MODERNISING SCIENTIFIC CAREERS
Higher Specialist Scientist Training Programme
Curriculum
AUDIOLOGICAL SCIENCE
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CONTENTS
ACKNOWLEDGEMENT 4 SECTION 1: INTRODUCTION TO THE PROGRAMME 5 1.1 The Role of the Consultant Clinical Scientist in Audiological Science 6 1.2 Overall Description of the HSST Programme 8 1.3 Curricula development, review, updating and implementation 8 1.4 Curriculum Purpose 9 1.5 Entry Requirements 10 1.6 Routes of entry into HSST 10 1.7 Equality and Diversity 11 1.8 The HSST Curriculum 11 1.9 The Structure and Operation of the HSST Training Programme 13 1.10 Modularity of Training and Learning 13 1.11 Doctoral Level Programme 13 1.12 Models of Learning 15 1.13 Learning Experiences 15 1.14 Completion of training 16 1.15 Supervisory Arrangements 17 Supervision and Feedback 17 The Educational Supervisor 18 1.16 The Assessment Programme 19 Approach and Methods of Assessment 20 The On-line Learning and Assessment Tool (OLAT) 21 E-learning Portfolio 21
SECTION 2: HSST IN AUDIOLOGICAL SCIENCE 22 2.1 Details of the Curriculum in Audiological Science 23 2.2 Stage 1 Scientific and Clinical Practice 24 2.3 Stage 2 Expert Scientific and Clinical Practice 25 2.4 Integration of the Academic Doctoral Programme with the HSST Curriculum 26 2.5 Requirements for Progression and Completion 27
SECTION 3: GENERIC GOOD SCIENTIFIC PRACTICE SYLLABUS 28 Domain 1: Professional Practice 30 Domain 2: Scientific Practice 39 Domain 3: Clinical Practice 47 Domain 4: Research, Development and Innovation 53 Domain 5: Clinical Leadership 62
SECTION 4: AUDIOLOGICAL SCIENCE SYLLABUS 71 Stage 1: Scientific and Clinical Practice 72 1(i): Advanced History Taking and Clinical Examination 72 1(ii): Adult Rehabilitative Audiology 76 1(iii): Amplification Technologies and Applications (non implantable devices) 79 1(iv): Implantable Devices for Hearing Loss 82 1(v): Unilateral Hearing Loss 85 1(vi): Sudden Hearing Loss 87 1(vii): Central Auditory Dysfunction and Auditory Processing Disorder 90 1(viii): Transition and Transfer of Adolescents 93
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1(ix): Fluctuating Deafness in Children including Otitis Media with Effusion 96 1a(x): Congenital and Prelingual Deafness 99 1(xi): Therapeutics in Audiological Science Practice 103 Stage 2: Adult Expert Practice 106 2a (i): Chronic Imbalance 106 2a (ii): Recurrent Vertigo/Dysequilibrium 110 2a (iii): Assessment and Management of Acute Vertigo 115 2a (iv): Learning Disabled Adults 120 2a (v): Hearing Problems in the Elderly 123 2a(vi): Congenitally Deaf Adults 126 2a(vii): Hearing Problems in Younger Adults 129 2a(viii): Tinnitus, Dysacusis and Hyperacusis 132 Stage 2B: Paediatric Expert Practice 135 2b(i): Dizziness in Children 135 2b(ii): Imbalance in Children 139 2b(iii): Tinnitus, Dysacusis and Hyperacusis in Children 142 2b(iv): Auditory Processing Disorders (APD) in Children 145 2b(v): Hearing Loss in Children with complex medical or developmental problems 148 2b(vi) Non-organic hearing difficulties 151 2b(vii): Progressive, sudden or late onset deafness 153 2b(viii): Auditory Neuropathy Spectrum Disorder (ANSD) 156 Stage 2c: Generic Healthcare Science 158 2c(i): Multi-Disciplinary Team Working 158 2c(ii): Innovation in Healthcare Science 162 2c(iii): Clinical Bioinformatics, Genomics and Personalised Medicine 167 2c(iv): Doctoral Level Research 170 2c(v): Teaching, Learning and Assessment 172 2c(vi): Patient and Public Involvement, Engagement and Partnership in Healthcare and Healthcare Science 176 2c(vii): Science Communication 182
APPENDICES 184 Appendix 1: Abbreviations 184 Appendix 2: Organisations and their functions in relation to HSST 185 Appendix 3: Curriculum Development 187
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ACKNOWLEDGEMENT
The Royal College of Physicians, its Specialist Advisory Committee in Audiovestibular Medicine, the British Academy of Audiology and its senior scientists are gratefully acknowledged for their support and facilitation in the development of this curriculum
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SECTION 1: INTRODUCTION TO THE PROGRAMME
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1.1 The Role of the Consultant Clinical Scientist in Audiological Science
Context
There are over 10 million people in the UK with some form of hearing loss, and around 60,000 adults have tinnitus that affects their quality of life. Problems with balance also affect many thousands of people. Clinical Scientists in audiology use their in-depth knowledge and skills to assess, diagnose and manage patients who have hearing, balance and tinnitus problems. The profession of audiology has a long-standing tradition of the application of science from research to clinical practice, applied for the benefit of large numbers of patients.
Clinical Scientists in audiology deliver a timely, caring and effective clinical service to patients. Through a programme of Higher Specialist Scientist Training (HSST) reflecting the standards of training undertaken by doctors to train as consultants, selected Clinical Scientists will bring high-level scientific and clinical leadership as Consultant Clinical Scientists. In conjunction with medical colleagues in audiovestibular medicine and with other professionals, they will challenge the evidence of existing practice; innovate and introduce new investigations, treatments and devices; and build the evidence for change through ethical and appropriate clinical research to influence practice in the workplace and nationally.
Scientific Services and Clinical Care
Consultant Clinical Scientists in Audiology are the national experts in their clinical scientific service. Whilst their Clinical Scientist colleagues deliver today’s services, Consultant Clinical Scientists prepare for tomorrow. Whilst healthcare science practitioners and Clinical Scientists are trained to follow current guidelines, Consultant Clinical Scientists will be developing the evidence for new ones and contributing strategically to the national development of Audiology.
They will make continuous critical appraisal of the scientific literature, and contribute to it; they will constantly question the evidence for practice with a sharp focus on patient outcomes, ensuring that investigations and rehabilitation are appropriate, timely and delivered with the needs of patients at the forefront. They will be responsible for ensuring that cutting edge science is introduced into audiological scientific practice, and leading developments in a wide range of areas of practice related to hearing loss of all degrees, tinnitus and complex balance disorders in adults and children, including: advanced diagnostic and rehabilitative audiology, with particular emphasis on complex clinical issues and state of the art techniques and devices; encompassing broad scientific knowledge of complex developmental and medical needs. Throughout, they will be committed to, and experienced in multi- disciplinary team working with medical, surgical and other scientific colleagues at the highest level. The various roles within the multi-professional team should collaborate synergistically in a complementary way, based on agreed care pathways that clarify the respective roles of both Clinical Scientists and Audiovestibular Physicians and Paediatricians.
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Leadership and Management
Consultant Clinical Scientists in Audiology will need to bring strong leadership to their own services and the profession - requiring skills above and beyond simply management. They will give their department’s strategic direction, ensuring that this is compatible with the overall direction of the organisation. They will have both the knowledge and authority to develop their service, using vision and their scientific knowledge and expertise to ensure that the potential and rationale for new developments are understood. They will be accountable for service quality, developments and clinical governance, and practised in influencing other colleagues so that excellent science remains at the forefront of clinical practice. In addition they will have a key role in promoting and ensuring quality and consistency of standards across services by promoting networks for quality assurance locally and nationally.
Research, Development, Innovation and Education
Consultant Clinical Scientists in Audiology will be clinical scientific leaders and will have the underpinning basic science and research skills to question their own clinical practice, as well as the breadth of cross-disciplinary technical skills to innovate and to effect change. They will be able to evaluate critically the benefits and opportunities offered by new scientific discoveries and technological advances, contextualising them to the clinical arena and the skills to influence their implementation into service for the benefit of patients. Critically, they will have learnt and practised the skills needed to teach the next generation of Clinical Scientists how to approach learning about science in health in order to optimise outcomes for patients. Consultant Clinical Scientists in Audiology will make continuing distinguished contributions to the furtherance of the science and of practice of the specialism, and should be established and known nationally for their contribution, publications and leadership in the profession.
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1.2 Overall Description of the HSST Programme
Modernising Scientific Careers (MSC) is a UK programme led by the Chief Scientific Officer (CSO), working in conjunction with the other devolved health administrations and relevant scientific, medical and surgical educational institutions. MSC provides a transparent, standards-driven educational and training framework for over 45 specialisms in healthcare science.
Higher Specialist Scientist Training (HSST) is a five-year training programme that has been developed to enable a small cohort of Clinical Scientists to be trained to take on the role of a Consultant Clinical Scientist. During training, Clinical Scientists in HSST and their trainers will use this HSST curriculum to advance their learning, practice and performance and monitor their progress by reference to the learning outcomes and competences defined within it. Clinical Scientists in HSST will be encouraged to lead their own learning and to measure their achievement against clear learning objectives. It will help the Clinical Scientist in HSST and their educational supervisor/mentor to maintain a regularly reviewed and updated education plan to ensure that all of the outcomes of the curriculum are met. Finally, the curriculum will facilitate regular assessment of the Clinical Scientist’s progress and satisfactory completion of training against high quality standards, providing the means by which the public can be assured that individuals are fit for Consultant Clinical Scientist practice.
It is expected that Clinical Scientists in HSST will train in a multi-professional environment with the opportunity to learn and work with those in other training programmes across the health professions, e.g. medical, nursing, pharmacy, allied health professionals and with those out with health for example, those following MBA, leadership, management and finance programmes.
1.3 Curricula development, review, updating and implementation
HSST curricula were developed during 2012 - 2014 under the auspices of several of the Medical Royal Colleges (MRCs), following the publication in 2012 of a formal statement of support from the Academy of Medical Royal Colleges (AoMRC) [http://www.aomrc.org.uk/about-us/news/item/academy-statement.html]. Membership of the MRC curricula development groups included practising senior healthcare scientists nominated by scientific professional bodies and medical representatives from the Medical Royal Colleges, as well as educationalists from the relevant MRC and MSC teams. Consultant level scientists from the specific scientific specialism provided the major expert input into the development of the scientific curriculum. The public, a range of scientific and medical professional bodies, universities, patients, employers and trainees were also involved. Specifically, review and comments on this curriculum were sought from other medical royal colleges with an interest in the specialism, their related Specialist Advisory Committees (SACs) and specialist societies, healthcare science professional bodies, trainees in healthcare science, patients and the public. Governance and oversight of curricula development was through a dual process involving the Royal College of Physicians and the Health
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Education England (HEE) educational approval process on behalf of the NHS and HEE.
Although the curriculum content is derived from current UK clinical, diagnostic and laboratory practice in clinical science, there have been intensive efforts to identify and predict future technological developments, changes in service delivery and future patient requirements in order to ensure that the curricula are as robust and as sustainable as possible. This is in relation both to scientific content and anticipated future scientific developments (e.g. in genomics and personalised medicine), and is reflective also of the new commissioning system for service and training. There will be regular reviews and updates of the curriculum every 3 to 5 years in order to ensure that it remains relevant.
Standards of professionalism in healthcare science are set out in Good Scientific Practice http://www.academyforhealthcarescience.co.uk/good-scientific-practice/ which describes the principles and values developed for the profession and which are comparable to the standards set by the General Medical Council (GMC) for medicine. This has been developed into a Good Scientific Practice (GSP) syllabus that is common to all HSST curricula. The five domains of GSP emphasise clinical leadership development, expert scientific and clinical practice, research and innovation and excellent communication and team working behaviours. For the public it describes more specifically what can be expected from those who will be Consultant Clinical Scientists responsible for patient care.
The Academy for Healthcare Science (AHCS) will assess applications from Clinical Scientists applying for recognition of previous training, experience and qualifications (“equivalence to HSST”), based on the professional and scientific contents and standards of behaviour set out in the curricula. Applicants seeking equivalence will be evaluated through AHCS processes against HSST curricula and will need to demonstrate that they have met AHCS requirements for the Award of Equivalence in a given area of practice. This will entitle the Clinical Scientist to register on the Higher Specialist Scientist Register, a Voluntary Register held by the AHCS.
Implementation of the curriculum will be evaluated and monitored by the National School of Healthcare Science (NSHCS) through feedback from training programmes, educational supervisors, trainers, other members from the multi-disciplinary team, Clinical Scientists in HSST and patients.
1.4 Curriculum Purpose
The purpose of this HSST curriculum is to define and specify the training programme and outcomes of training in order to ensure that Clinical Scientists undertaking HSST are fully prepared to provide, lead and innovate scientific services at consultant level in the National Health Service (NHS) and the wider NHS. It aims to promote excellence through training, assessment and professional development so that Clinical Scientists exiting HSST programmes are fit to practice as Consultant Clinical Scientists.
This HSST curriculum is modular in design. It builds on the Scientist Training Programme (STP) and leads to the Certificate of Completion of Higher Scientist
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Training (CCHST) issued by the NSHCS. Clinical Scientists in HSST will require evidence of satisfactory achievement of the requirements of the Good Scientific Practice (GSP) professional syllabus, the specialty-specific syllabus and the related assessment programme, which together form the curriculum for the attainment of the standards of professional and specialism-based knowledge applied to practical, laboratory, clinical, teaching, research and innovation activities. In addition, the totality of the HSST programme requires in Physics and the Physiological Sciences, both the award of the CCHST and the achievement of the underpinning professional doctorate award; in the Life Sciences, the FRCPath and demonstration of the learning outcomes of the professional doctorate are required, but not necessarily the doctoral award itself. Together these enable the AHCS to issue a Certificate of Attainment and admit the Clinical Scientist to the Higher Specialist Scientist Register which the AHCS will hold. Once admitted to this Register, Clinical Scientists will be eligible to apply for available Consultant Clinical Scientist posts.
This curriculum also describes the integral teaching, learning programme and assessment programme which are consistent with the both the Health and Care Professions Council’s (HCPC) and the General Medical Council’s (GMC) Standards for Curricula and Assessment Systems (April 2010).
1.5 Entry Requirements
Once the Local Education and Training Board (LETB) [or equivalent bodies in the rest of the UK] and training provider (which has been accredited by the NSHCS accreditation process) have agreed the establishment of an HSST post, entry into HSST programmes will be through a national competitive appointment and benchmarking process in England, led by the National School of Healthcare Science (NSHCS).
Eligibility for appointment into an HSST programmes requires:
registration, or eligibility and application to register, as a Clinical Scientist with the HCPC and; normally at least 1 further year in the workplace to consolidate and enhance skills, learning and experience (including research and education) and; eligibility to register for doctoral level study at an HEI.
Individual specialisms may also have specialty specific requirements which will be clarified at the time of the appointment process for the HSST post through the job description and person specification.
1.6 Routes of entry into HSST
There will be two routes of entry into HSST training. Both will result in the successful appointee receiving a National Higher Specialist Scientist Training Number (NHSSTN) from the NSHCS. Through the direct entry route, the Clinical Scientist in HSST will be competitively appointed into a formal HSST post, established for the purpose of training a Consultant Clinical Scientist. Alternatively some Clinical Scientists may enter into HSST training with the support of their employers through an in-service training route that does not involve the creation of a new training post Page | 10 HSST_Audiological_Science_VERSION_280314
per se, although the potential appointee will have to be benchmarked against the standards for entry into HSST. In both circumstances in England, a training grant will be allocated from the LETB to the provider training unit to support training.
In order to be allocated a NHSSTN from the NSHCS, all HSST applicants must participate and be successful in the national appointment process. For direct entry Clinical Scientists, this is a competitive process with other applicants for the available training opportunity; for in-service Clinical Scientists, participating in the national selection process ensures benchmarking against the standards for entry into HSST for this specialism. The appointment process will select not only for scientific expertise and talent in all its manifestations, but for abilities in a range of professional areas including leadership, innovation, personal skills and values.
1.7 Equality and Diversity
The AHCS, HEE MSC, Medical Royal Colleges and scientific professional bodies are committed to the principle of diversity and equality in employment, membership, academic activities, assessment, examinations and training.
As part of this ethos these groups are committed to inspire and support all those who work, train and provide training in healthcare science to operate in a fair, open and honest manner. The approach taken is a comprehensive one and reflects all areas of diversity, recognising the value of each individual. This means that no one is treated less favourably than another on the grounds of ethnic origin, nationality, age, disability, gender, sexual orientation, race or religion in accordance with the Equality Act 2010. This reflects not only the letter but also the spirit of equality legislation, taking into account current equality legislation and good practice.
