

1.3 Good Technical Practice Good Technical Practice sets out, for the profession and the public, the standards of behaviour and practice that must be achieved and maintained as a Healthcare Science Practitioner. One of the ways to help set the benchmark for professionals and their practice is to use the standards of professional regulators. This curriculum therefore:

• broadly uses the generic Health Professions Council Standards of Proficiency and HPC Standards of Conduct, Performance and Ethics, but contextualises these for Healthcare Science.

The Domains of Good Technical Practice are; 1. Professional 2. Scientific 3. Clinical 4. Technical 5. Investigation and Reporting 6. Quality 7. Working with colleagues 8. Research and development 9. Probity 10. Leadership 11. Training and Developing Others 1.4 Overall Aim of the Training Programme The overall aim of this HCSP training and education programme is to prepare the student to fulfil the function of a HCSP working in a clinical healthcare setting in Life Sciences. The programme combines and integrates both academic and work-based learning and has a strong patient and clinical focus. Within the first year it is expected that the experiential component will start broad with short ‘tasters’ across Life Sciences with some exposure to other aspects of the patient pathways for example a clinic, patient education programme, medical records and other areas of healthcare science. This will give the student a wide appreciation of the many specialisms within Healthcare Science and a more holistic view of the areas, which contribute

to high-quality care. At successful completion of the programme the student should be able to fulfil the role of a Healthcare Science Practitioner. The diagram below depicts the broad framework around which all BSc (Hons) degree programmes in Healthcare Science being implemented as part of the Modernising Scientific Careers (MSC) Programme are structured. Each of the three divisions within the MSC Programme (Physical Sciences and Biomedical Engineering, Life Sciences and Physiological Sciences) have interpreted and adapted this framework. Further refinement has been undertaken by each Higher Education Institution to develop and deliver BSc (Hons) programmes that enable students to meet the learning outcomes of the course.

HIGH LEVEL FRAMEWORK INTEGRATED BSc (Hons) IN HEALTHCARE SCIENCE

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Generic Modules: Common to all divisions of Healthcare Science

Division/Theme Specific Modules: Life Sciences; Physical Sciences and Biomedical Engineering (Medical Physics Technology; Clinical Engineering); Physiological Sciences (Cardiovascular, Respiratory and Sleep Sciences)

Specialist Modules: Specific to a specialism

Year 1 Scientific

Basics

Scientific Basis of Healthcare Science - Integrated Module

across Body Systems will usually include informatics,

maths and statistics [60]

Professional Practice

[10]

Work-based Training

10 weeks

Generic Curriculum

Year 2 Techniques & Methods

Generic Curriculum


[10]

Specialism Specific Curriculum

Year 3 Application to Practice

Work-based Training

15 weeks

[10]

Work-based Training

25 weeks

[20]


[10]

Division/Theme Specific Curriculum

Scientific Basis of Healthcare Science

[60]

Research Methods

[10]

Scientific Basis of Healthcare Science Specialism

[60]

Principles of Scientific

Measurement

[30]

Division/Theme Specific Curriculum

Scientific Basis of Healthcare Science

[50]

Generic Curriculum

*36 wks

*40 wks

*46 wks

Practice Based Project

Specialism

[30]

Section 2 provides an overview of the structure of the Generic, Division and Specialist modules for students following the Life Sciences programme.

Section 2.0 Programme Overview 2.1 Generic Modules The 3-year degree has been designed with three key curriculum strands. The Generic Curriculum depicted in blue will be followed by all students undertaking the Healthcare Science Practitioner BSc (Hons) degree and has three modules: Years 1, 2 & 3 Professional Practice Year 1 Scientific Basis of Healthcare Science Year 2 Research Methods The professional practice module is a vertical theme running from Year 1 to Year 3. In Year 1 all students will study the Scientific Basis of Healthcare science with integrated work-based learning and in Year 2 research methods. 2.2 Division/Theme Modules This BSc (Hons) programme in Life Sciences has five Division specific modules namely: Year 1 The Building Blocks of Life Year 1 The Science behind the Cure including work-based training Year 2 The Pathology and Laboratory Medicine Toolbox – Methods for

Investigating Disease Year 2 Partners in Investigation Year 2 Work-based training The aim of this module is to enable the student to understand and gain practical experience of working in laboratory medicine within one or more areas of Life Sciences. Students would be expected to perform and demonstrate quality control compliance using a range of relevant methods and techniques. This module is linked to the learning outcomes in ‘Life Sciences in Health and Disease’ There is flexibility for the work-placements to be in a single specialism or across a specialism within Life Sciences.

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2.3 Specialist Modules

The specialism specific curriculum depicted in orange will be followed by students undertaking the Life Sciences specialising in Blood Sciences and has four modules:

Year 2 Blood Sciences In Health and Disease Year 3 Blood Sciences in Action Year 3 Research Project in Blood Sciences Year 3 Work-based Training

The specialism specific curriculum depicted in orange will be followed by students undertaking the Life Sciences specialising in Cellular Sciences and has four modules:

Year 2 Cellular Sciences In Health and Disease Year 3 Cellular Sciences in Action Year 3 Research Project in Cellular Sciences Year 3 Work-based Training

The specialism specific curriculum depicted in orange will be followed by students undertaking the Life Sciences specialising in Infection Sciences and has four modules:

Year 2 Infection Sciences In Health and Disease Year 3 Infection Sciences in Action Year 3 Research Project in Infection Sciences Year 3 Work-based Training

The specialism specific curriculum depicted in orange will be followed by students undertaking the Life Sciences specialising in Genetic Sciences and has four modules:

Year 2 Genetic Sciences In Health and Disease Year 3 Genetic Sciences in Action Year 3 Research Project in Genetic Sciences Year 3 Work-based Training

Further details of the indicative content and high level learning outcomes for each module of the BSc in Healthcare Science (Blood Sciences, Cellular Sciences, Infection Sciences and Genetic Sciences), including the work-based training, will be provided by the Higher Education Institution in the Student Handbook.

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Section 3.0 Work-based Training Modules 3.1 Introduction The BSc (Hons) programme integrates knowledge, skills and experience and a series of work placements enables students to gain the skills and attitudes to practice as a Healthcare Science Practitioner. This section describes the learning outcomes across knowledge, skills, experience and professionalism that a student should gain during work-based training. The professional practice module runs vertically throughout the programme and many of the learning outcomes will be achieved in the workplace. Work-based training should equate to a minimum of 10 weeks in Year 1 and a minimum of a further 40 weeks across Year 2 and 3. The work-based placement in Year 1 exposes the student to the clinical environments across Life Sciences. It is expected that the student will gain an understanding of how departments function, the range of investigations undertaken, the professional and inter-professional relationships that exist and a wider understanding of the NHS. 3.2 Induction Each time the student begins work-based training in a new environment, they should be given an induction, which is likely to include: -

• Local hospital induction – local policies • Review of local service and functioning of the central life sciences

laboratory and any satellite operations • Review of clinical users of the laboratory service • Review of health and safety, pertinent to the local department. • Basic knowledge of risks and hazards within the department including

awareness of Control of Substances Hazardous to Health (COSHH), safe handling and risk assessments

• Basic knowledge about the function, operation, and routine and corrective maintenance requirements of equipment appropriate to the section(s) of the laboratory in which you are working.

