Education and Training
Programme sponsor
Understanding and evidencing the new HCPC Standards of Practice
Understanding and evidencing the new HCPC Standards of Practice
Education and Training
Abstract
This presentation will provide an overview of the updated HCPC Standards of Proficiency (SoPs) for biomedical scientists and clinical scientists. The standards were updated in 2022 and have been implemented from 1st September 2023.
The updated SoPs for biomedical scientists inform the contents of the IBMS Registration Training Portfolio required to complete our HCPC approved routes to registration as a biomedical scientist. The updated SoPs for clinical scientists also affect the IBMS Certificate of Attainment for Clinical Scientists equivalence route to registration with the HCPC.
In this session we will review the main changes to the SoPs and explain the expanded areas in both updated standards of proficiency. All colleagues undertaking training to become registered and those who are already registrants with the HCPC will be required to meet the new SoPs.
The language in the updated SoPs is much more focussed on demonstrating the standards rather than having knowledge of them, which will require a shift in how we evidence that the standards are met in practice.
This session will discuss examples of evidence types that can be used to demonstrate the updated SoPs and will also introduce the mandatory pieces of evidence that are now part of each module of the Version 5.0 IBMS Registration Training Portfolio.
This talk will be informative for anyone who is involved in or responsible for pre-registration laboratory training, in particular portfolio candidates, training officers, laboratory managers and university placement tutors.
An additional talk focusing on the updated SoPs for biomedical scientists and the IBMS Registration Training Portfolio will also take place on Thursday 28th September (09:00am, Hall: 4).
Speakers
Dr Sue Jones PFHEA, FIBMS, MRSB
Specialist Portfolios – updated, flexible and achievable
The tyranny of learning outcomes
A project with a purpose – the challenge of identifying and supporting research projects in the workplace
Use of apprenticeships at different levels as a route into the Biomedical Science profession
Using digital technology to revolutionise how we learn
Using digital technology to revolutionise how we learn
Education and Training
Abstract
Digital technology has opened new doors to knowledge and made education more accessible, helping to break down barriers that once limited learning opportunities. Education 2.0; Education 3.0 and most recently Education 4.0 have shown how technology can accelerate teaching, learning and assessment in fundamental ways; education has become a networkable commodity that is no longer reliant on the didactic model of student and teacher. Myriad e-learning platforms, virtual classrooms and online resources now provide easier access than ever before to quality educational materials, helping to level the playing field for academic growth.
Despite the tremendous benefits, we must also address challenges and unintended consequences to ensure equal access and responsible use of digital technology in education. Bridging the digital divide requires concerted efforts to provide technology and internet access to all learners. Additionally, promoting digital literacy skills among educators and students is vital to enable them to navigate the digital landscape confidently and responsibly.
This talk will explore how the digital revolution is reshaping education, making it more inclusive, engaging, and dynamic. Tools, strategies and best-practice approaches will be considered to ensure we can create a brighter future for education and training within the Biomedical Science sector, whilst also suggesting ways to address the most common challenges and pitfalls, so that students and trainees can unleash their full potential.
Speakers
Dr Jim Taylor SFHEA, FIBMS, MRSB CSciTeach
A success story: taking a collaborative approach to the delivery of specialist training
A success story: taking a collaborative approach to the delivery of specialist training
Education and Training
Abstract
The IBMS Specialist Diploma is an important part of the development of Biomedical Scientists and is used as a mechanism to allow progress from band 5 to band 6 (or equivalent) by most laboratories. In recent years, various factors have impacted the ability of laboratories to support Specialist Portfolio training, resulting in recruitment challenges at the specialist level.
To address this, Pathology Practice Educators in London took a collaborative approach to deliver specialist training, covering the knowledge aspects of the Clinical Biochemistry Specialist Portfolio in a series of webinars. To support the webinar series and host resources we created a centralised online learning resource on the FutureNHS Collaboration Platform.
The successful pilot project has been used as a blueprint, taking this initiative across all UK Pathology networks, and covering 6 major disciplines. Learn about the journey of this pioneering specialist training programme for Biomedical Scientists and our exciting plans to expand the learning resources and widen the scope to other IBMS qualifications.
Following the presentation you are invited by the speaker to complete this online form
Speakers
Mehwish Khalid
Improving employability through simulation learning
Improving employability through simulation learning
Education and Training
Abstract
Authentic learning experiences and simulations are an established approach to healthcare education known to prepare students for the world of work. A recent study showed that 93% of employers believed that biomedical science graduates failed to meet employability requirements due to lack of practical and technical skills (Hussain and Hicks, 2022). Whilst placements can bridge these gaps, opportunities are limited and unpaid, restricting accessibility. Organising careers events and collaboration with The School of Health and Society, external employers, the Careers and Enterprise team and key stakeholders has enhanced the curriculum content to meet the needs of employers.
Development of the mentorship group, Biomedical Science Careers Support at the University of Salford has enabled successful career development for students. Collaborating with The School of Health and Society, the implementation of an interprofessional education event will be embedded into the curriculum. A recent project involving the introduction of Pathology specimen reception and blood transfusion simulations, allowed students to practice workplace skills, while enabling aspects of the profession to be taught that would otherwise have been impossible to teach. Introducing scenarios coupled with authentic workplace dilemmas including health and safety, quality, and problem solving, not only helps satisfy degree accreditation, but facilitating reflection also feeds into a requirement for HCPC registration and continuous professional development. Related to this, the Biomedical Science mentorship group has also introduced the trial of a ‘portfolio club’. Here students were supported by the teams IBMS portfolio verifier to begin collecting evidence towards their IBMS Registration Training Portfolio.
The impact of these activities has already been demonstrated, for instance 100% success rate with placement applications for those students who engaged in this extracurricular club. Data collected from surveys from participants and feedback from employers forms an evidence base to demonstrate the success of authentic learning experiences and improving employability. The added value of academics from professional backgrounds and cross University collaboration can be expanded to encompass further areas of biomedical science and healthcare careers, with progression to include patient contact and pre-placement professionalism training. These authentic learning experiences and simulations can be sustainably integrated into various areas of the curriculum to bridge the skills gap and improve employment opportunities to all graduates.
Speakers
Tahmina Hussain MSc CSci FIBMS
What are the barriers to an inclusive curriculum and learning experience?
What are the barriers to an inclusive curriculum and learning experience?
Education and Training
Abstract
We are living through a world of change. COVID has had a long-lasting impact on how the next generation learn and the skills they have when entering higher education. Black Lives Matter emphasises once again the barriers to learning faced by so many marginalised members of our communities. An inclusive curriculum aims at eliminating barriers by embracing difference and fostering a strong sense of belonging. It enriches the learning experience to enable students to develop empathy, cultural competence, and responsibility for social cohesion.
Speakers
Glenn Hussey
Motivating, training and developing on multiple sites – the Scarborough, Hull, York Pathology Service workforce journey
Ensuring fairness in training opportunities
Ensuring fairness in training opportunities
Education and Training
Abstract
"Don’t worry, you’ll be next" – have you ever said, or heard this phrase when it comes to training opportunities?
Should you have a queue? Should you make promises? Or do you risk losing staff if you don’t?
This session will discuss considerations to ensure fairness in training opportunities, from an individual and organisational perspective. It will also look at how to ensure your opportunities and training are inclusive, and support diversity.
Speakers