1.8 The HSST Curriculum
This curriculum sets out the standards of specialism-based knowledge, clinical judgement, technical and professional skills, attitudes and behaviour that must be acquired in order to practice and progress throughout the five-year training programme. The curriculum comprises the following components:
The Audiological Scientific Clinical syllabus, providing for:
a broad understanding of the care, diagnosis and management of patients within the specialism from a clinical and scientific perspective; the understanding of, and skills to master, adapt and interpret diagnostic techniques required in the practice of the specialism; understanding of the clinical areas detailed in the curriculum; knowledge of specialist areas defined within the curriculum; insight into the potential scientific and technological advances in Audiology and their applications to improving diagnostics and patient outcomes.
The professional generic Good Scientific Practice (GSP) syllabus, setting out the requirement for the:
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communication skills required for practice in the specialism and the teaching, learning and assessment skills necessary for effective practice; acquisition of clinical leadership and management skills needed for the excellent delivery and development of audiological scientific services; experience of research, development and innovation projects and critical evaluation of published work in order to lead scientific, technological, and service innovation; need for a life-long commitment to adopting a structured approach to continuing personal and professional development (CPPD); experience of the practice of clinical governance1 and quality improvement activity including audit (specialist and multidisciplinary) through evaluation of practice against the standards of evidence-based medicine; consistent demonstration and practice of attitudes, values and behaviours that support those set out in the NHS Constitution.
The relationship of the GSP syllabus to the Specialist Scientific and Clinical syllabus
The professional knowledge, skills and behaviour of Good Scientific Practice are contextualised and evidenced through clinical practice. It is not possible to achieve competence in the specialist scientific and clinical syllabus unless these professional skills and behaviours are also evident. Clinical Scientists in HSST must be able to show progress in acquiring GSP competences and the underpinning academic knowledge, demonstrating these behaviours across a range of situations as detailed in the scientific and clinical syllabus.
1 a framework through which NHS organisations are accountable for continuously improving the quality of their services and safeguarding high standards of care, by creating an environment in which excellence in clinical care will flourish.” Schellekens W. Clinical Governance in a changing NHS. International Journal of Integrated Care, vol 6, April to June 2006.
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1.9 The Structure and Operation of the HSST Training Programme
The broad structure and description of the HSST programme is shown in diagram 1 below.
The implementation and quality management of the HSST programme is the responsibility of the NSHCS which will ensure through its Professional Schools and Themed Boards that Clinical Scientists in HSST are provided with access to an appropriate range of educational experience to complete their training. The appropriate Themed Board in the NSHCS will also monitor and support the overall progress of Clinical Scientists in HSST on a regular basis, throughout the entirety of the programme.
1.10 Modularity of Training and Learning
This curriculum has been developed in a modular format, with each module having defined competences, assessment requirements and learning outcomes. There is a staged approach requiring the satisfactory completion of specified modules within each stage, prior to progression to the next so that Clinical Scientists in HSST may not progress to Stage 2 of training until they have satisfactorily completed Stage 1. They will continue to broaden their experience and understanding of common clinical and scientific problems and their management throughout their training. The underpinning doctoral level programme will provide the underpinning academic framework for learning to support workplace practice. The knowledge gained and applied will be supported and assessed on an on-going basis through quality assured work based assessments and through a structured final assessment programme.
1.11 Doctoral Level Programme
The HSST programme is underpinned by a doctoral level academic programme. The purpose of this doctoral level programme is to formalise and facilitate the learning of Clinical Scientists in HSST as they:
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systematically acquire and apply a substantial body of scientific and clinical knowledge at the forefront of their specialism and embrace the future scientific and technology advances within the field; create and interpret new knowledge, through original research scholarship requiring advanced academic enquiry; systematically acquire, develop and apply the qualities and transferable skills necessary for employment as a Consultant Clinical Scientist, requiring the exercise of personal responsibility and taking largely autonomous initiative in complex and unpredictable situations; develop the knowledge, skills, experience, behaviours and attitudes required of a clinical leader in an evolving and rapidly developing health and life sciences sector.
The doctoral level programme will be delivered by the Higher Education sector (HEI) following a full tender and contracting process including the clear demonstration of partnership delivery arrangements with specialist professional bodies and/or medical royal colleges, and will have 3 sections, reflecting the higher level skills and requirements to support Consultant level practice:
Section A: Leadership and Professional Development aligned to Good Scientific Practice including leadership, professionalism, innovation, bio enterprise, teaching and learning, quality improvement, bioinformatics, health policy, human resource and business management, research methods, although these areas are not necessarily exhaustive and others may be identified;
Section B: Specialist Scientific Clinical Programme developed by the Medical Royal Colleges led curriculum working groups of senior scientists and medical consultants, underpinned by supervised work based and mentored training. This section will centre on the knowledge and understanding learning outcomes from the specialist scientific clinical syllabus for each HSST specialism underpinned by supervised work based and mentored training, reflective practice, experiential learning and a robust assessment system;
Section C: Research, Development and Innovation that aims to improve health and health outcomes and may include scientific, clinical, service transformation, innovation, leadership, policy, education or educational research.
Since a key purpose of the doctoral programme is to facilitate the opportunities for learning by Clinical Scientists in HSST through providing a structure within which they can obtain underpinning knowledge and learning to support their progression through the programme, it is not necessarily a requirement for the doctoral award itself to be obtained. The doctoral level programme will be designed in a modular format and although completion of the totality of the programme will lead to the award of a professional doctorate, it will not be an essential requirement for all of those undertaking HSST programmes to obtain the doctoral award per se. In the Life Sciences, for example, Clinical Scientists in HSST must obtain the FRCPath and will also need to demonstrate the learning outcomes of all of the elements of the Page | 14 HSST_Audiological_Science_VERSION_280314
professional doctoral that may not part of the FRCPath, but not necessarily obtain the award itself. In the Physiological Sciences, Medical Physics and Clinical Biomedical Engineering all Clinical Scientists in HSST will be expected to participate in the full professional doctorate programme (or potentially show equivalence to aspects of it) and gain the professional doctorate award. It will therefore be necessary for all Clinical Scientists in HSST to demonstrate that they have acquired the knowledge, skills and outcomes of the HSST curriculum to the required doctoral level in all the practice and academic elements of the programme. The doctoral level award and programme will underpin and support this, but in itself is not an end point of the HSST programme nor is the award required for the demonstration of competence and fitness to practice. This will be defined within the HSST assessment strategy and in conjunction with the Medical Royal Colleges and the NSHCS.
Research
Clinical Scientists in all HSST programmes will also be expected to undertake doctoral level research, usually through a commissioned professional doctorate. Alternatively, research that results in a coherent body of papers that reaches the standard suitable for publication in peer reviewed journals, undertaken during the HSST programme or that demonstrates that such a level has been achieved may be offered. Clinical Scientists in HSST will also be expected to present and defend their research at national/international scientific conferences. Further details can be found in the MSC HSST Assessment Strategy.
1.12 Models of Learning
All HSST curriculum will be delivered through work based experiential learning and the underpinning academic programme described above. The environment within the departments must therefore encourage independent self-directed learning and make opportunities for relevant off-the-job education by making provision for attendance at local, national and, where appropriate, international meetings and courses. It is the Clinical Scientist’s responsibility, with the support of their educational supervisor and trainers, to seek learning and training opportunities and ensure that they access appropriate experiential learning. The training programme must allow for a significant component of clinical training and experience through service provision. This will range normally from between 30–80% of training time, depending on the specialism and the year of training.
It is therefore recognised that a large component of training will occur using an apprenticeship model of learning, under appropriate work based supervision. Delivery of training must be under the supervision of a scientific or medical consultant and provide appropriate experiential content, including a broad exposure to both scientific and clinical issues. The environment within the department should encourage independent self-directed learning. The NSHCS will be responsible for the quality assurance of the work based learning environment.
1.13 Learning Experiences
A wide range of teaching/learning opportunities/methods will be used during the programme to support the attainment of the learning outcomes and competences. Page | 15 HSST_Audiological_Science_VERSION_280314
Experiential or opportunistic learning (learning through normal routine work experiences, learning by doing, observing, critical reflection) will include: experiential working in the specialism gaining practical and clinical skills and observing, assisting and discussing aspects of practise with senior/consultant scientific, medical staff, patients and other members of the multi-professional team; task specific on the job training working under consultant supervision reflecting on and discussing experiences; observation of diagnostic/clinical/laboratory methods; tailored clinical experience including team and directorate meetings in the specialty; attendance at and participation in at relevant organisational committees to enhance management and leadership skills; attending and participating in training provided through equipment and kit manufacturers; attending and participating in multidisciplinary team meetings; teaching undergraduates and other health professionals; attending and participating in regional, national and international medical or scientific conferences; interaction with/attachment to specialist reference laboratories where required; completion of a doctoral level research or innovation project from identification of the research question to dissemination of the output; contribute, as the leader or member of a team, to grant applications; dissemination of research findings through publications, presentations, etc. attending and participating in medical clinics including specialty clinics; gaining practical diagnostic experience; attending and participating in formal postgraduate education/teaching;
Learning Approaches may include: independent self directed learning; e-learning and m-learning; learning with peers; clinical skills teaching including simulation; advanced library study, journal review; work based experiential learning; small group teaching, lectures, tutorials; advanced journal clubs, audit meetings etc. service development projects
1.14 Completion of training
Successful completion of the work based programme will result in a Certificate of Completion of Higher Scientist Training (CCHST) by the NSHCS. The award of the CCHST from the NSHCS will be made to Clinical Scientists who complete the requirements of the work based curriculum (through work based training) and participate in the full training period (or as much as may be required if assessed by the AHCS as having done an equivalent period of training at some other point),
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including the final annual review/assessment, denoting satisfactory completion of the programme.
The doctoral level award or demonstration of its outcomes will indicate completion of the academic element. Both the award, or demonstration of its learning outcomes, and the CCHST are required so that the AHCS can issue a Certificate of Attainment, enabling inclusion on the Higher Specialist Scientist (HSS) Register. This indicates that the Clinical Scientist has achieved the standards set by the AHCS and has demonstrated the ability to lead, manage and critically evaluate services and practice, contributing to the team and individually to scientific, technological, and service innovation.
Those on the HSST Register will be expected to maintain his/her professional development in line with Good Scientific Practice. It is anticipated that in due course Consultant Clinical Scientists, like Consultant Medical and Surgical Consultants, will undergo a regular process of revalidation that will be developed and overseen by the AHCS.
1.15 Supervisory Arrangements
Supervision and Feedback
Supervision, support and mentoring for Clinical Scientists in HSST must be designed to ensure safe and effective practice for patients and the public, independent learning and high standards of professional conduct. Those undertaking a supervisory, training or mentoring role for Clinical Scientists in HSST programmes must have relevant qualifications and experience and have undertaken appropriate and up-to- date training. The HEI providing the underpinning doctoral programme will also be expected to have an academic supervisory, support and mentoring scheme in place to support the academic programme.
Clinical Scientists in HSST must be appropriately mentored, supported and supervised by the senior scientific and medical staff on a day-to-day basis under the direction of a designated educational supervisor. Educational supervision is a fundamental conduit for delivering teaching and training in the NHS. It takes advantage of the experience, knowledge and skills of educational supervisors/trainers and their familiarity with clinical and scientific situations. It ensures regular interactions between an experienced clinician and the Clinical Scientist in a HSST programme. This is the desired link between the past and the future of scientific practice, to guide and steer the learning process of the Clinical Scientist in the programme. Clinical supervision is also vital to ensure patient safety through providing Clinical Scientists in HSST with the support to deliver high quality services to patients. It is therefore expected that Clinical Scientists in HSST programmes reaching the end of their training will also be able to demonstrate competence in clinical supervision before the award of the CCHST.
Educational supervision should promote independent learning and reflective practice and support the Clinical Scientist in HSST to produce action plans to address identified learning needs. It will need to ensure that the Clinical Scientist learns specific higher skills and competences, helping them to develop self-sufficiency and Page | 17 HSST_Audiological_Science_VERSION_280314
self-awareness in the on-going acquisition of skills and knowledge. At every stage, patient safety must be paramount. Supervision will usually also require the provision of pastoral care for some Clinical Scientists in HSST. Supervision during training will be undertaken by a range of appropriately trained healthcare professionals within and out with healthcare science e.g. consultant or senior medical staff, Clinical Scientists, research scientists, senior biomedical scientists etc.
The Educational Supervisor
The educational supervisor will be an appropriately skilled senior scientist/clinician under whose direct supervision the Clinical Scientist in HSST is working. This person(s) will be responsible for monitoring, supporting and assessing the Clinical Scientist on a day to day basis in their scientific, clinical and professional work and would usually be expected to take on the role of co-supervisor of the research project as part of the academic supervisory team.
In order to become an educational supervisor, a senior scientist or medical consultant must have consistently demonstrated an interest in and a commitment to teaching, learning, assessment and training, have appropriate access to teaching resources and be trained in the appropriate delivery of work based assessments and learner centred feedback in accordance with the MSC HSST assessment strategy. Educational supervisors must undertake appropriate training in educational principles and assessment (e.g. Training the Trainers programme, offered by the NSHCS in England or Medical Royal Colleges). Attainment of formal qualifications such as a postgraduate award in teaching, learning and assessment or an MSc in Medical Education is desirable for some members of each supervisory team. Educational supervisors are expected to keep up-to-date with developments in training, have access to the support and advice of their senior colleagues regarding any issues related to teaching and training and to keep up-to-date with their own professional development.
The role of the HSST educational supervisor therefore, with respect to the Clinical Scientist in HSST, includes responsibilities to:
have overall educational and supervisory responsibility for the Clinical Scientist in HSST in a given post; ensure that he/she is familiar with the curriculum for each year/stage of training; ensure that he/she has appropriate day-to-day supervision appropriate to their stage of training; act as a mentor and help with both professional and personal development; ensure that he/she is making the necessary clinical and educational progress; ensure that he/she is aware of the assessment system and process; agree a training plan (formal educational contract) in order to make clear the commitment required to ensure that appropriate training opportunities are available; ensure that an induction (where appropriate) has been carried out soon after appointment to the HSST programme; discuss the training requirements and progress with other trainers with whom the Clinical Scientist in HSST spends a period of training;
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undertake regular formative/supportive appraisals (at least two per year, approximately every six months) and ensure that both parties agree to the outcome of these sessions and that a written record is kept; regularly review the learning portfolio (see page 21) so that he/she is aware of their progress and are encouraged to discuss any issues arising during training, ensuring that records of such discussions are kept; keep the NSHCS Professional Lead informed of any significant problems that may affect the Clinical Scientist’s HSST training.
The process of gaining competence in supervision must start at an early stage in training with the Clinical Scientist in HSST supervising more junior trainees, e.g. those undertaking STP. The example provided by the educational supervisor is the most powerful influence upon the standards of conduct and practice of a Clinical Scientist in higher specialist scientist training.
Supporting roles In addition to the educational supervisor who will have overall educational responsibility for the Clinical Scientist in HSST, there will be other clinical trainers and assessors who will help facilitate the provision of educational opportunities and feedback to the Clinical Scientist as required. They will also be in a position to provide evidence to support the Educational Supervisor’s judgement about a Clinical Scientist’s overall performance, competence and capability. Since Clinical Scientists in HSST will learn in a multi-professional environment training and assessments will be carried out by a range of members of the team, including scientists, medical staff patients and others. However, all those carrying out assessments must be appropriately trained in the methodology of work based assessment (WBA), including appropriate feedback. This does not apply to multi-source feedback (MSF) where those contributing to the feedback will be from a wider pool. Feedback from patients will form part of assessment of competence.
1.16 The Assessment Programme
Within the context of the overall Assessment Strategy for MSC (see NSHC) website (http://www.nshcs.org.uk) the detailed assessment programme for Clinical Scientists in HSST is currently being agreed. It will set out an integrated set of assessments across the HSST programme to measure attainment of curriculum outcomes. The purpose of the assessment programme is to:
provide evidence of the capability and potential of each Clinical Scientist in HSST through both academic and work place assessments of applied knowledge, skills, experience and professionalism relevant to practice; enable each Clinical Scientist in HSST to demonstrate readiness to progress through the training programme and generate feedback to inform progress and learning needs; help to identify the Clinical Scientists in HSST who may be in difficulty and who may need additional support; provide evidence to inform an annual review of progress and the final award of the CCHST;
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assure the public that the Clinical Scientist in HSST is ready for independent professional practice as a Consultant Clinical Scientist.