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Section 3.3 Division: Life Sciences Year 1: Work-based training Important note: Work-based training does not have to be confined only to the work-base but elements may be taught in other environments, for example a clinical skills laboratory, simulation centre or science laboratory. The overall aim of the work-base placements within Year 1 is to provide students with a broad appreciation of the range of work undertaken within healthcare science. Students will begin the process of the development of the skills and attitudes relevant to the Healthcare Science Practitioner, building on learning in the academic environment including practical sessions, clinical skills sessions, reflection on development etc. Additionally the placements should help students learn in the context of practice and real life experience and provide a motivational element as they work towards a career in the NHS. This module will provide a foundation from which students will build their knowledge, skills, experience and attitudes throughout the three-year programme of study and enable them to transfer these skills to employment in healthcare science. It is expected that this period of initial work-based training will provide the opportunity to begin to integrate and embed many of the professional practice learning outcomes and enable students to practise safely in the workplace. Students will be expected to begin to maintain a portfolio of evidence and complete relevant sections of the Training Manual. Learning Outcomes: Knowledge and Understanding On successful completion of this module the student will: 1. Describe the roles undertaken by a Healthcare Science Practitioner relevant to

each area of their placements. 2. Explain the range of technologies and procedures relevant to their placements. 3. Describe the work of the healthcare science workforce and explain how it

contributes to the patient pathways relevant to each area of their placement. 4. Explain the need to ensure that the needs and wishes of the patient are central

to their care. 5. Explain the importance of developing and maintaining the patient-professional

partnership. 6. Explain the procedures relevant to the use of chaperones. 7. Explain the impact of adverse incidents on patients, carers and healthcare

professionals. 8. Describe the procedures and need for evaluation of adverse incidents. 9. Recognise the relevance of a Dress Code policy in the modern clinical



environment. 10. Recognise the standards of professional behaviour expected of a Healthcare

Science Practitioner. 11. Explain why responsibility for infection control is a shared responsibility. 12. Explain the structure of the organisation in which they undertake their work-

based placements and inter-relationship of primary care, outpatient and inpatient services.

Learning Outcomes: Practical Skills On successful completion of this module the student will demonstrate: 1. Safe working in the clinical environment relevant to Life Sciences Sciences. 2. The six stage hand-washing technique. 3. Basic Life Support in accordance with current Resuscitation Council (UK)

guidelines. 4. Appropriate professional practice at all times. 5. Effective communication within the work-based environment and clinical team. 6. In accordance with local health and safety regulations, the ability to undertake

routine investigations as defined in this Training Manual. Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Behave in a professional manner in matters of attendance, appearance,

maintaining confidentiality and infection control. 2. Respect and understand individuals’ beliefs and ways of coping with

illness. 3. Value social diversity and its relationship to service provision in

healthcare. 4. Demonstrate the ability to work safely within each environment. 5. Demonstrate the ability to treat patients with respect. 6. Communicate effectively with the healthcare environment and clinical

team and develop appropriate interpersonal skills. 7. Seek to adapt their communication style to meet the varying needs of

different peers, colleagues and patients in different contexts. 8. Adopt a range of techniques to overcome barriers to communication. 9. Develop and maintain professional relationships and effective team

working. 10. Discuss and demonstrate safe and effective practice in a healthcare

environment. 11. Begin to develop a balance between reflective practice and active

exploration in personal learning. 12. Take responsibility for personal learning.

Indicative Content and Suggested Experience • Observe the work of a range of Healthcare Science departments, technologies

and procedures • Observe the process for handling work requests from the receipt of the request

to completion • Observe the patient journey from admission to discharge • Gain an understanding of the skills required to work safely in the

clinical/laboratory/workshop/radiation environment • Record keeping, data protection, confidentiality • Gain an appreciation of how the NHS is structured • Team working and the role of multi-disciplinary team meetings • Meaning and role of professionalism and professions in healthcare • Roles of different professional grouping in Healthcare Science • Human and social diversity and its implications for relationships, behaviours

and service provision in healthcare • Types of effective communication in the context of healthcare. Barriers to

effective communication and strategies to overcome them • Interpersonal skills related to dealing with patients, carers and healthcare

professionals • The skills needed to work as part of a team • Management and evaluation of adverse incidents • Data management (paper and electronic) • Infection control • Basic Life Support • Reflective practice and its application Section 3.4

Division: Life Sciences applicable to each of the four specialist areas Year 2: Work-based training [10 Credits] The aim of this module is to enable the student to understand and gain practical experience of working in laboratory medicine within one or more areas of Life Sciences. Students would be expected to perform and demonstrate quality control compliance using a range of relevant methods and techniques. This module is linked to the learning outcomes in ‘Life Sciences in Health and Disease’. There is flexibility for the work-base learning to be in Blood Science, Cellular Science, Infection Science or Genetic Science or across the specialisms within Life Sciences.





Learning Outcomes: Practical Skills On successful completion of this module, the student will: 1. Demonstrate the ability to perform the safe and secure receipt, handling and

storage of biological specimens. 2. Demonstrate the ability to perform basic laboratory techniques including

weighing, centrifugation and the use of pipettes. 3. Demonstrate the ability to work with laboratory information systems 4. Demonstrate the ability to perform a relevant range of methods and techniques

and to achieve compliance with quality control criteria. 5. Contributes to the validation and reports on test results. 6. Demonstrate the ability to perform an audit of one or more areas of laboratory

activity. 7. Attend meetings, including those with a range of healthcare professionals. Indicative Content Placement within Blood Science (or across the other Life Sciences dependant upon local need).

• Practical experience of specimen reception, handling and storage • Observation of patient data entry and the interface between laboratory

instrumentation, host Laboratory Information systems and wider electronic communication systems to clinicians and users

• Demonstrable competence in basic laboratory techniques (weighing, centrifugation, pipetting etc)

• Practical experience of a range of methods (to be specified) • Practical experience of point-of-care testing • Practical experience of method assessment and result validation • Practical experience of internal quality control and external quality

assessment • Participation in meeting(s) that review assay quality and applicability • Assistance in the performance of an audit related to quality management • Observation of the reporting of patient results across a spectrum of disease

conditions • Attendance at multidisciplinary meeting(s)



Section 3.5 Division: Life Sciences Specialism: Blood Sciences Year 3: Work-based Training [20 credits] The aim of this module is to enable the student to understand and gain further practical experience of working in laboratory medicine within life sciences and to perform and demonstrate quality control compliance using a range of core and specialised methods and techniques. Learning Outcomes: Practical Skills On successful completion of this module, the student will: 1. Demonstrate the ability to perform a range of core, point-of-care and

specialised methods and techniques and comply with required quality standards.

2. Demonstrate the ability to evaluate the performance of one or more methods including internal quality control and external quality assessment data and to recommend corrective action where appropriate.

3. Demonstrate the ability to validate results from a range of procedures to inform repeat analysis, need for additional investigations, or reporting.

4. Demonstrate the ability to perform an audit of the effectiveness of one or more methods, including the introduction of new methods, and evaluate the outcome in the context of the clinical application.

5. Demonstrate the ability to draft routine reports for validation, prioritise reports and identify cases for referral to appropriate senior colleague.

6. Demonstrate the ability to prepare and make an oral presentation to peers using modern software.

7. Demonstrate the ability to draw conclusions from data and discuss these with the audience.

8. Provide evidence of attending a range of meetings and other activities outside the laboratory including those that involve patients and other healthcare professionals.

Learning Outcomes: Associated Personal Qualities and Behaviours (Professionalism) On successful completion of this module the student will: 1. Present complex ideas in simple terms in both oral and written formats. 2. Reflect and reviews own practice to continuously improve personal

performance. 3. Actively seeks accurate and validated information from all available

sources. 4. Evaluate a wide range of data to assist with judgements and decision-



making. 5. Contribute to and co-operates with work of multidisciplinary teams. 6. Consistently operate within sphere of personal competence and level of

authority. 7. Manage personal workload and objectives to achieve quality of care. Indicative Content Demonstrated competence with a range of methods (to be specified)

• Demonstrated competence in point-of-care testing • Evidence of competence in method assessment and result validation • Evidence of competence with internal quality control and external quality

assessment • Attend meeting(s) that review assay quality and applicability • Evidence of achievement in a method evaluation • Evidence of achievement in method troubleshooting • Performance of a method audit • Performance of an audit related to quality management • Observation of the reporting of patient results across a wide spectrum of

disease conditions including reporting under supervision in some areas once competence is achieved

• Presentation to peers of clinical cases involving results produced by student • Attendance at multidisciplinary meeting(s)

Section 3.6 Division: Life Sciences Specialism: Cellular Sciences Year 3: Work-base Training [20 credits] The aim of this module is to enable the student to understand and gain further practical experience of working in laboratory medicine and to perform and demonstrate quality control compliance using a range of core and specialised methods and techniques. Learning Outcomes: Practical Skills On successful completion of this module, the student will: 1. Demonstrate the ability to perform a range of core and specialised methods

and techniques and comply with required quality standards. 2. Demonstrate the ability to evaluate the performance of one or more methods

including internal quality control and external quality assessment data and to recommend corrective action where appropriate.








8. Provide evidence of attendance at a range of meetings and other activities outside the laboratory including those that involve patients and other healthcare professionals.


performance. 3. Actively seek accurate and validated information from all available

sources. 4. Evaluate a wide range of data to assist with judgements and decision-

making. 5. Contribute to and co-operate with work of multidisciplinary teams. 6. Consistently operate within sphere of personal competence and level of

authority. 7. Manage personal workload and objectives to achieve quality of care. Indicative Content Demonstrated competence with a range of methods (to be specified)

• Evidence of competence in method assessment and result validation • Evidence of competence with internal quality control and external quality






Section 3.7 Division: Life Sciences Specialism: Infection Sciences Year 3: Work-based Training [20 credits] The aim of this module is to enable the student to understand and gain further practical experience of working in laboratory medicine and perform and demonstrate quality control compliance using a range of core and specialised methods and techniques. Learning Outcomes: Practical skills On successful completion of this module, the student will: 1. Demonstrate the ability to perform a range of core, point-of-care and

specialised methods and techniques and comply with required quality standards.

2. Demonstrate the ability to evaluate the performance of one or more methods including internal quality control and external quality assessment data and to recommend corrective action where appropriate.

3. Demonstrate the ability to validate results from a range of procedures to inform repeat analysis, need for additional investigations or reporting.

4. Demonstrate the ability to perform an audit of the effectiveness of one or more methods, including the introduction of new methods and evaluate the outcome in the context of the clinical application.




8. Provide evidence of attending a range of meetings and other activities outside the laboratory including those that involve patients and other healthcare professionals.



sources.



4. Evaluate a wide range of data to assist with judgements and decision making.

5. Contribute to and co-operates with work of multidisciplinary teams. 6. Consistently operate within sphere of personal competence and level of

authority. 7. Manage personal workload and objectives to achieve quality of care. Indicative Content

• Demonstrated competence with a range of methods (to be specified) • Demonstrated competence in point-of-care testing • Evidence of competence in method assessment and result validation • Evidence of competence with internal quality control and external quality






Section 3.8 Division: Life Sciences Specialism: Genetic Sciences Year 3: Work-based Training [20 credits] The overall aim of this module is for the student to understand and gain further practical experience of working in laboratory medicine within Genetic Sciences and to perform and demonstrate quality control compliance using a range of core and specialised methods and techniques. Learning Outcomes: Practical Skills On successful completion of this module, the student will: 1. Demonstrate the ability to perform a range of core and specialised methods

and techniques and comply with required quality standards. 2. Demonstrate the ability to evaluate the performance of one or more methods

including internal quality control and external quality assessment data and to recommend corrective action where appropriate.






8. Provide evidence of attendance at a range of meetings and other activities outside the laboratory including those that involve patients and other healthcare professionals.



sources. 4. Evaluate a wide range of data to assist with judgements and decision

making.



5. Contribute to and co-operates with work of multidisciplinary teams. 6. Consistently operate within sphere of personal competence and level of

authority. 7. Manage personal workload and objectives to achieve quality of care. Indicative Content • Demonstrate competence with methods used in the genetics laboratory. These

include cell culture, nucleic acid extraction, polymerase chain reaction (PCR) and techniques for the enumeration and investigation of specific loci on chromosomes

• Demonstrate competence in point-of-care testing • Evidence of competence in method assessment and result validation • Evidence of competence with internal quality control and external quality




Section 4.0 Assessment 4.1 Assessment The responsibility for designing and assessing student learning lies with the Higher Education Institute and will be explained in the Course Handbook. However, there will also be continuous assessment across the 3-year training period in the workplace, using a series of Directly Observed Procedures / Direct Observation of Practical Skills (DOPs), Case Based Discussions (CbDs) and Mini Clinical Examinations (mini-Cex). Examples of CbDs, DOPS and mini-Cex can be found in Appendix 1 and 2. Direct Observation of Practical Skills (DOPS) is the observation and evaluation of a procedural/technical or practical skill performed by a student in a live environment. Case Based Discussions (CbDs) are designed to provide structured teaching and feedback in a particular area of clinical or technical practice by evaluating decision making and the interpretation and application of evidence. They also enable the discussion of the context, professional, ethical and governance framework of practice, and in all instances, they allow students to discuss why they acted as they did. CbDs are used throughout training and should encourage a reflective approach to learning. Mini Clinical Examinations (mini-Cex) are a short snapshot of practitioner/patient interaction. They are designed to assess the clinical skills, attitudes and behaviours of students essential to providing high quality care. (This tool will not be relevant to all disciplines as it is principally designed to assess direct interaction with patients.) All DOPS, CbDs and mini-Cex have the potential to be completed electronically and analysed on a central database. Each student will be required to complete a portfolio in which a record of these will be kept, further detail can be found overleaf. The table below indicates the suggested number of formal work-based assessments that should be completed by the student in Year 1, Year 2 and Year 3.



It is the responsibility of the student to maintain their own portfolio and ensure all assessments are completed on time.

Year 1 Year 2 Year 3 2 DOPS 1 CBD Competencies

4 DOPS 1 CbD 1 mini-Cex Competencies

4 DOPS 2 CbD 2 mini-Cex Competencies



4.2 Competency Log Book The competencies form the foundation of the work-based training programme and are an important part of the portfolio and the student’s record of competence. Competencies are transferable across learning outcomes and do not need to be undertaken twice where they are repeated in the programme. Where they are repeated reference should be made to the point at which this competency has been previously completed. Competencies are cumulative and as such not all competencies have to be completed within the relevant module. All competencies should be completed by the end of the programme. This manual provides examples of areas of application or evidence required to demonstrate competence. Students are expected to utilise different tools, resource and media within the local laboratory to demonstrate each area of competence. Some competencies are exit competencies. These are described as such in the recognition that they require a longer time and experience to acquire and therefore cannot be limited to one specific module or individual learning outcome.



Section 4.3 Generic Module Year 1: Work-based Training Learning Outcome 1 (Year 1) Performs the generic skills, demonstrates adherence to health and safety, professional behaviour and the knowledge and understanding defined in the work-based module for Year 1. Competency The student will be able to:

Reviewer Date Comments/Evidence

Demonstrate the six stage hand-washing technique.

Demonstrate basic life support skills (where available).

Demonstrate effective communication skills within the healthcare environment.

Demonstrate safe working practice in the workplace.

Demonstrate the standards of dress and professional behaviour required in the workplace.



Section 4.4 Division: Life Sciences Year 1: Work-based Training Learning Outcome 2 Demonstrate the ability to perform, under direct supervision, basic procedures in accordance with local health and safety regulations and quality requirements. Competency The student will undertake key practical skills relevant to the specialism and be able to:


Demonstrate the ability to undertake a Health and safety Risk assessment of a defined area.

Perform basic specimen receipt and preparation. (Refer to yr 2 specimen receipt competencies as a guide).

Use a range of basic laboratory equipment appropriate to the placement environment eg centrifuges, pipettes, microscopes. (Refer to yr 2 equipment use competencies as a guide).

Observe and assist in a limited range of core methods and techniques (Refer to yr 2 core method competencies as a guide).

Section 4.5 Division: Life Sciences Year 2: Work-based Training Learning Outcome 3 Demonstrate understanding in the principles of, and demonstrate the ability to perform safe and secure receipt, handling, storage and disposal of biological specimens. Competences to be assessed in the context of the specimen type and specimen preparation procedure, where a competence does not apply please enter Not Applicable (NA). Competency The student will be able to:


Maintain a professional relationship between sample handling section, different sections of the Department, service users, Phlebotomists and patients where appropriate.

Handle specimens and request forms safely according to health and safety procedures.

Identify the specimen, container, anticoagulant or preservative required for each test.

Determine specimen-processing requirements.

Prioritise specimens according to specimen type and local requirements eg urgent, deteriorating specimen.

Maintain patient confidentiality.

Record date and time of receipt as appropriate.

Check that Patient information details (PID, date and time of collection information) on the specimen and form matches and that the form is signed.





Attach the laboratory number correctly to specimen and form, label aliquot tubes correctly if appropriate.

Carry out procedures for dealing with incorrect or inadequate specimens and forms, eg labelling, insufficient, incorrect preservative, unfixed.