Approach and Methods of Assessment
Assessment of the totality of HSST will include an overall blend of academic (through the doctoral level programme provided by the HEI) and work based assessments, which together provide evidence of the progression of the Clinical Scientist in HSST through to completion of training. Assessment will be aligned to the learning outcomes of the curriculum and the Clinical Scientist’s educational supervisor will monitor satisfactory completion of all assessments. The outcome of assessment will also contribute to an annual review process overseen by the NSHCS and will be one of the criteria upon which eligibility to progress will be judged (along with satisfactory progress in the doctoral award/programme), along with satisfactory achievement of doctoral level outcomes.
Work Based Academic Competence Review Case Based Discussions Doctoral level Educational Supervisor’s Directly Observed Practical programme, including report, based on the Skills Research Project work based and Observed Clinical Events academic assessment Multi-source feedback outcomes and the views Educational Appraisal from others involved in Patient Feedback the Clinical Scientist in HSST’s training Annual review Formative Summative Summative
Work based Assessment
The work based assessment programme will use a range of validated, fair, reliable assessments methods likely to comprise those listed in the table above. Clinical Scientists in HSST will be expected to undertake satisfactory work based assessment throughout the entire duration of their training. These will comprise, for example:
Case-based discussions (CBD) Directly observed practical skills (DOPS) Multi-source feedback (MSF) Observed Clinical Events (OCE)
Assessment Purpose Setting Assessed by Method CBD Discussion of Face to face meeting Educational supervisor management of a between a trained case with critical assessor and Clinical reflection Scientist in HSST
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DOPS Observation of the Work Base Senior Health performance of a Professional practical procedure MSF Review by a range of Anonymous Colleagues in different relevant colleagues constructive feedback grades and roles and and patients (if may include patients appropriate) where and as appropriate
OCE Observation of a In clinical setting Senior Health Clinical Encounter Professional The provision of evidence to support the achievement of competence and observation/review of skills will be on going throughout the HSST programme and will be set out in the e-learning portfolio maintained by the Clinical Scientist (see below).
The On-line Learning and Assessment Tool (OLAT)
It is intended that the data arising from the assessment of work based learning and the evidence to support achievement of learning outcomes and competences will be collected and managed on an On-line Learning and Assessment Tool (OLAT). The NSHCS will oversee the on-going use and implementation of this OLAT for recording work based assessments, progression, review of competency and the proposed e- learning portfolio for HSST.
E-learning Portfolio
Every Clinical Scientist in HSST will need to develop and maintain an electronic learning portfolio (e-portfolio), the framework for which will be available through the OLAT. It will enable the Clinical Scientist in HSST to document and provide evidence of their progress through the training programme, including e.g. work based assessments, supervisors’ reports, projects, participation in journal clubs, contributions to national and international events etc. It will also include an important critical reflective component to allow iteration between the Clinical Scientist in HSST and their educational supervisor about their learning and progress.
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SECTION 2: HSST IN AUDIOLOGICAL SCIENCE
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2.1 Details of the Curriculum in Audiological Science
HSST training will begin with a formal introduction to scientific and clinical aspects of Audiology, including health and safety. There will also be an introduction to the leadership, management and organisational structures within which this specialist service works. It will be important for clinical scientists in HSST to understand at an early stage, the scientific, clinical and multi-professional environments in which the specialism of Audiology operates, and the importance of this to patient care and the organisation. Following an induction period, clinical scientists in HSST will begin to gain experience in specialism specific aspects of the curriculum, both scientific and clinical, as befits an independent adult learner. The emphasis will be on acquiring additional specialty skills (“spiralling up” from the learning/practice undertaken in the relevant Scientist Training Programme [STP]) in a routine diagnostic and clinical setting. In Audiological Science they will also be expected to register for the doctoral level award.
Towards the latter part of the programme clinical scientists in HSST will apply their sound theoretical, scientific, practical and clinical knowledge of Audiology and have the opportunity to gain, under indirect supervision, clinical and scientific experience in either adult or paediatric audiology, enabling them to acquire increasing confidence and self-sufficiency in the expert practice of Audiology. Clinical scientists in HSST will be expected to critically apply their knowledge and master a range of skills demonstrating new insights into routine and novel situations. Critical reflection will be crucial to the personal development of each clinical scientist in HSST who will be expected to demonstrate high standards of professional practice. The ability to identify and lead research and innovation from inception to implementation and to demonstrate the influencing and management skills of a clinical leader will also be required.
The diagram overleaf summarises the training programme for audiological science.
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2.2 Stage 1 Scientific and Clinical Practice
Following an induction period, the clinical scientist in HSST will commence on a work place and academic training programme that will enable them to achieve the required learning outcomes for completion of the audiology curriculum. To complete stage 1 of the curriculum, which is normally 24 months of whole-time equivalent training, the clinical scientist in HSST must demonstrate a comprehensive understanding of the complex principles underpinning the practice of audiology. By the end of this stage of training, the clinical scientist in HSST will have an excellent and broad based knowledge of the principles and practices underpinning Audiological Science and will be able to demonstrate critical evaluation of these. In addition they will exhibit the requisite technical and clinical scientific skills at this high level of practice within the context of exemplary professional behaviours. They should be able to deal with most of the day-to-day issues in audiology to an adequate level under indirect supervision, but will still require consultant input with regard to some of the more complex management diagnostic, scientific and clinical issues. Clinical scientists in the Audiological Science HSST programme will undertake all of the core modules in Stage 1 as shown in the table below.
In summary, in order to satisfactorily complete stage 1 of the curriculum, the clinical scientist in HSST must have:
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satisfactorily completed a minimum training period of 24 months (whole-time equivalent); achieved the required level of competence in the requisite number of specialty work based assessments and in their academic programme obtained a satisfactory outcome in the Annual Review Process; provided evidence of satisfactory progress towards achievement of the learning outcomes of the doctoral level programme.
2.3 Stage 2 Expert Scientific and Clinical Practice (in either Adult or Paediatric Audiology)
Stage 2 of training takes place between years 3-5 of whole-time equivalent training. The curriculum is designed so that during stage 2 of training clinical Scientists in HSST will follow either an adult or paediatric audiology curriculum, depending on the audiology department in which they undertake training, alongside the generic vertical themes within the curriculum.
During Stage 2 of training, the clinical Scientist in HSST will continue to broaden and deepen their experience and understanding of either adult or paediatric audiology. Training during this latter phase of the curriculum enables the clinical Scientist to prepare for undertaking independent practice in a Consultant Clinical Scientist post in Audiology. By the completion of stage 2 the clinical Scientist will have an in-depth knowledge and understanding of the more complex principles and practice of the specialty. They will be competent to discuss and deal with the subject, having mastered the intricacies of audiological assessments, including their clinical interpretation. They will demonstrate a level of clinical and professional judgement commensurate with independent professional practice at consultant scientist level working in close liaison with medical colleagues and other healthcare professionals as appropriate. Until the end of this stage is achieved however, the Clinical Scientist must have access to advice from both senior audiological scientists and medical practitioners as required.
Clinical Scientists in adult audiology will need to undertake all of the adult expert modules shown in the table below. Similarly, for those Clinical Scientists pursuing the paediatric training route all paediatric expert modules must be completed.
The table below lists the Stage 1 and Stage 2 modules.
Stage 1: SCIENTIFIC AND CLINICAL PRACTICE 1(i) Advanced History Taking and Clinical Examination 1(ii) Adult Rehabilitative Audiology 1(iii) Amplification Technologies and Applications (non-implantable devices) 1(iv) Implantable Devices for Hearing Loss 1(v) Unilateral Hearing Loss 1(vi) Sudden Hearing Loss 1 (vii) Central Auditory Dysfunction and Auditory Processing Disorder 1(viii) Transition and Transfer of Young People and Adolescents 1(ix) Fluctuating deafness in children including otitis media with effusion 1(x) Congenital and Prelingual Deafness in Children
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1(xi) Therapeutics in Audiological Science Practice Stage 2A: ADULT EXPERT PRACTICE 2a(i) Chronic Imbalance 2a(ii) Recurrent Vertigo/Dysequilibrium 2a(iii) Assessment and Management of Acute Vertigo 2a(iv) Learning Disabled Adults 2a(v) Hearing problems in the elderly 2a(vi) Congenitally Deaf Adults 2a(vii) Hearing Problems in Younger Adults 2a(viii) Tinnitus, Dysacusis and Hyperacusis Stage 2B: PAEDIATRIC EXPERT PRACTICE 2b(i) Dizziness in Children 2b (ii) Imbalance in children 2b(iii) Tinnitus, Dysacusis and Hyperacusis in Children 2b(iv) Auditory Processing Disorders (APD) in Children 2b(v) Hearing Loss in Children with complex medical or developmental problems 2b(vi) Non-organic hearing difficulties 2b( vii) Progressive, sudden or late onset deafness 2b(viii) Auditory Neuropathy Spectrum Disorder (ANSD) Stage 2C: VERTICAL STRAND: GENERIC HEALTHCARE SCIENCE 2c(i) Multi-Disciplinary Team Working 2c(ii) Innovation in Healthcare Science 2c(iii) Clinical Bioinformatics, Genomics and Personalised Medicine 2c(iv) Doctoral Level Research 2c(v) Teaching, Learning and Assessment 2c(vi) Patient and Public Involvement, Engagement and Partnership in Healthcare and Healthcare Science 2c(vii) Science Communication VERTICAL STRAND: GOOD CLINICAL PRACTICE Domain 1: Professional Practice Domain 2: Scientific Practice Domain 3: Clinical Practice Domain 4: Research, Development and Innovation Domain 5: Clinical Leadership
2.4 Integration of the Academic Doctoral Programme with the HSST Curriculum
The diagram below demonstrates the relationship between the HSST curriculum in Audiological Science and the professional doctorate programme. (diagram to be inserted).
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2.5 Requirements for Progression and Completion
In order to complete all required elements of the HSST programme in Audiological Science and to assure the public that the Clinical Scientist is ready for unsupervised and independent professional practice they must have:
satisfactorily completed a total of at least 60 months of training (whole-time equivalent); satisfactorily completed all areas of the curriculum for Audiological Science; achieved the required level of competence in the work based assessment programme; obtained satisfactory outcomes in the Annual Review Process to indicate that all learning objectives (knowledge, skills and competences, attitudes and behaviours) appropriate to the stage (or end) of training have been achieved; provided the required evidence for the final award of the CCHST; provided evidence of achievement of the learning outcomes of the doctoral level programme.
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SECTION 3: GENERIC GOOD SCIENTIFIC PRACTICE SYLLABUS
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GOOD SCIENTIFIC PRACTICE SYLLABUS: A COMMON COMPONENT OF ALL HIGHER SPECIALIST SCIENTIST TRAINING (HSST) CURRICULA
This syllabus must be followed throughout the whole training period, with engagement at the appropriate level, depending on the stage of training.
The syllabus is divided into five domains. These align with the five domains of Good Scientific Practice:
Domain 1: Professional Practice Domain 2: Scientific Practice Domain 3: Clinical Practice Domain 4: Research, Development and Innovation Domain 5: Clinical Leadership
Each domain contains an overall Learning Objective, which is described by a number of Competence statements. These are presented as:
knowledge to be acquired and applied; practical skills to be demonstrated; attitudes and behaviours to be consistently displayed.
Each Competence statement is supported by indicative content. Cross-referencing of the syllabus to the Good Scientific Practice standards is included.
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Modernising Scientific Careers: Higher Specialist Scientist Training: Good Scientific Practice Syllabus
Domain 1: Professional Practice
Topic Professional Practice GSP reference Learning By the end of the training programme Clinical Scientists in HSST will be able to exercise personal responsibility and Objective work largely autonomously, taking the initiative in complex and unpredictable situations and performing a range of clinical/practical skills consistent with the roles and responsibilities of a Consultant Clinical Scientist. Knowledge By the end of the training period Clinical Scientists in HSST will be able to:
1. Justify the importance of placing the patient at the centre of care and considering services from a 1.1.1 user’s point of view. 1.1.9 Compare and contrast models of promoting patient-centred care and how to ensure that the 1.1.10 wishes, beliefs, concerns, expectations and needs of patients are respected. 1.2.1 Critique studies that demonstrate the benefits of patients sharing in decision making on their health. Defend the rights of patients and carers to treatment without discrimination, which includes age, gender, illness, disability, health inequality, cultural and social inequality, diversity. Critique the evidence base, principles and practice of patient-centred interviewing and examination, including the patient perspective. Explain and justify why it is important to develop and maintain appropriate patient–professional relationships, and evaluate a range of situations that have had a positive and negative impact on those relationships. Explain and justify why it is important to have a holistic approach to the patient, recognising that there may be social as well as medical aspects to their management. Summarise local guidelines for responding to complaints from patients and/or carers and evaluate the impact of these systems in promoting patient-centred care.
Recognise the importance of gathering and responding to patient-derived data.
Summarise local guidelines for responding to unacceptable behaviour by patients, carers or
relatives, including harassment, bullying, or violence, and identify the strengths and weaknesses
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Topic Professional Practice GSP reference of these guidelines. Defend the importance of public engagement in science and its role in health and society.
2. Critically evaluate the important to keeping professional knowledge and skills up to date and work within the limits of personal competence. Create, interpret and construct new knowledge of scientific, clinical and professional developments in an area of practice. Justify the rationale for engaging in continuing professional development and critical reflective practice, and evaluate a range of methods for recording, learning, and developing and evaluating action plans. 1.1.3 Critique the evidence base underpinning continuing professional development with respect to the 1.1.4 Consultant Clinical Scientist, the clinical service and the patient. 1.1.5 Recognise the limits of their own competence and scope of practice in order to make informed 1.1.7 and reasonable decisions. 1.2.5 Recognise the limits of competence and scope of practice for those for whom you are responsible 3.1.5 and evaluate methods for managing difficult and sometimes unpredictable situations. 3.1.17 Critique methods for evaluating audit and review information on performance of self and those for whom you are responsible.
3. Critique the ethical, legal and governance requirements arising from working at the level of Consultant Clinical Scientist across a range of complex situations.
Evaluate the principles, guidance and law with respect to medical ethics, patient confidentiality,
informed consent, equality and diversity, child protection, use of chaperones.
Justify the role of the Consultant Clinical Scientist in the definition and monitoring of compliance of
standards of practice that are ethical and legal, often involving complex issues.
Defend the purpose of clinical governance and the requirements of employing organisation. Evaluate the role of clinical audit in demonstrating compliance with local governance requirements. 1.1.3 Evaluate the effectiveness of the Standards of Proficiency and Standards of Conduct, 1.2.5
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Topic Professional Practice GSP reference Performance and Ethics of the Health and Care Professions Council. 3.1.1 3.1.2 4. Summarise and critique the evidence to support the high levels of probity required when working at 3.1.3 the level of Consultant Clinical Scientist as a clinical leader. 3.1.17 Evaluate the importance of verifying information in reports and documents, including research. Analyse and justify the Health and Care Professions Council Standards of Conduct Performance and Ethics. Appraise approaches to procedures for identifying and reporting critical incidents. Appraise approaches to procedures for receiving and responding to complaints. Summarise the procedures to follow if cautioned, charged with a criminal offence, suspended, or have restrictions placed on personal scientific, clinical or professional practice.
5. Appreciate the importance of personal health and wellbeing in order to ensure that personal performance and judgement is not affected by their own health. Responsibilities to the public and how these may be compromised by poor health. Effects of stress on professional performance. 1.2.3 Role and availability of occupational health and other support services. 1.2.4
1.2.5 6. Analyse NHS organisation, policy and practice as it affects the provision of healthcare, healthcare
science and the patients and populations it serves.
Justify the contribution the NHS makes to assure the health of the nation.
Critically evaluate the current structure of the NHS in the relevant jurisdiction of the UK and compare and contrast to alternative models of health delivery in Europe or internationally. Evaluate current national and local policy issues as they affect the service provided by Clinical Scientists and the healthcare science workforce. Justify the role of population screening, shared care and self-care in diagnosing and managing disease from the perspective of the patient and the healthcare provider. Identify and explain the finance issues facing providers of healthcare at national and local level in general, especially budgetary management and commissioning and the effect on healthcare
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Topic Professional Practice GSP reference provision. Evaluate the effectiveness of the role of central government health regulatory and quality 1.1.8 improvement agencies across the devolved NHS. 1.1.9 Explain and analyse the roles and relationships of Health Education England (and equivalents 1.2.2 elsewhere in the UK), Modernising Scientific Careers, Academy for Healthcare Science, National School of Healthcare Science, Council of Healthcare Science in Higher Education, Medical Royal Colleges, specialist societies, postgraduate deans and deaneries and patient organisations in the provision of healthcare science. Summarise the management structure and key contacts of the employing organisation (including 1.1.3 chief executive, medical directors, clinical directors) and evaluate the structure with respect to 3.1.3 providing high-quality patient care. Summarise the management structure of and key contacts with relevant major service users and providers and the contribution to the provision of high-quality patient care.