Inform supervisory staff of situations beyond scope of practice.

Ensure other samples are sent to correct destination eg other section of lab/other department. Safely and correctly split the sample if necessary.

Carry out procedures for dealing with known high-risk specimens.

Carry out correct procedures for dealing with paediatric and insufficient specimens.

Carry out procedures for dealing with Retained Products of Conception.

Correctly carry out procedures for dealing with Post Mortem tissue.

Correctly carry out procedure(s) for decalcification of tissue.

Use password to access Laboratory Information System (LIMS).

Correctly enter patient and specimen data into LIMS according to laboratory procedure.

Safely and correctly use specimen preparation equipment as appropriate eg centrifuge.

Place specimens in correct location and storage conditions before



analysis or further processing. Identify and apply correct post analytical storage conditions for a range of specimens, including retention times, tissue retention requirements. • Room temperature • Freezer • 4-8oc • 37oc

Retrieve specimens from storage and correctly deal with add-on requests, completing appropriate documentation.

Identify specimens for disposal and retrieve from storage.

Select correct disposal method according to specimen.

Dispose of specimens correctly and safely, completing necessary documentation.

Select and issue appropriate blood components and products for a range of patients.

Safely store and transport blood components and products, and maintain stock levels.



Learning Outcome 4 Demonstrate the ability to perform basic laboratory techniques including weighing, centrifugation and the use of pipettes and microscopes. Range of equipment as appropriate to the placement environment, where a competence does not apply please enter Not Applicable (NA). Competence could be acquired at University then re-affirmed in the workplace. Competency The student will be able to:


Competently and safely use, carry out regular monitoring, checks and maintenance, completing appropriate records for:

• Microscopes • Centrifuges • Cyto-centrifuge • Downflow benches • Balances, range of types • Water baths and other

heating devices

• Safety cabinets • Fume cupboards • Plasma thawers • Incubators • Fridges and freezers • Microtomes

Identify operational status of equipment (eg ensure maintenance records are up to date).

Demonstrate awareness of equipment maintained by external agencies.

Use laboratory glassware and other apparatus appropriately and safely.

Use, maintain and calibrate pH meter, use pH paper.

Prepare general laboratory reagents, completing appropriate records, paying due attention to lot numbers and expiry dates and



ensuring storage and Health and Safety requirements are met. Use manual and automatic pipettes accurately to prepare dilutions and prepare reagents.

Explain the need to carry out maintenance and calibration of automatic pipettes.

Accurately record conditions and identify if within required range, such as temperature, for storage facilities and report/respond to any errors/alarms.

Explain the need for temperature control and adjust as appropriate.

Store reagents/kits/consumables correctly and complete the required documentation, ensuring like lot numbers are stored together and stock rotation is practiced.



Learning Outcome 5 Demonstrate the ability to work with laboratory information systems. Competency The student will be able to:


Describe the range and application of clinical information systems used in the work base.

Use password to access Laboratory Information System.

Correctly enter patient and specimen data into LIMS according to laboratory procedure.

Demonstrate correct procedure for data filing and archiving.

Demonstrate correct procedure for data security and protection.



Learning Outcome 6 Demonstrate the ability to competently perform a range of core, point of care and specialised methods and techniques as appropriate to the specialism and comply with required quality standards. Important note: Complete this log for each of the specified core competencies within each specialism. Competency (Add name of procedure eg Glucose testing) The student will be able to:


Correctly follow the Standard Operating Procedure(s) for the technique.

Complete documentation required for the procedure.

Follow required Health and safety procedures.

Communicate effectively with fellow team members, supervisor / trainer whilst carrying out the procedure.

Locate specimens for analysis as appropriate.

Ensure unique identifier is attached to specimen.

Identify correct and incorrect sample types.

Recognise specimen adequacy/inadequacy due to volume, artefact, integrity, record and report inadequacy as appropriate.

Prioritise specimens for analysis as appropriate.

Prepare analytical environment as required.



Confirm operational status of equipment.

Undertake equipment maintenance and preparation as appropriate to the technique, completing required documentation, maintenance may be:

Daily Weekly Monthly Occasional

Prepare reagents, calibrators, QC material as required, completing required documentation and paying due attention to lot numbers and expiry dates.

Undertake required calibration and Quality Control procedures.

Identify acceptable performance eg IQC, Staining checks. Applying appropriate acceptability criteria.

Identify unacceptable performance and take corrective action, recommend preventative action.

Trouble-shoot procedure to a basic level.

Undertake the procedure with patient samples, monitor progress.

Recognise when limits to practice are reached and seek appropriate guidance.

Store specimens correctly after completion of procedure.

Dispose of waste material correctly and safely.

Interpret to a basic level, identify action, limits, take appropriate action and report under supervision.



Refer results that are out of the students scope of practice to appropriate staff if necessarily.

Where appropriate initiate repeat testing.

Where appropriate add additional tests.

Report tests using laboratory information system.

Identify and take appropriate action to report urgent tests results.

Report tests by telephone if appropriate.

Issue appropriate blood components and products if applicable.

Work within national / local guidelines and legislation where applicable.



Learning Outcome 7 Demonstrate the ability to evaluate the performance of one or more methods including internal quality control and external quality assessment data and to recommend corrective action where appropriate. Competency (Relevant to the methods chosen) The student will be able to:


Describe the principles and practice of Internal quality control (IQC).

Describe the principles and practice of External quality assessment (EQA).

Identify acceptable performance for your chosen methods eg IQC, Staining checks, applying appropriate acceptability criteria.

Identify unacceptable performance for your chosen methods and take corrective action, recommend preventative action.

Critically appraise both IQC and EQA performance in the chosen methods.

Critically appraise the methods chosen and review the data obtained.



Learning Outcome 8 Demonstrate the ability to validate results from a range of procedures to inform repeat analysis, inform the need for additional investigations, and inform reporting. Competency (add name of procedure eg Blood gases, Full blood count, Urinalysis, H&E stains, PCR, Chromosome analysis) The student will be able to:


Describe and apply the correct quality parameters to determine the validity of the range of test results.

Discuss the clinical features relevant to the results to be validated.

Describe the local policy for repeat analysis and /or application of follow up tests to validate results.

Initiate repeat testing where appropriate.

Arrange additional tests where appropriate.

Refer results that are out of the student’s scope of practice to appropriate staff for validation.



Learning Outcome 9 Demonstrate the ability to draft routine reports for validation, prioritise reports and identify cases for referral to appropriate senior colleague after initial basic interpretation. Competency (add name of procedure eg Blood gases, Full blood count, Urinalysis, H&E stains, PCR, Chromosome analysis) The student will be able to:


Describe the routine reporting process and when reports require further validation.

Demonstrate a basic understanding of the clinical features relevant of the results to be reported.

Refer reports that are out of the student’s scope of practice to appropriate staff if necessary.

Identify and take appropriate action to report urgent tests results.

Report tests using laboratory information system.

Report tests by telephone if appropriate.

Discuss the clinical impact if selecting incorrect reporting mechanism.



Learning Outcome 10 Demonstrate the ability to perform an audit of the effectiveness of one or more methods, including the introduction of new methods, and evaluate the outcome in the context of the clinical application. This could be demonstrated via an audit report eg a vertical audit, MHRA audit etc together with a reflective account and a witness statement from the supervisor/trainer. The competence log could be applied to either a method evaluation or a quality audit. Competency In the context of the procedure (eg External Quality Assessment) The student will be able to:


Carry out an audit and produce an audit report in the departmental format.

Draw appropriate conclusions and recommendations from the audit and feed this back to the department representative e.g. Recognise and understand unacceptable External Quality Assessment (EQA) reports; Take part in review of EQA performance; describe and discuss corrective and preventative actions taken as a result of EQA review.

Reflect on personal and departmental learning arising from the audit.



Learning Outcome 11 Demonstrate the ability to prepare and make an oral presentation to peers using modern software and to draw conclusions from data and discuss this with the audience. Competency The student will be able to:


Prepare an oral presentation.

Make an oral presentation.

Clearly present data.

Draw appropriate conclusions from data.

Answer questions pertaining to the presentation.



Learning Outcome 12 Provide evidence of participation in a range of meetings and other activities outside the laboratory including those that involve patients and other healthcare professionals. This can be evidenced through a reflective diary of participation in meetings and witness statements from key attendees, minutes etc to be included in the student’s portfolio. Competency The student will be able to:


Take part in a range of extra laboratory meetings and activities as listed below. Student to outline activity undertaken eg an activity could be a multidisciplinary meeting with a range of healthcare professions

Activity 1.

Activity 2.

Activity 3.

Activity 4.



Learning Outcome 13 Provide evidence of direct patient interaction, which may include laboratory medicine testing at the point of care, phlebotomy and interaction with other healthcare professionals. Competency In the context of the procedure The student will be able to:


Undertake Point of care testing (POCT) analysis and understand the result obtained in the context of the clinical presentation of the patient. For example: Blood Glucose, INR, Urine analysis, HbA1c etc

Discuss complex scientific information in ways that can be understood by patients and practitioners in other areas.

Use data securely, respect confidentiality and maintain consent in the use of the data.

Discuss your experience of the value of multidisciplinary team working in the investigation of patients.



Learning Outcome 14 Demonstration of the competencies, associated personal qualities and acquired professional behaviours required across Life Sciences. Competency The student will be able to:

Reviewer Date Comments/ Evidence(include the name of the activity)

Present complex ideas in simple terms in both oral and written formats.

Challenge discriminatory behaviour and language.

Adapt their communication style and language to meet the needs of listeners.

Demonstrate the ability to respect and uphold the rights, dignity and privacy of patients.

Establish patient centred rapport – where relevant.

Consistently focus on professional duty of care.



Reflect and review your own practice to continuously improve personal performance.

Consistently operate within your sphere of personal competence and level of authority.

Manage your personal workload and objectives to achieve quality of care.

Seek accurate and validated information from all available sources.

Select and apply appropriate analysis or assessment techniques and tools.

Evaluate a wide range of data to assist with judgements and decision making.


43

Section 4.5 Summary: Table showing names of core competencies (high-level overview)

• These are the suggested minimum analytical/investigative procedures to be undertaken during PTP workplace training.

• The boxes each contain the total number of the competencies within each specialism.

• The explanation of each competency follows in section 4.6 onwards • Competencies are also referred to as a procedure in the learning outcomes

sections from section 4.6 – 4.9. Colour Key: Blue - to be covered by the end of year three In the case of Blood Sciences if only three of the four specialisms are visited then all listed in the three specialisms must be completed Black - additional competencies if provision is available Green - optional competencies if placement laboratories can provide access to molecular techniques


44

PTP PATHWAY

Blood Sciences

Clinical Biochemistry

Automated Clinical Biochemistry

Blood Gases Glucose meter Immunoassay analyser Osmolality HbA1c Urine dipstick

tests

Faecal Occult blood

Haematology Full Blood Count (FBC)

Erythrocyte Sedimen-tation Rate (ESR)

Coagulation screen Anticoagulant monitoring, correction tests, D-Dimers, factor assays

Blood Film morphology

Infectious mononucleosis test (IMT)

Malaria by rapid antigen detection

POCT for Haemoglobin

Sickle cell screen

Transfusion Service

Blood group and antibody screen

Simple Antibody identification

Red cell Phenotype

Serological cross match/ electronic issue

Selection and issue of blood components and products – under supervision

Kleihauer

Immunology

Protein electrophoresis and Myeloma screening

ELISA Immuno-fluorescence Allergy

testing

Cellular Sciences



Histology Specimen processing

Section cutting

Specimen dissection (assist)

Haemotoxylin and Eosin staining

Special histology staining

Immuno- histo – chemistry

Molecular techniques in histology

Cytology

Gynaecological techniques e.g.LBC preparation and LBC cervical screening

Non Gynae technigues eg MGG, H+E, PAP

Immunocytochemistry

Special cytology staining

Molecular techniques in cytology

Reproductive Science

Andrology (basic semen analysis)

Infection Sciences

Microbiology Urine Analysis

Swab Samples (eg wound, genital, MRSA)

Blood Culture

Tissue, sterile fluid CSF

Enteric samples (culture & microscopy) eg Cl difficile, ova, cysts & parasites

Respiratory (eg sputum including TB)

Basic molecular techniques eg Chlamydia/ GC

Fungal - Basic mycology (eg Candida microscopy/ culture)

Virology Antigen tests manual and automated

Serology

Diagnostic identification of antibodies (eg EIA, Latex)



Genetic Sciences

G-band analysis

Fluorescence in situ hybridization (FISH)

Mutation analysis/ sequencing

Quantitative fluorescent polymerase chain reaction (QF PCR)

Multiple ligase probe amplification (MLPA)

Arrays

Molecular (refer to specialism where relevant)

Specimen treatment

Nucleic acid extraction

Amplification and detection

Chlamydia screening

Qualitative and quantitative tests


47

Section 4.6 Division: Life Sciences Specialism: Blood Sciences Section 4.6.1 Division: Life Sciences Specialism: Blood Sciences: Clinical Biochemistry (core competencies) Year 3: Work-based Training Learning Outcome 15 Demonstrate the ability to undertake Automated Clinical Biochemistry. Competency The student will be able to:


Demonstrate instrument use to specified quality standards.

Describe key method principles and relate to equipment layout.

Perform common routine tests on automated analysers eg Renal, liver, glucose, lipids, urine protein, cardiac markers, amylase, bone.

Identify and discuss normal and abnormal results.

Recognise and describe interferences, individual variations and sample integrity issues.



Learning Outcome 16 Demonstrate the ability to undertake Blood Gas Analysis. Competency The student will be able to:


Demonstrate equipment use to specified quality standards.

Describe key method principles and relate to equipment layout.

Discuss sample requirements.


Recognise interferences, individual variations and sample integrity issues.



Learning Outcome 17 Demonstrate the ability to use a Glucose meter. Competency The student will be able to:


Demonstrate use to specified quality standards.

Describe method principles.

Discuss the value of the Glucose meter in monitoring diabetic patients.


Identify interferences, individual variations and sample integrity issues.



Learning Outcome 18 Demonstrate the ability to use an Immunoassay analyser. Competency The student will be able to:



Describe the basic reactions involved in routine immunoassay techniques, eg ELA, MEIA, EMIT, FPIA, nephelometry & turbidometry and relate these to the instrument layout.

Perform common routine analysis e.g Endocrine analyses: steroid/polypeptide; Tumour markers, Drugs: AEDs, analgesics, cardiac, anti-asthmatics; Special proteins: acute phase proteins, Immunoglobulin fragment etc.





Learning Outcome 19 Demonstrate the ability to measure Osmolality. Competency The student will be able to:


Demonstrate the use of instruments used to measure Osmolality to specified quality standards.

Describe the diagnostic value of measurement in analyte (e.g. serum, urine, CSF – where appropriate).


Describe the limitations of measurement and common difficulties.




Learning Outcome 20 Demonstrate the ability to measure HbA1c. Competency The student will be able to:



Describe the diagnostic value of measurement in monitoring diabetic patients.






Learning Outcome 21 Demonstrate the ability to perform Urine dipstick testing. Competency The student will be able to:


Demonstrate equipment use to specified quality standards.

Describe how the test works.

Describe analytes measured in biochemistry e.g metabolites, protein, glucose, pH.






Learning Outcome 22 Demonstrate the ability to undertake Faecal occult blood testing. Competency The student will be able to:


Use various methods of measurement to specified quality standards.

Describe how the test works.






Section 4.6.2 Division: Life Sciences Specialism: Blood Sciences: Haematology (core competencies) Year 3: Work-based Training Learning Outcome 23 Demonstrate the ability to perform a Full Blood Count (FBC). Competency The student will be able to:


Assess that the instrumentation is correctly calibrated and quality controlled.

Describe the principles of cell counting and differentiation, haemoglobin measurement and derivation of red cell indices for the instrument used.

Perform a Full Blood Count routine analysis on automated analysers following a defined protocol.



Interpret performance in appropriate External Quality Assessment (EQA) scheme.



Learning Outcome 24 Demonstrate the ability to perform an Erythrocyte Sedimentation Rate (ESR) and Plasma viscosity. Competency The student will be able to:


Perform (ESR) or plasma viscosity using a defined protocol.

Describe the principle of ESR or Plasma Viscosity measurement.