7. Discuss theories of teaching and learning to underpin the role of the healthcare scientists in 1.4.1 education as a teacher or trainer, according to the best contemporary clinical and educational 1.4.2 standards. Critically review the evidence base and apply knowledge of teaching, learning and assessment within the clinical and scientific work base to design, deliver and evaluate education and training programmes that meet the best clinical and educational standards. Practical By the end of the training period Clinical Scientists in HSST would be expected to apply in practice a skills range of clinical skills and critically reflect on their performance and will be able to:
1. Critically apply their understanding of professional practice with conduct that places the patient at the 1.1.2 centre of care in a manner that promotes patient wellbeing and self-care through: 1.1.10 Developing and maintaining appropriate patient–professional relationships in practice. 1.1.11 Working with patients and carers in a respectful and non-discriminatory manner. 3.1.10 Taking a clinical history and using the information as part of the clinical decision-making process. 3.1.11 Performing a range of clinical examination skills relevant to healthcare science practice. In the context of patient-centred care, giving and receiving feedback sensitively to or from a peer Page | 33 HSST_Audiological_Science_VERSION_280314
Topic Professional Practice GSP reference or colleague using an appropriate feedback model.
2. Critically apply their understanding of the role and importance of continuing professional development 1.1.4 to ensure that professional knowledge and skills are being kept up to date through: 1.1.5 Maintaining personal records of continuing professional development, providing evidence of 3.1.5 critical reflection, including action planning, with respect to clinical practice and professional development in a form suitable for audit by a professional body or regulator, and demonstrate continuing fitness to practise. Recording critical reflective notes justifying how participation in continuing professional development has contributed to learning and led to improvements in personal and service performance. Monitoring their own performance by evaluating the outcome of audit and feedback from a range of sources. 1.1.11 Encouraging a culture in which innovation and developments are identified, discussed, evaluated 3.1.1 and potentially introduced to improve service delivery. 3.1.2 Encouraging staff and colleagues to recognise learning opportunities in the workplace and where 3.1.17 necessary supporting them to obtain and use study leave to participate and contribute to additional learning experiences, including skills training courses and conferences.
3. Respond to the ethical, legal and governance requirements arising from working at the level of Consultant Clinical Scientist, critically applying accrued knowledge and evidence by: Recognising the factors influencing ethical decision making, including religion, personal and moral beliefs, cultural practices, making informed decisions and supporting colleagues. Justifying the use and sharing of information in accordance with the regulations, encouraging such behaviour in other members of the healthcare team and taking action where breaches of the guidelines may have occurred.
Justifying the use and promotion of strategies to ensure confidentiality is maintained, e.g. removal
of patient names where appropriate, reviewing and analysing published literature, and considering
the impact of such measures on the clinical service.
Recognising the problems posed by disclosure in the public interest, without consent of the
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Topic Professional Practice GSP reference patient. Ensuring patients, relatives and carers are aware of the need for information distribution within members of the immediate healthcare team. Using appropriate methods of ethical reasoning to justify a decision where complex and conflicting issues are involved. Perform and evaluate clinical audit to assess compliance with local governance requirements. Take remedial action as required. 1.1.8 1.2.2 4. At all times act in a manner that demonstrates probity in all aspects of professional practice by: 1.2.3 Working in accordance with Good Scientific Practice with conduct that at all times justifies the 1.2.4 trust of patients and colleagues and that maintains public trust in healthcare science. 1.2.5 Writing honest and accurate reports and signing documents appropriately. 5.1.3 Applying honesty and accuracy about personal qualifications, experience and position in the scientific community. Acting honestly with respect to written and verbal information provided to any formal or legal enquiry, including recognition of the limits of scientific knowledge and experience.
Creating and justifying open and non-discriminatory professional working relationships with
colleagues and using critical reflection to review personal behaviour and response to challenging
issues.
Responding in an open, constructive and timely manner to critical incidents or complaints about
their own or team performance influencing the response, and using critical reflection to review
personal behaviour and response to challenging issues.
Taking appropriate action if they suspect they or a colleague may not be fit to practise, putting patient safety at the forefront of practice. Practising within the Health and Care Professions Council Standards of Conduct, Performance and Ethics.
5. Make appropriate judgements to ensure they limit their work or stop practising if performance or judgement is affected by their health by:
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Topic Professional Practice GSP reference Recognising when personal health takes priority over work pressures, seeking appropriate advice 1.1.8 and support, and taking appropriate action. 1.1.11 Developing and maintaining appropriate coping mechanisms for a range of potential issues, including stress, seeking help if appropriate and evaluating the impact of an intervention.
6. Demonstrate professional practice that is consistent with relevant current NHS policy and practice by: Identifying and evaluating existing and new NHS policy and advice relevant to the area of practice, the implications of these for personal and team practice, and the impact on patients. Using a range of communication skills to lead and contribute to discussions and gain agreement 1.1.4 in a range of situations, including within the multidisciplinary team, and steps that need to be 1.3.1 taken to align service delivery with the most recent NHS policy and advice. 2.1.1 Sharing information and advice with peers in order to encourage a consistent approach to the 2.1.6 implementation of NHS policy and advice. Evaluating, documenting and justifying any local decisions that are taken that mean that it is not possible to align service delivery with NHS policy and advice.
7. Contribute to the education and training of colleagues planning, delivering and evaluating teaching on the basis of student and peer feedback and active self-reflection. 1.4.1 Use a range of teaching methods, including lecture based, small group teaching and practical skills teaching, appropriate to the learners. 1.4.2 Plan, deliver and evaluate a range of assessments appropriate to learning outcomes in the three domains of learning. Attitudes By the end of the training period Clinical Scientists in HSST would be expected to demonstrate the and attitudes and behaviours necessary for the role of a Consultant Clinical Scientist and will be able to: 1.1.9 behaviours 1.1.10 1. Apply evidence-based personal and team professional practice that places the patient at the centre of 1.1.11 care. Act in accordance with the principles and practice of patient-centred care, regularly reflecting on personal practice and revising judgments and changing behaviour in the light of new evidence. Critically assess and evaluate personal and team-related performance in the context of evidence-
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Topic Professional Practice GSP reference based patient care, identify areas of good practice and make improvements where necessary. Seek feedback from patients on their own and the team’s performance and adapt practice accordingly.
2. Apply knowledge, experience and deep reflection to identify personal development needs using a 1.1.4 range of tools, and develop and update action plans to ensure support continuing professional 1.1.11 development. 1.3.1 Apply the skills of deep reflection to identify personal development needs to transform and 1.3.6 maintain up-to-date practice. Act as a self-motivated professional scientist being willing to learn from self and others responding positively to constructive and meaningful feedback. Create a culture that values continuing professional development to enable staff under supervision and supports them in recognising their strengths and identifying areas for improvement.
3. Display a professional commitment to ethical practice, consistently operating within national and local ethical, legal and governance requirements. 1.1.11 Accept professional ethical standards and encourage informed debate and critical reflection within 1.2.1 healthcare teams. Seek advice in the event of ethical dilemmas in areas including disclosure and confidentiality. Respect requests from patients that information should not be shared, unless this puts the patient or others at risk of harm.
Share information about patient care with the patient unless they have expressed a wish not to
receive such information.
4. Apply the principles of Good Scientific Practice and the professional standards, performing to the
highest standards of personal behaviour in all aspects of professional practice.
Recognise the importance of leading by example in setting high standards of personal behaviour, 1.1.3 and in acting with openness, fairness and integrity, listening to the views of others. 1.1.8 Accept the requirements for professional regulation. Page | 37 HSST_Audiological_Science_VERSION_280314
Topic Professional Practice GSP reference Promote professional attitudes and values at all times. 1.1.9 Recognise the need to be truthful and to admit and learn from errors. 1.1.11 Accept the requirement to inform the statutory regulator if cautioned, charged with a criminal 1.2.2 offence, suspended, or have restrictions placed on personal scientific, clinical, or professional practice.
5. Consistently operate in accordance with relevant current NHS policy and practice. Recognise the need to identify and assess the implications of NHS policy and advice for service organisation and delivery of high-quality services. Consult with peers and service users as part of obtaining agreement to align services with NHS 1.1.3 policy and advice. 1.3.1
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Domain 2: Scientific Practice
Topic Scientific Practice GSP Reference Learning By the end of this stage of training Clinical Scientists in HSST will be able to assess, plan, deliver and evaluate high- Objective quality scientific services in a safe and secure working environment. Knowledge By the end of the training period Clinical Scientists in HSST will be able to:
1. Analyse the strengths and weaknesses of current and new scientific investigations and methods 2.1.1 used in the diagnosis, monitoring and treatment of clinical disorders relevant to area of practice. 2.1.3 Evaluate the scientific basis of investigations and procedures. Discuss the impact of genomics and personalised medicine on health and healthcare science. Discuss the impact of clinical bioinformatics on health and healthcare science. Critique the application of scientific investigations and procedures in protocols and patient pathways. Summarise the strengths and weaknesses of current service provision, in terms of both performance characteristics and clinical application. Compare alternative approaches and/or improvements to investigations and procedures. Use scientific principles and reasoning to assess, plan and design new or improved investigations or procedures.
Analyse the role of peer opinion in refining ideas and plans.
Evaluate new and emerging technologies and their potential to improve healthcare and
healthcare science.
2. Critique the application of evidence-based practice to the optimisation of scientific investigations and
methods.
Summarise and critically review the scientific literature in the area of expertise. Evaluate the principles and practice of evidence-based medicine relevant to the area of practice. 1.1.5 Appraise approaches to meta-analyses, systematic reviews, clinical trials, cohort studies and 2.1.1 related approaches used in this field. Critique methods for searching, identifying, ranking and evaluating scientific evidence.
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Topic Scientific Practice GSP Reference Justify the rationale for the use of methods to evaluate and optimise the performance of scientific investigations. Defend methods for comparing performance of two or more scientific investigations or procedures. Appraise relevant statistical measures applied to research publications.
3. Evaluate and apply information and communication technology to facilitate service delivery and development in relevant areas of healthcare science. Justify the application of information and communication technology in the area of practice. Evaluate the impact and development of bioinformatics on the practice of healthcare and healthcare science. Discuss the requirement for data confidentiality, security and protection. Evaluate the function and operation of the Hospital Information System. 2.2.9
Evaluate and justify the function and operation of linked information systems (e.g. Laboratory
Information System) and middleware linking equipment to information systems.
Identify the benefits and barriers with respect to personal computer hardware and software.
Appraise the appropriate use of electronic mail and social networking technology in the context of professional role. Summarise how electronic literature searching (e.g. PubMed) and storage can be used within the clinical environment. Access and judge specialist websites and databases relevant to their professional role. Appraise the range of statistical packages relevant to area of expertise, including bioinformatics where appropriate.
4. Justify the principles and practice of quality control, external quality assessment and quality management as applied to relevant areas of healthcare science. Evaluate the purpose and operational requirements of internal quality control and external quality assessment and defend the systems currently in place. Defend the principles and practice of quality management and, where appropriate, service
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Topic Scientific Practice GSP Reference accreditation. Critique the required quality standards and monitoring of performance against those standards, and the contribution standards make to the provision of a high-quality service.
5. Justify the role of audit and the audit cycle and explain how it is used as a tool to facilitate 2.3.1 continuous quality improvement. 2.3.2 Evaluate the principles and practice of scientific and technical audit, including examples of audit improving practice. Identify aspects of service delivery that should be subjected to regular scientific or technical audit and justify the selection. Appraise audit reports, including recommendations for improvement and the impact on the service when implemented. Critically review examples of relevant scientific and technical audits performed locally or elsewhere, and the impact on service delivery. 2.2.2 6. Summarise and interpret health and safety legislation and guidance for the workplace. 2.3.4 Defend the importance of health and safety within the workplace with respect to employees, 3.1.17 employers, patients and the public. Appraise current legislation and guidelines relating to health and safety in the workplace, including, as appropriate to role: biological specimen handling; COSHH; RIDDOR; radioactivity; fire safety; electrical safety; moving and handling; display screen equipment.
Justify local health and safety guidance.
Justify the principles and practice of infection control, including the impact of reducing infection
rates on patients.
Critically review procedures involved in risk assessment and risk management and the impact on quality and safety. 2.2.6 Summarise the policy and procedures associated with critical incident reporting and the impact 2.2.7 on service improvement and the culture of the organisation. 2.2.8 Practical By the end of the training period Clinical Scientists in HSST would be expected to apply in practice a
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Topic Scientific Practice GSP Reference skills range of clinical skills and critically reflect on their performance and will be able to:
1. Develop and evaluate investigative strategies/procedures/processes that take account of relevant 2.1.1 clinical and scientific evidence and other sources of information. 2.1.3 Critically appraise the scientific credentials and validity of existing investigations and procedures. 2.2.2 Critically appraise the way in which scientific investigations and procedures are used in strategies and protocols for the diagnosis, monitoring and treatment of defined clinical disorders. Work in partnership with peers and service users to apply scientific principles and reasoning to plan, develop and assess the scientific validity and clinical effectiveness of new or improved investigations, procedures, strategies, or protocols.
2. Critique the selection and application in practice of scientific investigations in defined clinical situations using quantitative and/or qualitative methods. Reflect on proficiency in the performance of routine and non-routine scientific and technical 2.1.2 procedures used in defined clinical areas of service and develop action plans to improve 2.1.3 performance. 2.1.4 Compare their own proficiency with experts in the technical validation of data derived from 2.2.1 scientific and technical procedures. 2.2.3 Justify the selection and application of scientific and technical procedures to comply with clinical 2.2.4 requests and evaluate the efficacy of this on their own practice. 2.2.5 Apply the principles and practice of evidence-based medicine to critically appraise the effectiveness of scientific and technical investigations and procedures.
Use and evaluate statistical measures such as likelihood ratio, AUC-ROC, number needed to
treat/harm.
3. Master the use of information and communication technology in relevant areas of healthcare
science. 2.2.9 Use information and communication technology for all applications in the area of practice.
Justify the rationale and conform to requirements for data confidentiality, protection and security.
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Topic Scientific Practice GSP Reference Use and apply the Hospital Information System, appropriate linked information systems, middleware and instrumentation hardware and software. Master the use of personal computers and relevant programmes, including word processing, databases, PowerPoint, internet and email, electronic literature searching and storage. Use relevant statistical packages for data handling, including methods for assessing clinical effectiveness and, where appropriate, basic bioinformatics and interpret the results/outcomes.
4. Set, apply and maintain quality standards and related quality control, assessment and management techniques to assure the validity of scientific and technical investigations, adapting and developing systems as required. Critically appraise relevant internal quality control and external quality assessment data and draw conclusions about quality performance. Present and actively participate in meetings that review quality performance criteria, justifying and defending solutions for improvement, and adapting and implementing corrective action as 2.1.6 required. 2.3.1 Contribute to quality management, justifying the definition of standards and monitoring of 2.3.2 performance against those standards, and adapting and developing systems as required. 2.3.3 Prepare and review regular quality management reports, including, where appropriate, linkage with service accreditation, adapting and developing systems as required.
5. Perform scientific and technical audit to determine that investigations and methods are fit for purpose, justifying and monitoring the impact of recommendations.
Perform scientific and technical audit of the performance and effectiveness of scientific
investigations and service delivery in accordance with local guidelines.
Identify, critically review and communicate the outcomes of scientific and technical audits
performed by others in relevant areas of scientific investigation and service delivery, making
recommendations for changes and monitoring the impact of those recommendations.