Interpret performance in appropriate EQA scheme.



Learning Outcome 25 Demonstrate the ability to perform a Coagulation Screen. Competency The student will be able to:


Describe Prothrombin Time (PT), Activated Partial Thromboplastin Time (APTT) & fibrinogen tests and measurement principles of a haemostasis analyser.

Perform a coagulation screen using relevant Standard Operating Procedure (SOPs).

Describe appropriate quality control procedures.


Describe interferences, individual variations and sample integrity issues.



Learning Outcome 26 Demonstrate the ability to perform Correction Tests. Competency The student will be able to:


Describe the principle of normal plasma corrections, thrombin times correction tests.

Perform correction tests using relevant SOPs.


Interpret the results of the correction tests.




Learning Outcome 27 Demonstrate the ability to perform International Normalised Ratio (INR) for oral anticoagulant control. Competency The student will be able to:


Explain the principle of the INR system.

Discuss the value of the coagulometer (including point of care devices) in monitoring anticoagulated patients.

Perform INR measurements using relevant SOPs.


Explain therapeutic ranges, and anticoagulant dosing practice.




Learning Outcome 28 Demonstrate the ability to perform a D-Dimer. Competency The student will be able to:


Explain the test principle involved in D-Dimer measurement.

Perform D-Dimer tests using relevant SOPs.


Explain normal and abnormal results and the relevance of cut-off values in Venous Thrombo Embolism (VTE) exclusion.




Learning Outcome 29 Demonstrate the ability to perform a Factor Assay. Competency The student will be able to:


Describe the principle of a coagulation factor assay.

Perform a factor assay using relevant SOPs.






Learning Outcome 30 Demonstrate the ability to perform Blood Film Morphology. Competency The student will be able to:


Prepare manual or automated blood films to a defined protocol.

Follow agreed protocols for the instigation of blood film preparation.

Identify the common morphological features of red cells, white cells and platelets and perform a manual white cell differential to a defined protocol.

Recognise normal and abnormal morphology.



Describe the protocol for referral of abnormal morphology to senior scientist or clinical staff.



Learning Outcome 31 Demonstrate the ability to perform Infectious Mononucleosis Screening. Competency The student will be able to:


Perform an IM Screen to a defined protocol.

Describe the principle of Infectious Mononucleosis screening.

Describe the clinical relevance of IM Screening.


Identify and describe interferences, individual variations and sample integrity issues.

Relate IM screen result to Blood film morphology.

Learning Outcome 32 Demonstrate the ability to perform a Malaria Investigation by Rapid Antigen Detection.

Competency The student will be able to:


Perform a Malaria Parasite screen to a defined protocol.

Describe the principle of Malarial Parasite detection and its limitations for a specific Plasmodium species.

Describe the importance and clinical relevance of Malaria testing, and the different species infecting humans.

Identify and discuss normal and abnormal results and how to relate these to thin and thick blood film investigation of malaria.


Interpret performance in appropriate External Quality Assessment (EQA) scheme.





Learning Outcome 33 Demonstrate the ability to perform Point of Care (POCT) for Haemoglobin. Competency The student will be able to:


Perform a (POCT) Haemoglobin to a defined protocol after confirmation of required calibration and quality control.

Describe the principle of Haemoglobin analysis using a POCT device.

Describe situations where this investigation is valuable.

Identify and discuss normal and abnormal results and when further action is required.


Interpret performance in appropriate External Quality Assessment scheme.

Learning Outcome 34 Demonstrate the ability to perform a Sickle Cell Screen.

Competency The student will be able to:


Perform a Sickle Cell screen to a defined protocol.

Describe the principle of Sickle Cell Screening method.

Discuss the importance and clinical relevance of Sickle Cell Screening.








Section 4.6.3 Division: Life Sciences Specialism: Blood Sciences: Transfusion Service (core competencies) Year 3: Work-based Training Learning Outcome 35 Demonstrate the ability to perform a Blood group and antibody screen. Competency The student will be able to:


Work within regulatory requirements and guidelines relevant to blood transfusion.

Apply sample acceptance criteria and demonstrate understanding of the risks associated with inadequately labeled samples.

Perform indirect antiglobulin tests (IAT) and demonstrate an understanding of possible sources of error dependent on the technology used and the patient’s clinical condition.

Perform blood grouping and antibody screening tests using manual and automated methods.

Select and apply appropriate controls, recognise control failures and identify further actions required.



Document results, use IT and follow procedures to minimize the risk of transcription error.

Describe the principles of serological tests used for blood grouping and antibody screening, and their appropriate use and limitations.

Interpret blood grouping and antibody screening results, recognise anomalies and identify further actions required.

Discuss the relevance of blood grouping and antibody screening anomalies and their implications in the pre-transfusion process.



Learning Outcome 36 Demonstrate the ability to perform Simple antibody identification. Competency The student will be able to:



Select and perform simple antibody identification using IAT, enzyme and direct agglutination tests and select appropriate controls.

Interpret antibody identification results, so as to recognise antibodies that can be positively identified, be aware of antibodies that cannot be excluded, and to know further actions required.

Discuss the significance of red cell antibody specificities identified and their implications in pre-transfusion and antenatal settings.



Learning Outcome 37 Demonstrate the ability to perform a Red cell phenotype. Competency The student will be able to:



Identify patients suitable for red cell phenotyping and recognise situations where red cell phenotyping is required.

Perform red cell phenotyping using IAT and direct agglutination tests, and to demonstrate an understanding of possible sources of error.

Select appropriate controls for phenotyping tests, recognise control failures and identify further actions required.

Describe the principles of serological tests used for red cell phenotyping.

Recognise anomalous red cell phenotyping results, and identify further actions required.

Interpret red cell phenotyping results and demonstrate an understanding their relevance in pre-transfusion and antenatal settings.



Learning Outcome 38 Demonstrate the ability to undertake a Kleihauer test. Competency The student will be able to:


Use to specified quality standards.

Explain how the Kleihauer test works in FMH.

Discuss the value of the Kleihauer test in FMH.





Section 4.6.4 Division: Life Sciences Specialism: Blood Sciences: Immunology (core competencies) Year 3: Work-based Training Learning Outcome 39 Demonstrate the ability to undertake a Protein electrophoresis and Myeloma screening. Competency The student will be able to:


Use instruments to specified quality standards.

Describe how protein electrophoresis functions.

Explain the value of protein electrophoresis testing – including myeloma screening.





Learning Outcome 40 Demonstrate the ability to undertake an ELISA. Competency The student will be able to:



Explain how ELISA test functions.

Explain the value of ELISA testing in immunology.





Learning Outcome 41 Demonstrate the ability to undertake Immunofluorescence. Competency The student will be able to:



Explain how Immunofluorescence testing functions.

Explain the value of Immunofluorescence microscopy in immunology – including auto-antibody screening.





Learning Outcome 42 Demonstrate the ability to undertake Allergy testing. Competency The student will be able to:



Explain how Allergy testing functions.

Discuss the value of Allergy testing in immunology.





Section 4.7 Division: Life Sciences Specialism: Cellular Sciences

Section 4.7.1 Division: Life Sciences Specialism: Cellular Sciences: Histology (core competencies) Year 3: Work-based Training Learning Outcome 15 Demonstrate the ability to undertake Specimen processing. Competency The student will be able to:


Use tissue processors and embedding equipment, including good laboratory practice and annual maintenance, to specified quality standards.

Describe how to process and embed a variety of histology specimens, eg urgent diagnostic biopsies, skin biopsies, mega blocks, fatty breast tissue.

Describe the value of specimen processing in the patient pathway.

Identify normal and abnormal results and rectify any errors.

Identify interferences, individual variations and sample integrity issues, including troubleshooting the possible root causes.



Learning Outcome 16 Demonstrate the ability to undertake Section cutting. Competency The student will be able to:


Use microtomes, including good laboratory practice and annual maintenance, to specified quality standards.

Describe how to cut sections from a diverse range of tissues, eg diagnostic core biopsies, uterus, skin, breast.

Describe the value of section cutting in the patient pathway, eg renal biopsy, lymph nodes, bone biopsy.

Identify and discuss normal and abnormal results and rectify any errors.