Devise, develop, perform and evaluate scientific and technical audits in their own area of expertise, reporting the outcomes, including learning, modifications and the impact on service 2.2.2 delivery resulting from the audit. Page | 43 HSST_Audiological_Science_VERSION_280314
Topic Scientific Practice GSP Reference 2.3.4 6. Promote the importance of health and safety standards in the workplace and identify and justify 3.1.17 actions that will improve health and safety and reduce the risk of infection. Perform workplace role complying with current legislation and guidelines relating to health and safety in the workplace. Adhere to local health and safety guidance. Perform workplace role in accordance with the control of infection regulations. Perform risk assessment and risk management of health and safety in the workplace, make recommendations and monitor the impact of the recommendations. Comply with requirements for critical incident reporting, reflecting on and learning from the occurrence and outcome of critical incidents, adapting practice as necessary. Investigate and respond to reported health and safety incidents in the workplace. 2.2.6 2.2.7 2.2.8 Attitudes By the end of the training period Clinical Scientists in HSST would be expected to demonstrate the and attitudes and behaviours necessary for the role of a Consultant Clinical Scientist and will be able to: behaviours 1. Evaluate current debates in the field and critically appraise scientific developments in the area of expertise. 1.1.5 Appreciate and utilise a range of approaches to identify, critically review and learn from new and 2.1.6 emerging scientific literature in the area of expertise. 3.1.5 Make appropriate judgements in order to search and archive scientific literature. Engage in critical dialogue on the latest scientific developments (e.g. journal clubs). Development of planning and critical appraisal skills in self and clinical team through peer review, shared exercises and case review.
2. Apply evidence-based scientific practice as a means of improving patient investigation and care, where necessary revising judgements and changing behaviour in light of new evidence. Critically evaluate the application of the principles of evidence-based medicine across areas of 1.1.5 expertise. 2.1.5
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Topic Scientific Practice GSP Reference Apply rigorous scientific critiques to the evaluation of data related to clinical practice in the 2.1.6 support of clinical decision making and patient management.
3. Evaluate and use information and communication technology to improve service quality and delivery. Use new information and communication technology, changing practice and behaviour as appropriate. Justify the need to balance data confidentiality, security and protection, and the sharing of data 2.2.9 with relevant stakeholders, including patients, to ensure high-quality patient-centred care.
4. Listen, influence and lead continuous quality improvement in scientific services. Justify the importance of continuous quality improvement using the available evidence base. Influence, lead and support staff in the department/organisation to create a culture that recognises the importance of quality and quality improvement in the delivery of scientific services. Justify the importance of quality control and quality assessment of all investigations and services 2.3.2 influencing and shaping the views of others. 2.3.3 Create opportunities for staff to receive training in quality management by justifying the impact of training on service delivery and personal development.
5. Appreciate and utilise audit as a tool to evaluate and optimise scientific services.
Defend scientific and technical audit as a valid tool to improve scientific investigation and service
delivery.
Identify training needs of self and others and develop training plans to enable audit to proceed.
Communicate outcomes of scientific and technical audits with peers, managers and other interested parties, persuading others to implement and/or adapt recommendations in their area of practice. 2.2.2 2.3.4 6. Establish and influence the culture of health and safety in the workplace. 3.1.17 Create a culture of health and safety awareness, identification and resolution of issues, and
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Topic Scientific Practice GSP Reference modification of systems to enhance health and safety. Review and report on health and safety issues, sharing good practice with individuals, the team and wider organisation. Identify, justify and create opportunities for staff to receive health and safety and first aid training, 2.2.6 and monitor the learning and impact of the training on the individual and service. 2.2.7 2.2.8
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Domain 3: Clinical Practice
Topic Clinical Practice GSP Reference Learning By the end of this stage of training Clinical Scientists in HSST will be able to assess, plan, deliver, interpret, report Objective and evaluate high-quality clinical services that are targeted to meet the needs of individual and groups of patients. Knowledge By the end of the training period Clinical Scientists in HSST will be able to:
1. Analyse the strengths and weaknesses of the procedures required to deliver high-quality clinical 3.1.1 practice in the investigation and management of patients. 3.1.2 Justify the requirement for patient consent for investigation, including patients who lack capacity, 3.1.3 and provide advice to others. 3.1.4 Summarise the requirement to maintain patient confidentiality and respect for patient’s privacy, 3.1.5 involving the patient appropriately, and the circumstances when disclosure is allowed. 3.1.6 Justify the rationale of clinical coding and the need for accuracy and use of medical terminology. 3.1.15 Analyse and justify the wider clinical consequences of clinical investigations performed and 3.2.1 clinical advice provided. 3.2.2 Relate understanding of setting clinical priorities and time management for patient investigation. Interpret emerging evidence and knowledge that adds to the clinical evidence base underpinning services provided in order to make informed judgements. Justify the requirements for accurate record keeping and data security.
Summarise the role of standard operating procedures, clinical protocols and clinical guidelines to
promote a safe, patient-centred environment and underpin high-quality scientific services.
Identify common sources of error, identification of risk and critical incident reporting, and analyse
how this information can be used to improve services and reduce incidents and risk.
Justify the importance of adopting a no blame culture for identification and investigation of error.
2. Relate understanding of the aetiology of relevant clinical disorders as a means of developing appropriate clinical investigations across the full range of patients accessing the clinical services of personal area of practice. Describe the detailed causation of clinical disorders in the area of expertise and apply knowledge
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Topic Clinical Practice GSP Reference when selecting investigative strategies. Analyse the strengths and weaknesses of existing clinical investigations and identify and critically appraise potential strategies to improve or develop new clinical investigations in the best 3.1.5 interests of patients. 3.1.6 3.1.7 3. Discuss and evaluate how the results of clinical investigations may be related to defined disorders and patient management strategies across the full range of patients accessing the clinical services of their personal area of practice. Summarise the use of normal limits and describe the levels of uncertainty in the outcome of clinical investigations. Analyse patterns of data and results obtained from clinical investigations linked to defined clinical disorders. 3.1.4 Evaluate and justify the use of statistics and predictive values in clinical practice, recognising 3.1.12 potential limitations. 3.1.13 Evaluate the effectiveness of relevant clinical guidelines and patient pathways, recognising 3.2.4 potential limitations and seeking alternatives.
4. Evaluate the role of the multidisciplinary clinical team in optimising clinical outcomes for individual and groups of patients. Discuss the role of the multidisciplinary clinical team and evaluate the effectiveness of the team. Summarise the range of multidisciplinary clinical teams supported by healthcare science and analyse the role of each team.
Justify the operational requirements for individual multidisciplinary clinical teams, evaluate the
clinical effectiveness of the team and suggest areas for improvement. 1.3.2
1.3.3 5. Discuss and evaluate the principles and practice of clinical audit as a tool to evaluate the 3.1.14 effectiveness of services provided. 3.1.16 Principles and practice of clinical audit.
Resources available in local organisation to support clinical audit.
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Topic Clinical Practice GSP Reference Examples of relevant clinical audits performed locally or elsewhere.
2.2.2 3.1.17 Practical By the end of the training period Clinical Scientists in HSST would be expected to apply in practice a skills range of clinical skills and critically reflect on their performance, and will be able to:
1. Apply in practice consistent high standards of clinical practice in the investigation and management 1.1.1 of patients and critically reflect on your performance. 1.1.11 Explain and justify the recommended clinical investigations, involving the patient wherever 3.1.1 possible. 3.1.2 Explain and justify the procedures for preparing samples for clinical investigation. 3.1.3 Master a range of clinical investigations relevant to the area of practice, complying with relevant 3.1.4 standard operating procedures, clinical protocols and clinical guidelines in accordance with best 3.1.5 practice. Produce and maintain clear, accurate and legible records in accordance with the regulations/guidelines governing patient consent, confidentiality and data security. Analyse the outcome of clinical investigation and give immediate feedback in accordance with agreed protocol.
2. Plan, develop, perform, evaluate, interpret and report a range of clinical investigations to assist with the diagnosis, monitoring and treatment of patients, making informed judgements as necessary. 3.1.6 Comply with quality standards in the performance of routine and non-routine clinical 3.1.7 investigations in the area of practice. 3.1.8 Identify and critique opportunities to develop and/or improve clinical investigations to improve 3.1.10 patient experience and/or to add certainty to the outcome following relevant governance 3.1.11 procedures, acting on advice and feedback from patients. 3.1.15 3.2.1 Plan, develop and critically evaluate modified or improved clinical investigations, producing valid
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Topic Clinical Practice GSP Reference comparative data with the existing procedure, involving the views of patients or service users. 3.2.2 Discuss outcomes, modifications, or improved clinical investigations with patients or service 3.2.3 users before agreeing on whether to implement a change in procedure in adhering to governance processes.
3. Provide advice on the clinical significance of the results of investigations, including, where appropriate, follow-up and further investigation, and reflect on the process and justify the advice given. 3.1.12 Interpret and report the outcomes of routine and non-routine clinical investigations in the context 3.1.13 of the clinical presentation of individual patients, justifying the conclusions. 3.1.14 Provide clear and accurate written and/or verbal clinical advice on the clinical significance of 3.2.3 investigations having regard to the importance and urgency for patients and the underpinning 3.2.4 evidence base. Discuss with relevant medical and other healthcare practitioners the follow-up, further investigation and/or appropriate treatment of individual patients based on the outcomes of clinical investigations and current best practice/evidence.
4. Actively participate in multidisciplinary clinical team meetings that review clinical outcomes for individual and groups of patients challenging decisions/recommendations when necessary. Use the evidence base to identify multidisciplinary clinical teams in area of expertise that would benefit from input from a senior healthcare scientist and make arrangements for participation to influence the judgements of the team. 1.3.1 Participate in a proactive manner to the conduct of multidisciplinary clinical teams, identifying 1.3.2 opportunities to prepare and present clinical material and by offering and defending expert 3.1.14 opinion and advice. 3.1.16 Contribute to the preparation and adoption of clinical protocols and clinical guidelines, and 3.2.4 analyse the impact on clinical practice.
5. Perform systematic clinical audit to critically evaluate the performance and suitability of investigations offered, share the outcome of each audit and, where appropriate, justify a modification
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Topic Clinical Practice GSP Reference to practice based on the audit findings. Initiate, perform and communicate the outcomes of clinical audits of the effectiveness of routine and non-routine clinical investigations, considering national and local audit priorities and in accordance with the governance regulations. 1.1.11 Identify, critically evaluate and communicate the outcomes of clinical audits performed by others 2.2.2 in relevant areas of clinical practice and justify a decision to adapt practice as appropriate. 3.1.17 In partnership with service users devise, develop, perform and critically evaluate clinical audits in their own area of expertise to identify areas of good practice and areas for improvement. Analyse and report the outcomes of clinical audits, including learning points and modifications introduced as a result of the clinical audit. Attitudes By the end of the training period Clinical Scientists in HSST would be expected to demonstrate the and attitudes and behaviours necessary for the role of a Consultant Clinical Scientist and will be able to: behaviours 1. Commit to and provide leadership in the provision of high standards of clinical practice, taking account of the political, social, technical, economic, organisational and professional environment, 3.1.1 and act as a positive role model. 3.1.2 Perform role to high standards of clinical practice applying knowledge and evidence, making 3.1.3 decisions and evaluating the impact of those decisions. 3.1.14 Monitor, evaluate and maintain clinical practice standards. Share data on clinical practice standards with service users and managers to encourage dialogue and debate.
2. Evaluate and use new research findings and new technology to plan, develop and deliver improved clinical investigations. 3.1.5 Analyse and use research findings and new technology in bringing about quality improvements in 3.1.6 clinical investigation. 3.1.9 Use and critically review a range of sources of information to keep up to date with clinical and scientific developments in the area of expertise. Share ideas on improvements to clinical investigations with peers and service users, setting out
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Topic Clinical Practice GSP Reference the context for change and evaluating the impact of any resulting change.
3. Engage in two-way clinical liaison between those who request and those who provide clinical investigations for individual patients, using the skills of team members effectively. 1.3.1 Lead and promote a culture of interaction with service users and patients. 3.1.4 Analyse, critically review, generate and revise clinical protocols and guidelines, and evaluate how 3.1.12 protocols and guidelines contribute to standards of clinical practice. 3.1.13 Train and empower colleagues to participate in two-way clinical liaison. 3.1.14 Initiate an audit of effectiveness of clinical liaison, identifying areas for improvement and 3.2.4 collaborating with colleagues to bring about change.
4. Promote the importance of active participation by Clinical Scientists in multidisciplinary clinical team meetings to advise and provide a scientific perspective. 1.3.2 Recognise the importance of the multidisciplinary clinical team and take responsibility for 3.1.16 ensuring appropriate and effective decision-making processes are in place. Support and contribute to the development of multidisciplinary clinical team working and work with the team to determine scientific service priorities.
5. Advocate clinical audit as a tool to evaluate and optimise clinical services and communicate ideas and aspirations. 1.1.11 Support the role of clinical audit as a valid tool to improve clinical effectiveness and patient care. 1.3.6 Commit to training of self and others to enable clinical audit to proceed. 2.2.2 Share the outcomes (both positive and negative) of clinical audits with service users and peers, 3.1.17 having regard for clinical governance consequences.
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Domain 4: Research, Development and Innovation
Topic Research, Development and Innovation GSP Reference Learning By the end of this stage of training Clinical Scientists in HSST will be able to generate ideas, assess, plan, conduct, Objective supervise, critically evaluate, interpret and report research and innovation projects, which includes original research, translational research and innovation, and the adoption and diffusion of the findings/output. Knowledge By the end of the training period Clinical Scientists in HSST will be able to: 1.1.5 1. Justify the stages of the research and innovation process from conceptualisation to dissemination 4.1.1 and, if appropriate, translation into practice. 4.1.2 Describe the stages of the innovation pathway (Invention, Evaluation, Adoption and Diffusion). Critically evaluate the literature/evidence base to identify the research question or create a new approach, technique, etc. Evaluate the clinical importance of any proposed research project and recognise its potential impact on patients and carers. Recognise the priorities and factors affecting research and innovation in the area of study, and the practical and financial criteria and constraints affecting research. Appraise healthcare research and innovation funding policy and strategy. Evaluate the organisation’s research, development and innovation policy and strategy, and how this aligns to national policy of the NHS, higher education sector, research councils and charities. Summarise the organisation’s policy with respect to research ethics and regulatory requirements from conception to archive, and justify how this protects the researcher, research subjects and the organisation. Summarise the sources of funding/grants and provision of expert advice on research funding, how to access them and when to use them. Identify and evaluate sources of information and expert advice.
2. Justify the rationale for research governance and ethical frameworks when undertaking research or innovation as a principal investigator or supervising others. 3.1.7 Describe the regulatory requirements, including the Research Governance Framework, Ethical 4.1.3 Framework and intellectual property that must be considered in the area of study. 4.1.4
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Topic Research, Development and Innovation GSP Reference Conform to the requirements of data protection and confidentiality guidelines. Identify and evaluate the possible risks associated with the research or innovation project appraising the options in terms of benefits and risks and judging how to manage these. Recognise the right of pressure groups and others who may oppose the research to present the justification for their views. Justify the benefits of using project management techniques and tools and how to apply them at strategic level. Describe the scope, objectives and implications of the specific research programme. Define the roles and responsibilities of those involved in the research programme and clearly set out the relevant lines of communication and authority for the research programme. Summarise the monitoring and reporting procedures relevant to the research or innovation project and the importance of these procedures as part of the quality assurance programme.
3. Critically appraise the results of a research and development project, draw conclusions in the correct clinical context and, where appropriate, use them to plan follow-up research and development.
Critically appraise the literature review and determine that the conclusions drawn from the
evidence supports the hypothesis to be tested.
Evaluate the research plan and its ability to confirm or refute the hypothesis, and address the
ethical issues and the extent to which patients/service users/experts have been involved in the 2.1.6 design of the study. 3.1.12 Evaluate criteria/metrics for assessing and grading research data and publications in the 3.1.13 scientific, NHS and HE sectors. 3.1.14 Summarise and apply the criteria for assessing diagnostic accuracy (e.g. Standards for Reporting 4.1.5 of Diagnostic Accuracy STARD). 4.1.6 Critique methods of capturing and storing data relevant to the research programme, including the 4.1.7 ethical issues relating to access and use of information. Compare and contrast the range of formats and modes of presentation of data, and defend the methods selected. Apply relevant methods and techniques to analyse results, ensuring the integrity of the data.
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Topic Research, Development and Innovation GSP Reference Critically appraise the data analysis strategy, including power calculations, and apply relevant statistical methods seeking advice from experts when required. Defend personal role and responsibilities in respect of interpretation and analysis of research results and levels of authority in respect of interpretation and analysis of research results.
4. Appraise the ways in which research and development findings can be disseminated among the scientific community, including peers and other stakeholders in interested parties. Compare and contrast methods of presenting research (written and oral), and identify the strengths of each method with respect to the target audience. Identify and, if necessary, seek expert advice with respect to potential intellectual property issues that did not arise in the planning stage, and the implications for publishing. Summarise the requirements for publications submitted to scientific, education and similar journals, including the current conventions in respect of bibliography and referencing of information, and the implications of open-access publishing. 3.1.16 5. Appraise and justify the process of translating research findings into service in the interests of patient 4.1.9 care. 4.1.10 Identify the likely impact of research and innovation in service design, delivery and clinical effectiveness, including reverse innovation, i.e. stopping doing something that no longer adds value. With respect to pilot and field studies, identify possible risks, evaluate methods and techniques, and predict the expected outcomes, ensuring compliance with the relevant ethical codes and regulatory requirements. Identify and evaluate sources of expert advice.
Appraise their own role and responsibilities within the testing process and clearly define the levels
of authority and decision making within the testing process. 4.1.5 Describe methods of cost-benefit and cost-effectiveness analysis and how they can be applied to 4.1.10 aid decision making with respect to introducing research findings or innovation into service. Summarise the relevance of Research Governance Framework to translating research or adopting and diffusion of innovation into practice. Page | 55 HSST_Audiological_Science_VERSION_280314
Topic Research, Development and Innovation GSP Reference Practical By the end of the training period Clinical Scientists in HSST would be expected to apply in practice a skills range of clinical skills and critically reflect on their performance and will be able to:
1. Create the initial new idea, approach, technique and plan a research and development or innovation 1.1.4 project, critically evaluating the research proposal and drawing on expert advice where necessary 1.1.5 and involving patients and service users. 1.3.1 Search for and critically appraise relevant publications in the scientific literature relating ideas to 3.1.7 current thinking, knowledge and research. 4.1.1 Identify the potential for innovation in service design and delivery to enhance clinical 4.1.2 effectiveness. 4.1.3 Evaluate objectively and critically the feasibility and implications of investigation of the ideas and assessing the potential output, utility and impact of future study. Identify potential intellectual property (IP) associated with the ideas and the steps to be taken to register IP. Develop and maintain networks and identify potential collaborators and competition. Clearly define and prioritise the aims and objectives of the research. Specify the detailed components and proposed outputs of the research.
Identify methods, tools, techniques and approaches that are capable of achieving the required
outcomes.
Establish evaluation criteria and methods.
Identify criteria and issues affecting funding sources at a level of detail sufficient to aid decision making. 1.3.1 Access relevant expert advice regarding sources of funding. 4.1.3 Target appropriate sources of funding for research and innovation. 4.1.4 Incorporate compliance with relevant ethical and regulatory requirements. 4.1.5 Prepare and present the plan to all relevant people, in the appropriate format and by the 4.1.8 designated deadline.
2. Conduct and/or supervise a research and development or innovation project.
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Topic Research, Development and Innovation GSP Reference Manage relationships with stakeholders and those involved to maximise effectiveness of the research programme. Provide clear strategic direction and motivation to those involved in the research programme. Ensure that all members of the research team understand their role and responsibilities, including lines of communication and reporting, and that appropriate training is provided. Specify clearly the levels of authority and decision making within the research programme. Ensure availability of and access to technical and administrative support at the appropriate level of expertise. Conduct investigations in line with the research plan. Document investigations and results to comply with good research practice and good clinical practice.
Document and report fully any unexpected outcomes of incidents and modify investigation
accordingly.
Report any delays or problems experienced to all interested parties, giving a full explanation.
Pay proper attention to adverse events arising from investigations and take appropriate action to minimise risks. Provide clear and timely guidance to deal with contingencies and factors influencing progress of the research programme. Ensure compliance with the Research Governance Framework, including continuous review and quality assurance of the research and development programme, adherence to the data archive process and requirement to provide access to the data for regulatory inspections. 4.1.5 4.1.6 3. Critically appraise the results of a research and development project, draw conclusions in the correct 4.1.7 clinical context and, where appropriate, use them to plan follow-up research and development. 4.1.10 Select the type and range of data to be collected in line with the research plan, including primary and secondary sources. Ensure that records comply with relevant legal, ethical and organisational requirements. Ensure that records of research data are complete and accurate. Assess the research information collected for its validity and reliability.
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Topic Research, Development and Innovation GSP Reference Select techniques of analysis and evaluation that are valid, reliable and appropriate to the research design and purpose. Collate, record and analyse information accurately to produce justifiable results. Verify the analysis using accepted and valid techniques, including statistical tests. Assess the results of research against the original objectives. Assess the clinical significance and impact of the research. Investigate reasons where the research has failed to achieve its objectives and provide clear explanation. Draw conclusions drawn from results and explain the rationale for those conclusions.
4.1.9 4. Report and communicate research, development, or innovation to peers and other interested parties, 4.1.10 including patients and service users. Report and endeavour to publish all research, including negative findings. Define the key purpose and objectives of the research programme and match results to these objectives. Produce findings in a format appropriate to purpose, and in line with relevant legal, ethical and organisational requirements. Record accurately issues of copyright, declaration of interest and intellectual property rights. Present findings in a format, language and style suitable for the target audience. Include all relevant bibliographic references in line with current conventions. Make a clear distinction between the results and the interpretation placed upon them.
Support the presentation with sufficient information to clarify key points.
Support presentation conclusions with reasoned argument and sufficient evidence.
Make recommendations that are realistic, relevant and clearly defined.
Acknowledge collaborators, contributors and funding sources. Effectively respond to questions and critical comments. Observe time limitations for oral presentations and deadlines for written presentations. 4.1.5
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Topic Research, Development and Innovation GSP Reference 5. Translate research findings or innovation solutions into service and provide examples of where this 4.1.10 has been achieved Realign research findings or innovative approaches to create a service development or change plan. Assess the impact of research on innovation in service design and delivery. Complete pilot and field studies in line with the plan. Identify and report potential risks associated with the conduct of pilot and field studies. Maintain records of all pilot and field studies in accordance with the plan. Present documentation and provide verbal feedback as required by the plan. Document and report any unexpected outcomes or incidents. Report any delays or problems experienced to authorised personnel with the relevant degree of urgency. Report on cost-benefit analysis of implementation. Attitudes By the end of the training period Clinical Scientists in HSST would be expected to demonstrate the and attitudes and behaviours necessary for the role of a Consultant Clinical Scientist and will be able to: behaviours 1. Evaluate current debates and information and identify opportunities for research, development and innovation, identifying and solving problems. 4.1.1 Appreciate the impact of current clinical outcomes on patients and carers in their research area. 4.1.2 Accept the need to mitigate factors that limit current clinical outcomes and patient experience in their research area. Explore areas of clinical practice where significant improvements could contribute to better clinical outcomes and/or patient experience. Recognise the opportunities for innovation in service design and/or delivery. Use examples from the literature and their own experience where research, development and innovation have contributed to better clinical outcomes and/or patient experience.
2. Apply rigorous standards to the conduct of research, development and innovation. Adhere to and accept and work within current research ethics and research governance
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Topic Research, Development and Innovation GSP Reference requirements applicable within the organisation, raising concerns when necessary. Promote methods for defining and demonstrating compliance with relevant research ethics and 4.1.4 research governance requirements. Adhere to and accept methods for external assessment of compliance with research ethics and research governance requirements, and learn from the process. Critically reflect on and use examples of problems encountered by others when compliance with research ethics and research governance requirements was inadequate, and apply learning to all aspects of research, development and innovation.
3. Commit to and lead collaborative research in the interests of improving clinical outcomes and/or patient experience. Accept and value the knowledge and experience that each research collaborator can bring to the planning, implementation and evaluation of a research project, listening to and evaluating the views of others. Promote the importance of the multidisciplinary clinical team in setting practice standards and in 4.1.3 auditing outcome against those standards. 4.1.10 Identify and promote the benefits to their own specialism by being a partner in collaborative research. Leadership to give examples of good clinical practice deriving from a collaborative approach to research and development.
4. Commit to sharing and disseminating research findings and the outcome and learning from innovation projects with peers.
Accept the benefits and constraints of patents and confidentiality in research outcomes and
innovation opportunities.
Collaborate with a group of peers with an interest in improving clinical outcomes and/or patient 4.1.6 experience in the same area of research to create opportunities for research, development and 4.1.7 innovation. 4.1.9 Facilitate peer discussions on the value of current research and the opportunities for new research, be open to challenge and revise views in response to discussion when necessary. Page | 60 HSST_Audiological_Science_VERSION_280314
Topic Research, Development and Innovation GSP Reference Promote opportunities to present research findings to peers and critically appraise the research findings of others.
5. Actively seek opportunities to translate research findings and the diffusion and adoption of innovation into clinical practice. Challenge and influence to mitigate current barriers to the translation of research findings or new innovative ways of working into clinical practice across the organisation and, where appropriate, nationally. Promote opportunities to undertake targeted translational research and innovation, encouraging the contribution of the healthcare team. Identify examples of where the translation of research findings into practice has resulted in 4.1.9 improved clinical outcomes and/or patient experience to influence the translation, adoption and 4.1.10 diffusion of new findings, negotiating, questioning and challenging where necessary. Promote the importance of innovation in service design and/or delivery, including the contribution of research and innovation in healthcare to business and the UK economy. Engage service users, patients and the public to promote the positive impact of research and innovation on clinical outcomes and/or patient experience.
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Domain 5: Clinical Leadership
Topic Clinical Leadership GSP Reference Learning By the end of this stage of training Clinical Scientists in HSST will be able to critically appraise the evidence base Objective underpinning clinical leadership frameworks and operate as a clinical leader involved in the planning, delivery and transformation of health and social care services. Knowledge By the end of the training period Clinical Scientists in HSST will be able to:
1. Evaluate the personal qualities required of a clinical leader and critically reflect on performance to 1.1.2 identify their own personal qualities, including values, principles and assumptions, developing action 1.1.3 plans to adapt personal behaviour as necessary. 1.1.5 Critically appraise models of leadership, including the shared or distributed model for 1.1.6 organisations where tasks are more complex and highly interdependent. 1.1.7 Evaluate a range of tools that enable exploration of the ways in which individual behaviours 5.1.1 impact on others. Evaluate a range of feedback models to obtain and respond to feedback from others. Review and justify the use of a range of tools and techniques for managing stress, including occupational health and other support networks. The importance of best practice, transparency and consistency. Summarise the professional, legal and ethical codes of the Health and Care Professions Council and other relevant bodies. Evaluate a range of tools to identify personal preferences and prejudices and those within others, society and cultures.
2. Evaluate the importance of working with others in teams and networks to deliver and improve services. 1.3.1 Discuss the role of team dynamics in the way a group, team, or department functions. 1.3.2 1.3.5 Evaluate a range of team structures and the structure, roles and responsibilities of the 5.1.2 multidisciplinary teams within the broader health context relevant to the specialism, including 5.1.4 other agencies and the impact of different structures on the delivery of care. 5.1.5
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Topic Clinical Leadership GSP Reference Critique a range of techniques and methods that facilitate effective and empathic communication 5.1.7 and the evidence base underpinning them. Evaluate a range of models to facilitate conflict resolution. Critically explore a range of leadership styles and approaches and identify the applicability, strengths and weakness of each to different situations and people.
3. Critically evaluate methods by which services may be planned and people and resources managed effectively. Summarise the structure, financing and operation of the NHS and its constituent organisations 5.1.1 and compare this to other systems of healthcare. 5.1.6 Ethical and equality aspects relating to management and leadership, e.g. approaches to use of resources/rationing and approaches to involving services users in decision making. Discuss business management principles: priority setting and basic understanding of how to produce a business plan. Identify the requirements of running a department, unit, or practice relevant to their specialism.
Justify the allocation of funding to scientific services and evaluate how clinical resources to
provide high-quality care should be allocated, considering the financial constraints of the NHS
and local organisations.
Summarise the commissioning, funding and contracting arrangements relevant to their
specialism, including education, training and continuing professional development.
Critique relevant legislation (e.g. equality and diversity, health and safety, employment law) and local human resources policies and the impact of these policies on people and the organisation. Discuss the duties rights and responsibilities of an employer and of a co-worker. Justify the role of individual performance review considering its purpose, techniques and processes, including the difference between appraisal, assessment and revalidation. Compare and contrast methods to measure and manage the performance of the organisation. Analyse the source of complaints, and review and reflect on how complaints are managed and the learning that is fed back into the organisation to improve the patient and staff experience.
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Topic Clinical Leadership GSP Reference Critically evaluate how clinical leadership can support the delivery of high-quality services and service improvements and the methods by which these may be achieved. Evaluate risk management issues pertinent to the area of practice and wider organisation, identifying potential sources of risk and risk management tools, techniques and protocols. Summarise how healthcare governance influences patient care, research, innovation and educational activities at local, regional and national level. Summarise key government reports on maintaining professional standards and discuss the mechanism for raising issues where you consider that standards are being compromised (‘whistleblowing’). Appraise quality improvement methodologies, including a range of methods obtaining feedback 1.1.12 from users, staff, patients and the public, and explore the impact on patients, services and the 2.2.2 organisation. 2.3.2 Discuss the principles and processes of evaluation, audit, research and development, innovation, 2.3.2 clinical guidelines and standard setting in improving quality, and identify barriers to the adoption 2.3.3 and success of each measure in practice. 2.3.4 Identify a variety of methodologies for developing creative solutions to improving services. 3.1.17 Explore the implications of change on systems and people and methods to minimise the negative 5.1.8 effects of change, including strategies for motivating people to change and the effect of 5.1.10 organisational culture. 5.1.11
Describe project management methodology and how it can be used during change.
4. Justify the importance of strategic planning in line with the aspirations of the organisation.
Summarise the responsibilities of the various Executive Board members and Clinical Directors or
leaders.
Summarise the functions and responsibilities of national bodies such as the Department of Health, Care Quality Commission, NHS Evidence, National Patient Safety Agency, Medicines and Healthcare products Regulatory Agency, Royal Colleges and faculties, specialty organisations, representative bodies, regulatory bodies, educational and training organisations. Analyse patient outcome reporting systems within the specialism and the organisation, and how
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Topic Clinical Leadership GSP Reference these relate to national programmes. Summarise how research, development and innovation contribute to strategic planning. Critically review the decision making for individuals, teams and the organisation and the impact on service delivery and patient care. Compare and contrast a range of communication strategies and identify the factors that promote effective communication strategies within organisations. 1.3.1 Explore methods of undertaking impact mapping of service change and how this can support the 1.3.3 process of change. 5.1.1 Identify barriers to change and how to develop strategies to explore and break down barriers. 5.1.6 Summarise qualitative methods to gather and analyse the experience of users, patients and 5.1.12 carers, and utilise the data to recognise areas of good practice/planning and help shape the planning process. Practical By the end of the training period Clinical Scientists in HSST would be expected to apply in practice a skills range of clinical skills and critically reflect on their performance and will be able to:
1. Demonstrate through personal example their own personal qualities, including values, principles and 1.1.12 assumptions, and critically reflect on personal performance and: 1.2.3 Maintain and routinely practice critical self-awareness, including ability to discuss strengths and 5.1.1 weaknesses with their supervisor, recognising external influences and changing behaviour 5.1.2 accordingly. 5.1.3 Show awareness and sensitivity to the way in which cultural and religious beliefs affect 5.1.4 approaches and decisions, and to respond effectively. 5.1.12 Recognise the manifestations of stress on self and others and know where and when to look for support. Balance personal and professional roles and responsibilities, prioritising tasks and having realistic expectations of what can be completed by self and others. Use a reflective approach to practice with an ability to learn from previous experience. Use assessment, appraisal, complaints and other feedback to discuss and develop an understanding of own development needs.
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Topic Clinical Leadership GSP Reference Recognise, analyse and know how to deal with unprofessional behaviours in clinical practice, taking into account local and national regulations. Create open and non-discriminatory professional working relationships with colleagues, including awareness of the need to promote equality of opportunity and to prevent bullying and harassment in the workplace.
2. Work with others in teams and networks to deliver and improve services. 1.3.4 Work in differing and complementary roles within the different communities of practice within 1.3.5 which they work. 1.3.6 Support bringing together different professionals, disciplines and other agencies to provide high- 5.1.1 quality healthcare. 5.1.2 Develop effective working relationships with colleagues and other staff through good 5.1.3 communication skills, building rapport and articulating their own views. 5.1.4 Communicate effectively in the resolution of conflicts, providing feedback and identifying and 5.1.10 rectifying team dysfunction. Facilitate, chair and contribute to meetings within the department, the organisation, national societies/professional bodies.
Encourage staff to develop and exercise their own leadership skills.
Enable individuals, groups and agencies to implement plans and decisions.
Identify and prioritise tasks and responsibilities, including delegation and safe supervision.