Learning Outcome 17 Demonstrate the ability to undertake Specimen dissection (assist). Competency The student will be able to:


Use relevant dissection equipment, eg knives and scalpels, to specified health and safety standards.

Describe how to assist a scientist or pathologist in the dissection of a variety of specimens, both fresh and fixed in formalin, by accurately checking the patient’s details and labeling cassettes.

Explain the value of specimen dissection in the patient pathway.

Identify and discuss normal and abnormal results and rectify any errors.




Learning Outcome 18 Demonstrate the ability to undertake Haematoxylin and Eosin staining. Competency The student will be able to:


Use automated staining machines to specified quality standards.

Describe how to perform H&E staining on a variety of sections, including gut, breast and large sections of prostate.

Discuss the value of H&E staining in the patient pathway.

Identify and discuss normal and abnormal cells in different tissues of the body, using appropriate controls, and rectify any errors.




Learning Outcome 19 Demonstrate the ability to undertake Special histology staining. Competency The student will be able to:


Perform manual special staining to specified quality standards.

Describe how to perform ‘special’ staining for a variety of tissue components eg pigments, connective tissues and infections using a variety of tinctorial, histochemical and empirical methods.

Discuss the value of special staining in the patient pathway.

Identify and discuss normal and abnormal results, using appropriate controls, under a light microscope and rectify any errors.




Learning Outcome 20 Demonstrate the ability to undertake Immunohistochemistry. Competency The student will be able to:


Use automated immunohistochemistry instruments using a variety of antibodies to specified quality standards.

Describe how to perform immunohistochemistry techniques for a variety of tissue antigens, eg tumour markers.

Explain the value of prognostic and predictive markers that influence patient treatment and outcomes.

Identify and discuss normal and abnormal results, using appropriate controls, and rectify any errors.




Learning Outcome 21 Demonstrate the ability to undertake Molecular techniques in histology. Competency The student will be able to:


Use molecular equipment and fluorescence microscopes to specified quality standards.

Describe how to perform a variety of molecular techniques applied to tissue sections eg in-situ hybridization, DNA extraction and relevant downstream analysis, eg sequencing and mutation analysis.

Explain the value of molecular techniques in the patient pathway.

Identify and discuss normal and abnormal results, using appropriate controls, and rectify any errors.




Section 4.7.2 Division: Life Sciences Specialism: Cellular Sciences: Specialism: Cytology Year 3: Work-based Training Learning Outcome 22 Demonstrate the ability to undertake Gynaecological Cytology techniques. Competency The student will be able to:


Use clinically relevant techniques to specified quality standards.

Describe the role of cervical cytology in the NHS cervical screening programme. Demonstrate an understanding of aetiology of disease, reporting terminology, screener statistics, KC61, call/recall programme, failsafe and the role of cytology within the program.

Perform and describe common cervical cytology routine tests and preparation eg sample production, LBC preparation (ThinPrep, SurePath and any other emerging techniques), PAP staining, screening, rapid review.

Identify and describe normal, inflammatory, and abnormal cellular patterns microscopically, (including metaplasia, lookalikes, infections, artefacts and contaminants).






Learning Outcome 23 Demonstrate the ability to undertake Non Gynaecological Cytology techniques. Competency The student will be able to:



Describe the value of non-gynaecological techniques in cytology eg impact of cell type on staining, which cells are accessible using various sampling techniques eg body cavity fluid analysis in the evaluation of suspected cancer patients.

Perform common non-gynaecological routine tests eg preparation of Fine Needle Aspiration cytology, serous fluids, urines and respiratory samples. Demonstrate an understanding of the staining techniques required eg Papanicolau, Romanowsky stains, H&E, wet preparations.

Identify and describe normal and abnormal results for urines, respiratory specimens and serous fluids; show an awareness of other non-gynae sample types.

Identify interferences, individual variations and sample integrity issues eg Specimen identification mismatch checks, stain checks.



Learning Outcome 24 Demonstrate the ability to undertake Immunocytochemistry Competency The student will be able to:



Describe the value of immunocytochemistry techniques in cytology eg its use for differential diagnosis of malignancy (immuno panels for benign vs. malignant, mesothelioma, melanoma, lymphoma).

Describe the principal techniques available i.e. APAAP, ABC, direct vs. indirect methods).

Perform common immunocytochemistry routine tests eg. preparation of cell block or slides, antigen retrieval techniques, staining.



Identify and describe appropriate staining eg show an understanding of the use of controls, impact of poor quality, background staining etc.




Learning Outcome 25 Demonstrate the ability to undertake Special cytology staining. Competency The student will be able to:


Use clinically relevant techniques to specified quality standards

Explain how to perform “special” stains eg ZN, Grocott and PAS +/- diastase

Describe the value of special stains in the identification of microorganisms, mucus etc

Identify and discuss normal and abnormal results

Identify interferences, individual variations and sample integrity issues



Learning Outcome 26 Demonstrate the ability to undertake Molecular techniques in cytology. Competency The student will be able to:


Use molecular technology equipment to specified quality standards eg HPV testing instruments-where available.

Describe how to perform molecular techniques eg ISH, PCR, Hybrid capture 2 and invader technology.

Describe the value of molecular techniques for gynaecological and non-gynaecological cytology eg HPV triage and HPV test of cure; FISH/CISH analysis of urine samples; EGFR testing of bronchial specimens.





Section 4.7.3 Division: Life Sciences Specialism: Cellular Sciences: Reproductive Science (core competency) Year 3: Work-based Training Learning Outcome 27 Demonstrate the ability to undertake Andrology (basic semen analysis). Competency The student will be able to:


Use instruments to specified quality standards eg dilution instruments, microscopes, pH meters/papers.

Perform basic semen analysis techniques e.g motility, morphology, liquefaction, volume etc.

Describe the value of semen analysis techniques.





Section 4.8 Division: Life Sciences Specialism: Infection Sciences

Section 4.8.1 Division: Life Sciences Specialism: Infection Sciences: Microbiology (core competencies) Year 3: Work-based Training Learning Outcome 15 Demonstrate the ability to undertake Urine analysis. Competency The student will be able to:


Use equipment to specified quality standards.

Describe the tests used in urine analysis.

Perform urine analysis using 1) biochemical markers e.g for leucocytes, nitrites, blood, protein, glucose and pH. 2) Microscopy, culture and sensitivity; 3) Pathogen / isolate identification and antimicrobial susceptibility testing 4) Describe the procedure in the event of isolating a hazard group three organism.



Discuss sample requirements eg selection of appropriate media and incubation criteria.





Learning Outcome 16 Demonstrate the ability to undertake Swab samples analysis. Competency The student will be able to:


Process swabs eg wound, genital, ear nose and throat, and MRSA, to specified quality standards.

Describe the tests used to process swabs for microbiological tests.

Explain sample requirements eg selection of appropriate media and incubation criteria; pathogen / isolate identification and antimicrobial susceptibility testing.



Describe the procedure in the event of isolating a hazard group three organism.



Learning Outcome 17 Demonstrate the ability to undertake Blood culture. Competency The student will be able to:


Use equipment to specified quality standards, including aseptic technique.

Describe the tests used for blood culture including manual, automated and microscopy.

Explain sample requirements. Eg selection of appropriate media and incubation criteria, pathogen / isolate identification and antimicrobial susceptibility testing.






Learning Outcome 18 Demonstrate the ability to undertake CSF analysis. Competency The student will be able to:



Describe the basic investigation of CSF samples.

Perform CSF microscopy and culture, including aseptic technique, pathogen / isolate identification and antimicrobial susceptibility testing.

Explain sample requirements, eg selection of appropriate media and incubation criteria.





Learning Outcome 19 Demonstrate the ability to undertake Sterile fluid and tissue analysis. Competency The student will be able to:



Describe the basic investigation of sterile fluid and tissue samples.

Perform microscopy and culture, including aseptic technique, pathogen / isolate identification and antimicrobial susceptibility testing.

Explain sample requirements, eg selection of appropriate media and incubation criteria.





Learning Outcome 20 Demonstrate the ability to undertake Enteric samples. Competency The student will be able to:


Use equipment use to specified quality standards.

Describe the basic investigation of enteric samples.

Perform microscopy for ova cysts and parasites; enteric sample culture, pathogen / isolate identification and antimicrobial susceptibility testing.