3. Manage services effectively, using critical reflection to evaluate and improve personal performance. Develop and implement protocols and guidelines. 1.4.1-1.4.6 Analyse feedback and comments and integrate them into plans for the service. 5.1.5 Use clinical audit with the purpose of highlighting resources required. 5.1.6 Manage time and resources effectively in terms of delivering services to patients. 5.1.8 Prepare rotas, delegate, organise and lead teams. 5.1.9 Contribute to the recruitment and selection of staff. 5.1.10 Contribute to staff development and training, including mentoring, supervision and appraisal. 5.1.11
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Topic Clinical Leadership GSP Reference Use and adhere to clinical guidelines and protocols, relevant reporting systems and complaints management systems. Improve services following evaluation/performance management.
4. Contribute to continuous service improvement, developing improvements to service and reflecting on experience to ensure the delivery of high-quality services. Report clinical incidents in accordance with reporting procedures. Assess and analyse situations, services and facilities, implementing recommendations in order to minimise risk to patients and the public. 1.1.11 Monitor the quality of equipment and safety of environment relevant to the specialism, acting 1.4.4 swiftly to resolve issues. 1.4.5 Design and undertake an audit project, present the results and develop an implementation and 1.4.6 re-evaluation plan as appropriate to the audit. 5.1.3 Contribute to meetings that cover audit, critical incident reporting, patient outcomes challenges, 5.1.7 justifying and influencing as appropriate. 5.1.8
Question and challenge existing practice in order to improve services.
Apply creative thinking approaches (or methodologies or techniques) in order to propose
solutions to service issues.
Provide clinical expertise in evolving situations. Present written and verbal information in a clear, concise way, using language appropriate to the audience.
5. Contribute to and undertake strategic planning in line with the aspirations of the organisation and its impact on service quality and delivery. Discuss the local, national and UK health priorities and how they impact on the delivery of healthcare relevant to the specialism. Identify trends, future options and strategy relevant to the specialism and delivering patient 5.1.1 services. 5.1.12 Compare and benchmark healthcare services.
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Topic Clinical Leadership GSP Reference Use a broad range of scientific and policy publications relating to delivering healthcare services. Prepare for meetings – reading agendas, understanding minutes, action points and background research on agenda items. Work collegiately and collaboratively with a wide range of people outside the immediate clinical setting. Evaluate outcomes and re-assess the solutions through research, audit and quality assurance activities. Evaluate the wider impact of implementing change in healthcare provision and the potential for opportunity costs. Attitudes By the end of the training period Clinical Scientists in HSST would be expected to demonstrate the and attitudes and behaviours necessary for the role of a Consultant Clinical Scientist and will be able to: behaviours 1. Consistently operate within a sphere of personal capability and level of authority, managing personal workload and objectives to achieve quality of care. 1.1.3 Adopt a patient-focused approach to decisions that acknowledges the right, values and strengths 1.1.4 of patients and the public. 1.1.6 Comply with relevant legislation to recognise and show respect for diversity and differences in 5.1.1 others. Be conscientious, able to manage time and delegate responsibly. Recognise personal health as an important issue in maintaining personal capability. Accept responsibility for their own actions. Commit to continuing professional development, which involves seeking training and self- development opportunities, learning from colleagues and accepting constructive criticism. Accept professional regulation and ensure compliance with relevant standards.
Promote appropriate professional attitudes and values.
Act with probity and be willing to be truthful and admit and learn from errors.
2. Actively seek to encourage and work within a team environment, including multidisciplinary teams.
Interact effectively with professionals in other disciplines and agencies.
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Topic Clinical Leadership GSP Reference Respect the skills and contributions of colleagues. 1.3.1 Recognise good advice and continuously promote value-based, non-prejudicial practice. 1.3.2 Use authority appropriately and assertively, being willing to follow when necessary. Use authority sensitively and assertively to resolve conflict and disagreement. Take full part in multidisciplinary meetings. Show recognition of a team approach and willingness to consult and work as part of a team. Respect colleagues and other healthcare professionals.
3. Manage resources effectively in the interests of improving patient services, promoting equity in healthcare access and delivery.
Use public money appropriately and take action when resources are not used efficiently or
effectively.
Recognise that in addition to patient-specific clinical records, clinical staff also have
responsibilities for other records (e.g. research). 1.3.1 Supervise the work of less experienced colleagues, supporting them to develop. 1.3.5 Use communication skills and inspire confidence and trust. 5.1.2 Respond constructively to the outcome of reviews, assessments, or appraisals of performance. 5.1.6 Recognise the needs of all staff in the clinical team. 5.1.11
4. Engage in continuous service improvement in the interests of better patient outcomes. Actively seek advice/assistance whenever concerns about patient safety arise. Take responsibility for clinical governance activities, risk management and audit in order to improve the quality of the service. Listen to and reflect on the views of users, patients and carers, dealing with complaints in a sensitive and cooperative manner. Act as an advocate for the service. 1.1.12 Be open-minded to new ideas. 1.2.2 Adopt a proactive approach to new technologies and treatments. 3.1.17 Support colleagues to voice ideas. 5.1.6
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Topic Clinical Leadership GSP Reference Be positive about improvement and change. 5.1.7 Strive for continuing improvement in delivering patient care services. 5.1.8 5.1.10 5. Contribute to articulating the aspirations of the organisation and be willing to align strategic planning 5.1.11 with these aspirations to improve service quality and delivery. Comply with national guidelines that influence healthcare provision. Articulate ideas and use effective influencing skills. Identify and reflect on issues and potential solutions before acting. Appreciate the importance of involving service users, the public and communities in developing health services. 5.1.10 Participate in decision-making processes beyond the immediate clinical care setting. 5.1.11 5.1.12 Implement proven improvements in clinical practice and services. Obtain and analyse the evidence base before declaring effectiveness of changes. Support the dissemination of good practice.
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SECTION 4: AUDIOLOGICAL SCIENCE SYLLABUS
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Introduction
The precise composition of an individual training programme should be structured around NHS workforce need and the past experience and aspirations of each HSST Clinical Scientist in HSST and should set out educational objectives against which progress can be assessed. Programmes should identify how specific areas of training not covered by the host department will be obtained, together with any courses deemed necessary. The HSST curriculum for Audiological Science is as follows:
Stage 1: Scientific and Clinical Practice
1(i): Advanced History Taking and Clinical Examination
Topic Advanced History Taking and Clinical Examination Assessment GSP Methods Reference
Learning By the end of this module Clinical Scientists in HSST, in respect to audiological science, will be able to Objectives analyse, synthesise, evaluate and apply knowledge in taking a relevant focused history and be able to perform a limited but focused, relevant and accurate clinical examination in patients with increasingly complex issues and in increasingly challenging circumstances within the scope of practice of a Consultant Clinical Scientist. Knowledge By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.3 evaluate and apply their expert knowledge with respect to the: 1.1.4 1.1.7 3.1.1 need for a relevant and targeted clinical history and physical examination as 3.1.5 appropriate in the role of Consultant Clinical Scientist. 3.1.8 pathophysiology of audiovestibular disorders. 3.1.10 anatomical and physiological basis for clinical signs and the relevance of 3.1.15 positive and negative physical signs. recognition that patients and carers do not present history in a structured fashion. likely causes and risk factors for audiovestibular problems. recognition that the patient’s history should inform examination, investigation and management.
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Topic Advanced History Taking and Clinical Examination Assessment GSP Methods Reference
importance of social and cultural issues and practices that may have an impact on health. recognition of constraints (including those that are cultural or social) to performing clinical examination and strategies that may be used to overcome them. recognition of the limitations of clinical examination in relation to the role of Consultant Clinical Scientist and the need for adjunctive forms of assessment to confirm diagnosis. recognition of when to refer on to other appropriate professionals. recognition of when the offer/use of a chaperone is appropriate or required. the importance of continuity of care and an holistic approach to clinical practice. Clinical Skills By the end of this module Clinical Scientists in HSST will be expected to reflect 1.1.1 critically and apply in practice a range of clinical and communication skills to 1.1.2 advise and communicate effectively with patients, their family and carers, 1.1.3 relevant clinicians, and other healthcare professionals and will: 1.1.4 1.1.5 identify and overcome possible barriers to effective communication. 1.1.6 communicate effectively with patients from diverse backgrounds and 1.1.7 those with special communication needs, including using interpreters 1.1.8 where appropriate. 1.1.9 manage time and draw consultation to a close appropriately. 1.1.10 recognise that effective history taking in non-urgent cases may require 1.2.1 several discussions with the patient and other parties over time. 1.2.3 recognise when to supplement history with standardised instruments or 1.3.1 questionnaires. 1.3.2 manage alternative and conflicting views from family, carers, friends and 1.3.3 members of the multi-professional team. 3.1.1 3.1.2
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Topic Advanced History Taking and Clinical Examination Assessment GSP Methods Reference
assimilate history from the available information from patient and other 3.1.3 sources, including members of the multi-professional team. 3.1.4 facilitate balanced and mutually respectful informed decision making 3.1.5 where values and perceptions of health and health promotion conflict. 3.1.6 recognise and interpret appropriately the use of non verbal 3.1.7 communication from patients and carers. 3.1.15 focus on relevant aspects of history. 3.1.16 maintain focus despite multiple and often conflicting agendas. perform a focussed examination relevant to the presentation and risk factors that is valid, targeted and time efficient and is appropriate to the role of Consultant Clinical Scientist. recognise the possibility of deliberate harm (both self harm and harm by others) or safeguarding issues in vulnerable patients and the need to report to appropriate agencies. actively elicit important clinical findings. identify patients requiring referral and identify the most appropriate professional to refer to when appropriate recognising the need for timely referrals to other professionals. communicate effectively with professional colleagues particularly with regard to patient referrals. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. Attitudes and By the end of this module Clinical Scientists in HSST will be expected to 1.1.1 Behaviours evaluate their own response to both normal and complex situations 1.1.2 demonstrating the professional attributes and insights required of a Consultant 1.1.3 Clinical Scientist working within the limits of professional competence referring 1.1.4 as appropriate to senior staff and will: 1.1.5
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Topic Advanced History Taking and Clinical Examination Assessment GSP Methods Reference
1.1.6 show respect and behave in accordance with Good Scientific Practice. 1.1.7 ensure that examination, whilst clinically appropriate and within the 1.1.8 constraints of the role of Consultant Clinical Scientist, is conducted with 1.1.9 consideration for social, cultural and religious boundaries and that 1.1.10 alternative arrangements are made where necessary appropriately communicate findings.
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1(ii): Adult Rehabilitative Audiology
Topic Adult Rehabilitative Audiology Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to rehabilitative audiology, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist Learning within a patient focused service and in particular will: Objective lead a clinical team adopting best practice in diagnostic and therapeutic procedures. apply practice to a range of complex social situations and complex care needs. select and apply counselling and communication skills to support individuals through change. By the end of this module the HSST Clinical Scientists in HSST will analyse, 1.2.1 synthesise, evaluate and apply their expert knowledge with respect to: 1.3.2 3.1.5 the range of conditions for which rehabilitative audiology is appropriate. 3.2.4 the complexity of social and psychological impacts on individual Knowledge engagement with health providers. the range of skills used in communication and counselling to support individuals through change processes. how to interpret and apply research literature from a wide range of disciplines to complex clinical and research problems. when to refer for specialist opinion and to whom. By the end of this module Clinical Scientists in HSST will be able to select, 1.1.5 Technical interpret and perform a range of technical procedures and will: 3.2.1 Skills and 4.1.7 Procedures apply a range of research methodologies and initiate and participate in collaborative research. develop, evaluate and verify new scientific, technical, diagnostic,
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Topic Adult Rehabilitative Audiology Assessment GSP Methods Reference monitoring, treatment and therapeutic procedures. co-ordinate, within the multi-disciplinary team programmes of rehabilitation, which may include cognitive behavioural therapy (CBT) or elements of (CBT). identify the range of learning needs of patients and design appropriate educational interventions. scaffold learning opportunities for patients. By the end of this module Clinical Scientists in HSST will be able to demonstrate 1.1.1 a critical understanding of current research and its application to the performance, 3.1.1 adaptation and mastery of a range of clinical and communication skills and will: 3.1.2 3.1.3 conduct relevant and appropriate clinical testing and rehabilitation processes 3.1.4 referring to medical and other professional colleagues as necessary. 3.1.5 develop, with patients, appropriate and agreed individual management plans 3.1.6 critically evaluate a range of diagnostic and rehabilitative practices. 3.2.3 provide leadership in the application and adaptation of clinical activities to 5.1.4 Clinical patients who are hard to reach or who have additional clinical complexity. Skills recognise the need for appropriate and formal supervision and informal support of staff undertaking rehabilitative therapy. evaluate the patient’s need for social support and social identity. recognise the social and psychological presentations of hearing and/or balance disorders. design evaluation to include clinical audit (where appropriate to the evaluation aims). reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence.
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Topic Adult Rehabilitative Audiology Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.3.4 their own response to both normal and complex situations demonstrating the 1.3.5 professional attributes and insights required of a Clinical Scientists in HSST 5.1.1 working within the limits of professional competence referring as appropriate to senior staff and will:
Attitudes ensure that junior colleagues and students are properly supervised and and supported in their rehabilitative therapy role. Behaviours be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, new and improved technologies. take into account social, cultural and ethical boundaries, making alternative .arrangements where necessary. communicate appropriately, making necessary adaptations to communication method and style as required.
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1(iii): Amplification Technologies and Applications (non implantable devices)
Topic Amplification technologies and applications (non implantable devices) Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to non-implantable amplification technology, will be able to analyse, synthesise, evaluate and apply knowledge and perform specialist assessment and Learning treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Objective Scientist within a patient focused service and in particular will accurately prescribe the full range of hearing aids and associated devices to best meet the needs of the individual. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.2 evaluate and apply their expert knowledge required with respect to the: 1.2.1 2.1.5 psychoacoustics, and changes associated with conductive, cochlear and 2.2.5 retrocochlear losses. 3.1.13 subjective and objective tests, their uses, advantages and limitations in relation to hearing aid prescribing. electroacoustics of hearing aids. digital signal processing and its applications to hearing aids and associated devices. Knowledge hearing aid verification methods. hearing aid validation methods, including speech testing and outcome measures. motivational assessment and engagement with patients, their family or carers. advances and evidence base in interconnectivity of hearing aids and other devices the limitations of hearing aids in management of conductive hearing loss and the selection criteria for consideration of bone-conducting devices the limitations of acoustic hearing aids in severe-profound hearing loss and the importance of consideration of alternative management including
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Topic Amplification technologies and applications (non implantable devices) Assessment GSP Methods Reference cochlear implants as appropriate
By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 critical understanding of current research and its application to the performance and 2.2.4 mastery of a range of technical skills whilst critically reflecting and applying in 4.1.3 practice a range of clinical and communication skills to advise and communicate 4.1.10 effectively with patients, their families, carers and other healthcare professionals and will: Technical Skills and select, carry out and interpret test results to guide optimum fitting of hearing aids Procedures in all patient groups. and validate hearing aid prescription in all patient groups. Clinical engage with users to select the most appropriate amplification and other devices Skills to best meet their needs as defined by individual management plans in all patient groups. evaluate research and evidence to ensure advances in technology are applied to patient groups appropriately. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.6 their own response to both normal and complex situations demonstrating the 4.1.7 professional attributes and insights required of a Clinical Scientists in HSST working Attitudes within the limits of professional competence referring as appropriate to senior staff and and will: Behaviours
be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based
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Topic Amplification technologies and applications (non implantable devices) Assessment GSP Methods Reference
practice, new and improved technologies.
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1(iv): Implantable Devices for Hearing Loss
Topic Implantable Devices for Hearing Loss Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to implantable devices, will be able to analyse, synthesise, evaluate and apply knowledge, and perform specialist assessment and treatment of patients Learning demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient Objective focused service and in particular will have a thorough knowledge of all forms of implantable auditory devices including cochlear implants, bone anchored hearing aids, and other hearing implants, e.g. middle-ear implantable hearing aids By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.2 evaluate and apply their expert knowledge required with respect to the: 1.2.1 2.1.5 fundamental basis of electrical auditory stimulation, psychophysics and how 2.2.5 electrical hearing differs from acoustic hearing. 3.1.13 the range of hearing implants currently available and where they are applicable in different populations of hearing impaired patients. the underlying principles of cochlear implant speech coding strategies. fundamentals of cochlear implant programming and technical functions. basis of intra-operative or post-operative objective measures of device function. Knowledge fundamental basis of bone-anchored hearing solutions. the function, history and scientific basis of Bone Anchored Hearing Systems and other middle-ear implantable devices. the accepted selection criteria and methods of assessment for cochlear implants, Bone Anchored Hearing Systems, and other hearing implants and the evidence base for these. the influence of a range of variables particularly syndromic and genetic conditions on outcomes with cochlear implants, Bone Anchored Hearing Systems and other hearing implants and how this knowledge is applied to multi- disciplinary patient selection.