Discuss sample requirements, eg selection of appropriate media and incubation criteria.






Learning Outcome 21 Demonstrate the ability to undertake Respiratory samples. Competency The student will be able to:



Describe the basic investigation of respiratory samples eg sputum.

Perform microscopy for respiratory samples, culture, pathogen / isolate identification and antimicrobial susceptibility testing.


Recognise normal and abnormal results.





Learning Outcome 22 Demonstrate the ability to undertake Tuberculosis investigation. Competency The student will be able to:


Describe good laboratory practice, containment level 2, risk assessments & COSHH.

Outline the laboratory procedures for working with hazard groups two & three.


Describe the preparation of samples for mycobacterium culture and smear.

Perform auramine and ZN microscopy for respiratory samples.

Discuss sample requirements, eg selection of appropriate media and incubation criteria, including being able to describe the use of liquid culture media with associated clinical details including the required atmospheric conditions.




State the criteria and procedure for urgent specimens.

Describe the procedure in the event of a spillage or breakage of sample.




Learning Outcome 23 Demonstrate the ability to undertake PCR eg for Chlamydia screening Competency The student will be able to:


Perform a range of PCR techniques manually and using automated technology to specified quality standards.

Describe the basic investigation of samples for molecular analysis for Chlamydia screening, including urine, swabs and blood.



Identify interferences, individual variations and sample integrity issues as factors that effect PCR quality.

Describe how the procedures may be adjusted to correct for poor PCR quality (troubleshooting).



Learning Outcome 24 Demonstrate the ability to undertake Analysis of Mycology samples. Competency The student will be able to:



Describe the basic investigation of mycology samples eg nail scrapings.

Perform mycology sample culture, pathogen / isolate identification and antimicrobial susceptibility testing.






Section 4.8.2 Division: Life Sciences Specialism: Infection Sciences: Virology (core competencies) Year 3: Work-based Training

Learning Outcome 25 Demonstrate the ability to undertake Virology Antigen tests: manual and automated. Competency The student will be able to:



Describe the basic investigation of virology samples eg swabs, enteric samples and blood samples – including a range of assays used to investigate eg including where available: agglutination, immunoassay, immuno-fluorescence, electrophoresis and gel diffusion.

Perform sample culture, pathogen / isolate identification and antiviral susceptibility testing. (where available)






Section 4.8.3 Division: Life Sciences Specialism: Infection Sciences: Serology (core competencies) Year 3: Work-based Training Learning Outcome 26 Demonstrate the ability to undertake Serology - Diagnostic identification of antibodies. Competency The student will be able to:



Describe the basic investigation of samples for serological analysis.

Perform manual and automated serological tests including; eg ELISA, Latex agglutination, haemagglutination, immunofluorescence.






Section 4.9 Division: Life Sciences Specialism: Genetic Sciences (core competencies) Years 2 and 3: Work-based Training Learning Outcome 15 Demonstrate the ability to undertake G-band analysis. Competency The student will be able to:


Perform constitutional chromosome analysis across a range of clinical settings to specified quality standards.

Describe the investigation of samples for G-band analysis, analyse G-banded metaphase preparations accurately within an acceptable timescale.

Discuss sample requirements eg recognise chromosomes of the appropriate level for the reason for referral.

Identify and describe the range of polymorphic chromosome variation. Recognise and describe normal and abnormal results.

Identify and describe situations when additional banding techniques or FISH would provide extra beneficial information.




Learning Outcome 16 Demonstrate the ability to undertake FISH. Competency The student will be able to:


Perform FISH hybridisation to specified quality standards on constitutional preparations.

Describe the basic investigation of samples for in situ hybridisation probes, eg chromosome enumeration probes, locus specific probes and whole chromosome paints.

Discuss sample requirements e.g. which category of FISH probe to use in common genetic diagnosis – the advantages and limitations of each.

Identify and discuss normal and abnormal results, including sub-optimal FISH preparations.




Learning Outcome 17 Demonstrate the ability to undertake Mutation analysis sequencing. Competency The student will be able to:


Use equipment to specified quality standards eg perform ARMS, OLA, and if available scanning techniques such as HRM or dHPLC to detect unknown mutations.

Describe the basic investigation of samples for mutation analysis sequencing, including the range of commonly used mutation detection techniques.






Learning Outcome 18 Demonstrate the ability to undertake PCR. Competency The student will be able to:


Perform a range of PCR techniques manually and using automated technology to specified quality standards.

Describe the basic investigation of samples for molecular analysis.



Identify interferences, individual variations and sample integrity issues as factors that effect PCR quality.

Describe how the procedures may be adjusted to correct for poor PCR quality (troubleshooting).



Learning Outcome 19 Demonstrate the ability to undertake MLPA. Competency The student will be able to:


Use equipment to specified quality standards including setting up MLPA reaction to detect dosage differences in a variety of clinical settings.

Describe the principles of MLPA to detect gene dosage.


Identify and discuss normal and abnormal results /good quality and poor quality data using defined quality parameters and perform necessary trouble shooting.


Apply correct software to analyse MLPA data.



Learning Outcome 20 Demonstrate the ability to undertake Arrays. Competency The student will be able to:



Describe the basic investigation of samples for nucleic acid extraction, including urine, blood, swabs and tissue- as appropriate to the department.


Appendix 1 Direct Observation of Practical/Procedural Skills for PTP in Life Sciences

Procedure:

Clinical context:

Insert Module Title

Insert Module Title Insert Module Title

Trainee identification data

Assessor’s Name: Assessor’s position:

Insert Insert

Difficulty of the procedure: Low Average High

Number of times procedure performed by student: 1-4 5-9 >10

Please grade the following areas using the scale below

Bel

ow

expe

ctat

io

Bor

derli

ne

Mee

ts

expe

ctat

io

Abo

ve

expe

ctat

io

Una

ble

to

com

men

t 1

1. Understands scientific principles of

procedure including basic science underpinning it

2. Has read, understands and follows the appropriate SOP’s, risk and COSHH assessments, and any other relevant H&S documentation

3. Understands and applies the appropriate internal and external quality control associated with the procedure

4. Understands the risks associated with items of equipment and uses them appropriately





5. Accurately completes associated documentation

6. Output meets accepted laboratory/professional standards

7. Carries out the procedure within appropriate time frame

8. Is aware of the limitations of the test 9. Demonstrates awareness of the limits

of responsibility and when to seek advice

10. Professionalism

1 Please mark this if you have not observed the behaviour

FEEDBACK AND DOCUMENTATION OF LEARNING NEEDS

AGREED ACTION

Outcome Satisfactory

Unsatisfactory Date of assessment

Time taken for assessment:

Signature of Assessor

Signature of Student

Time taken for feedback:

Appendix 2

Case Based Discussion Template for PTP in Life Sciences



Student identification data

Module: Insert Title Insert Title Insert Title Complexity

of the scenario:

Low Average High

Brief description of output and

focus of scenario discussed:

Assessor’s Name: Assessor’s position:

Please grade the following areas using the scale below

Bel

ow

expe

ctat

ions

B

orde

rline

Mee

ts

expe

ctat

ions

Abo

ve

expe

ctat

ions

Una

ble

to

com

men

t 1

1. Understands clinical and/or

scientific principles relevant to scenario

2. Can discuss relevant health and safety issues

3. Can discuss the procedures used to obtain the results

4. Can discuss the quality control procedures to ensure the result is accurate

5. Demonstrates a knowledge of relevant ‘Best Practice’ guidelines and other policies relevant to the



scenario 6. Can discuss the significance of

routine patient results with reference to the reason for referral

7. Is aware of, and can use as required, appropriate resources to aid in the interpretation of results

8. Is aware of importance of audit trail and can complete audit trail accurately

9. Demonstrates awareness of the limits of responsibility and when to seek advice

10. Professionalism

1. Please mark this if you have not observed the behaviour

FEEDBACK AND DOCUMENTATION OF LEARNING NEEDS

AGREED ACTION

Outcome Satisfactory Unsatisfactory

Date of assessment

Time taken for assessment:

Signature of Assessor

Signature of Student

Time taken for feedback:



Documents

Life Sciences BSc PTP Training Manual 2011-12 - NHS Networks