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Topic Implantable Devices for Hearing Loss Assessment GSP Methods Reference the role of pre- and post-operative rehabilitation in the expected outcomes from cochlear implants, Bone Anchored Hearing Systems and other hearing implants. measures of assessment of the performance and outcomes of cochlear implants and other implantable hearing devices. By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 critical understanding of current research and its application to the performance and 2.2.4 mastery of a range of technical skills whilst critically reflecting and applying in 4.1.3 practice a range of clinical and communication skills to advise and communicate 4.1.10 effectively with patients, their families, carers and other healthcare professionals and will:
Technical select, carry out and interpret test results to guide the selection of patients for the Skills and most appropriate from of implantable hearing devices. Procedures perform pre-operative assessments and performance measures, and fitting/programming of cochlear implants, Bone Anchored Hearing Systems and Clinical other hearing implants Skills engage with patients and other members of the multi-disciplinary team to select the most appropriate devices to best meet their needs in all patient groups. evaluate research and evidence to ensure advances in technology are applied to patient groups appropriately. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. Attitudes By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.6 and their own response to both normal and complex situations demonstrating the 4.1.7 Behaviours professional attributes and insights required of a Clinical Scientist in HSST working
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Topic Implantable Devices for Hearing Loss Assessment GSP Methods Reference within the limits of professional competence referring as appropriate to senior staff and will:
be aware of Deaf culture and the range of attitudes with respect to implantable devices. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, new and improved technologies.
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1(v): Unilateral Hearing Loss
Topic Unilateral Hearing Loss Assessment GSP Methods Reference By the end of this module HSST Clinical Scientists in HSST, with respect to unilateral hearing loss, will be able to analyse, synthesise, evaluate and apply knowledge and perform specialist assessment and treatment of patients Learning demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a Objective patient focused service and in particular will able to advise on and provide treatment and, where necessary, refer for medical intervention, surgery or auditory rehabilitation. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.6 evaluate and apply their expert knowledge required with respect to: 1.3.2 1.4.5 the causes of unilateral hearing loss. 3.1.1 the indications for and limitations of relevant audiovestibular, imaging and other appropriate investigations. the procedures for relevant audiovestibular investigations. all the potential implications that unilateral hearing loss may have on the patient, Knowledge including issues of safety. the effects of associated tinnitus and dizziness. current evidence based management of unilateral hearing loss, including pharmacological, surgical and rehabilitative management. the indications for referral to other specialists i.e. audiovestibular physician, ENT surgeon, neurosurgeon, neurologist, general physician or geneticist. hearing aid and rehabilitative instruments for unilateral hearing loss. therapeutic interventions for unilateral hearing loss. Technical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 1.1.1 Skills and critical understanding of current research and its application to the performance 1.2.1 Procedures and mastery of a range of technical skills whilst critically reflecting and applying in 2.2.1 and Clinical practice a range of clinical and communication skills to advise and communicate 2.2.2
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Topic Unilateral Hearing Loss Assessment GSP Methods Reference Skills effectively with patients, their families, carers and other healthcare professionals 2.2.5 and will: 2.2.6 2.2.9 take a relevant history and perform a focused clinical examination as 3.1.2 appropriate in the role of Consultant Clinical Scientist. 3.1.7 select, carry out and interpret results of appropriate audiovestibular 3.1.15 investigations. 3.2.2 interpret results of other investigations and take appropriate action. 3.2.3 define, in discussion with patients, an appropriate management plan. discuss the diagnosis and management options with the patient including Bone Anchored Hearing Systems and CROS/BICROS systems. provide appropriate hearing aid and other rehabilitation devices, including CROS/BICROS systems and Bone Anchored Hearing Systems as part of the multi-disciplinary team. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.3.1 their own response to both normal and complex situations demonstrating the 1.3.6 professional attributes and insights required of a Clinical Scientist in HSST working 3.2.3 within the limits of professional competence referring as appropriate to senior staff Attitudes and and will: Behaviours
recognise the impact of the hearing loss and its cause on the patient and the immediate family. recognise the importance of effective multidisciplinary team work.
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1(vi): Sudden Hearing Loss
Topic Sudden Hearing Loss Assessment GSP Methods Reference By the end of this module Clinical Scientist in HSST, with respect to sudden hearing loss, will be able to analyse, synthesise, evaluate and apply knowledge and perform specialist assessment and treatment of patients Learning demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a Objective patient focused service and in particular will be able to advise on and provide treatment and, where necessary, refer for medical intervention, surgery or auditory rehabilitation. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.4 1.1.5 the need for timely, and possibly urgent, medical or surgical referral or 1.1.6 intervention. 1.1.7 the various causes of sudden hearing loss. 1.1.8 hearing aid and rehabilitative instruments for sudden hearing loss. 1.3.2 the indications for, and limitations of the relevant audiovestibular, imaging and 1.3.3 other investigations. 1.3.4 the procedures for relevant audiovestibular investigations. 1.3.5 Knowledge the psychological impact of sudden hearing loss particularly if permanent and bilateral. current evidence based management for both the acute presentation and subsequent care. the indications for surgery in both conductive and sensorineural hearing loss, including perilymph fistula and implantable devices. communication strategies and hearing tactics the concurrence of tinnitus and vertigo with sudden hearing loss. voluntary sector and other specialist support for sudden hearing loss. therapeutic interventions for sudden hearing loss.
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Topic Sudden Hearing Loss Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 critical understanding of current research and its application to the performance 2.2.3 and mastery of a range of technical skills whilst critically reflecting and applying in 2.3.1 practice a range of clinical and communication skills to advise and communicate 2.3.2 effectively with patients, their families, carers and other healthcare professionals 3.1.15 and will: 3.2.1 3.2.2 take a relevant history and perform a focused and relevant clinical examination 3.1.12 as appropriate in the role of Consultant Clinical Scientist. 3.1.13 Technical select, carry out and interpret results of appropriate audiovestibular 3.2.1 Skills and investigations. 3.2.2 Procedures interpret results of other investigations and take appropriate action. 3.2.3 and Clinical liaise effectively in a timely manner with Physicians, Otologists, Neurosurgeons, 3.2.4 Rehabilitative Audiologists and other professionals about the appropriate management of the patient. work effectively within the multi-disciplinary team. provide appropriate hearing aid and rehabilitative devices. provide appropriate counselling. provide appropriate implantable devices as part of multi-disciplinary team. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.3.1 their own response to both normal and complex situations demonstrating the 1.3.2 Attitudes and professional attributes and insights required of a Clinical Scientist in HSST working 2.2.5 Behaviours within the limits of professional competence referring as appropriate to senior staff 2.3.4 and will: 3.1.2 3.1.16
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Topic Sudden Hearing Loss Assessment GSP Methods Reference recognise that urgent medical treatment may be required and refer appropriately appreciate the value of listening sympathetically and positively to the problems and fears of the patient, families and carers and respond accordingly. recognise the impact of sudden hearing loss on the patient and his/her ability to work, socialise and communicate and respond accordingly. recognise the impact of sudden hearing loss on patients with additional medical needs, particularly those with visual impairment and respond accordingly. recognise the impact of sudden hearing loss on families and others of importance to the individual and respond accordingly. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovation, new and improved technologies.
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1(vii): Central Auditory Dysfunction and Auditory Processing Disorder
Topic Central Auditory Dysfunction and Auditory Processing Disorder Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to Central Auditory Dysfunction and Auditory Processing Disorder, will be able to analyse, synthesise, evaluate and apply knowledge and perform specialist assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will: Learning
Objective appropriately evaluate and diagnose central auditory dysfunction or auditory processing disorder (APD) by careful history taking, examination, selection, carrying out and interpretation of audiological and other investigations within the multi-disciplinary team define a management plan and provide and initiate rehabilitative management. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.2.1 evaluate and apply their expert knowledge required with respect to: 2.2.5 3.1.3 the anatomy of the central auditory pathways and methods of testing the 3.2.2 function of the different parts. the various presentations of central auditory dysfunction and APD and the factors involved. how to select, carry out and interpret appropriate audiometric investigations. Knowledge how to select and interpret other appropriate investigations and when to refer for further specialist assessment. the current limitations in our knowledge of the causes, investigation and treatment. the rehabilitative approaches available for such patients including auditory training methods, communication strategies, hearing tactics. the psychosocial effects of central auditory dysfunction and APD and the impact on the individual’s ability to work. the developmental co-morbidities and neurological causes of APD as well as
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Topic Central Auditory Dysfunction and Auditory Processing Disorder Assessment GSP Methods Reference the possible hereditary and genomic causes.
By the end of this module Clinical Scientists in HSST will be able to demonstrate a 1.1.1 critical understanding of current research and its application to the performance 2.2.1 and mastery of a range of technical skills whilst critically reflecting and applying in 2.2.7 practice a range of clinical and communication skills to advise and communicate 2.2.9 effectively with patients, their families, carers and other healthcare professionals and will:
Technical take an appropriate history and perform a relevant clinical examination as Skills and appropriate to the role of Consultant Clinical Scientist Procedures select, carry out and interpret audiometric tests of central auditory function. and select and interpret other appropriate investigations or referral for further Clinical specialist assessment and take appropriate action. Skills explain the nature of their disorder and potential management options to the patient. liaise effectively with other members of the multidisciplinary team regarding the diagnosis and rehabilitative strategies for patients with central auditory dysfunction and APD. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 2.1.1 their own response to both normal and complex situations demonstrating the 3.1.13 Attitudes professional attributes and insights required of a Clinical Scientist in HSST and working within the limits of professional competence referring as appropriate to Behaviours senior staff and will:
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Topic Central Auditory Dysfunction and Auditory Processing Disorder Assessment GSP Methods Reference recognise the impact of central auditory dysfunction on the patient’s ability to function at home, at work and in education. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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1(viii): Transition and Transfer of Adolescents
Topic Transition and Transfer of Young People and Adolescents Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to the transition and transfer of adolescents into adult services, will be able to analyse, synthesise, evaluate and apply knowledge and Learning perform a specialist assessment and treatment of patients demonstrating the attitudes and behaviours Objective necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will be able to manage a young person with audiovestibular problems through the process of transition and transfer. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.3 evaluate and apply their expert knowledge required with respect to the: 1.1.4 1.1.5 process of transition. 1.1.6 needs of young people and adolescents with permanent hearing loss from 1.1.7 Knowledge childhood and their attitudes to their need for care. 1.3.1 need to provide a seamless transfer of care from the paediatric to adult 1.3.2 services for those with long-standing disorders of hearing and balance. 2.1.1 needs of learning disabled young people during transition and transfer into adult services. By the end of this module Clinical Scientists in HSST will be able to 2.2.3 demonstrate a critical understanding of current evidence and its application to 2.2.4 the performance and mastery of a range of technical skills whilst critically 3.1.1 Technical reflecting and applying in practice a range of clinical and communication skills 3.1.6 Skills and to advise and communicate effectively with young people and their families, 3.1.7 Procedures carers and other healthcare professionals and will: 3.2.1 and Clinical Skills discuss the young person’s hearing or balance difficulties with them and enable them to make decisions regarding their future care. provide a supportive and informative clinical atmosphere in which the young
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Topic Transition and Transfer of Young People and Adolescents Assessment GSP Methods Reference person can raise sensitive issues about their audiovestibular problems, and associated issues, in their own right, in particular being aware of safeguarding issues in this group of adolescents. offer and explain the value of additional investigation into the aetiology of their hearing and balance problems, if appropriate. facilitate seamless and appropriate transfer to adult services at the right time for the young person. communicate effectively with the adult services about transfer of care to help achieve a coordinated approach and optimal outcomes. In particular, ensure that audiology service provision across the transition period is coordinated including both process and practice. seek the views of service users and pursue opportunities to improve the transition into adult services reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to 1.1.1 evaluate their own response to both normal and complex situations 1.1.2 demonstrating the professional attributes and insights required of a Clinical 1.1.10 Scientist in HSST working within the limits of professional competence 1.2.1 referring as appropriate to senior staff and will: 1.2.3 Attitudes and Behaviours recognise the young person’s need for advice and information about their own hearing and balance difficulties, including advice on the genetic aspects of the condition. recognise the difficulties young people face with engaging in health care at the time of transfer and seek to ensure seamless transfer of care. recognise the young person’s desire to be autonomous and to be involved in
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Topic Transition and Transfer of Young People and Adolescents Assessment GSP Methods Reference decision making. recognise the role of parents, family members, carers, partners or friends in supporting the young person at the time of transition and transfer. recognise and value the information available from other agencies and services and respect young people’s preferences in accessing information during transition. recognise and value opportunities for peer support at transition through local networks and other agencies. recognise the patient’s need for confidentiality. have a positive approach towards change to achieve continuous improvement of services, with particular reference to auditing practice, evidence based practice, innovation and new and improved technologies.
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1(ix): Fluctuating Deafness in Children including Otitis Media with Effusion
Topic Fluctuating Deafness in Children including Otitis Media with Effusion Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to fluctuating deafness in children, including otitis media with effusion, will be able to analyse, synthesise, evaluate and apply knowledge and perform a Learning specialist assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role Objective of a Consultant Clinical Scientist within a patient focused service and in particular will be able to detect, investigate, diagnose and manage fluctuating deafness, including otitis media with effusion, in children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the signs and symptoms of fluctuating deafness including otitis media with 1.1.4 effusion. 1.1.5 the aetiology of fluctuating deafness including otopathology and its pathogenesis, 1.1.6 immunology, allergy, genetics and genomics.. 1.1.7 the impact of otitis media with effusion on emerging speech and language skills 1.1.8 and behaviour, and its management. 1.1.9 the impact of fluctuating hearing loss on education, emotional and social 1.1.10 Knowledge development. 1.1.11 evidence based and appropriate audiovestibular and other investigations of 1.2.1 fluctuating deafness including otitis media with effusion. 1.2.3
current best evidence for medical, audiological and surgical management of fluctuating deafness, including local and national guidelines. the indications, benefits, limitations and side effects of medication that can be used for fluctuating deafness. possible hereditary and genomic causes. when to refer for further medical or surgical opinions and to other allied health professionals.
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Topic Fluctuating Deafness in Children including Otitis Media with Effusion Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST will be able to demonstrate a 3.1.3 critical understanding of current research and its application to the performance and 3.1.4 mastery of a range of technical skills whilst critically reflecting and applying in 3.1.5 practice a range of clinical and communication skills to advise and communicate 3.1.6 effectively with children and their families, carers and other healthcare professionals 3.1.7 and will: 3.1.8 3.1.9 Technical take an accurate history and undertake an accurate, reliable and relevant clinical 3.1.10 Skills and examination as appropriate in the role of Consultant Clinical Scientist . 3.1.11 Procedures select, guide and interpret appropriate audiovestibular investigation. 3.1.12 and select and interpret appropriate other investigation. 3.1.13 Clinical identify underlying causative factors, either from the history or investigation and Skills take appropriate action. counsel the child and parents or carers on adoption of hearing tactics and lifestyle changes required. make referral for an ENT surgical opinion as appropriate select, advise and guide intervention through amplification assess benefits and problems of intervention correctly. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a HSST Clinical Scientist working 1.3.1 Attitudes within the limits of professional competence referring as appropriate to senior staff 1.3.2 and and will: 3.1.15 Behaviours
recognise and respond to the evolving information needs of children and their parents or carers.
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Topic Fluctuating Deafness in Children including Otitis Media with Effusion Assessment GSP Methods Reference
respond to meet the information needs of parents or carers who seek alternative approaches to otitis media with effusion. be aware of relevant national and local guidelines, pathways and protocols, recognising their benefits and limitations recognise the impact of fluctuating deafness on the child’s development and behaviour and provide appropriate advice. recognise the value of multidisciplinary management and audit.
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1a(x): Congenital and Prelingual Deafness
Topic Congenital and Prelingual Deafness in Children Assessment GSP Methods Reference
By the end of this module Clinical Scientist in HSST, with respect to congenital and prelingual deafness, will be able to analyse, synthesise, evaluate and apply knowledge and perform specialist assessment and treatment of Learning patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within Objective a patient focused service and in particular will be able to suspect, identify, diagnose and manage congenital and prelingual deafness in children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the signs, symptoms and presentation of deafness in babies and young children. 1.1.4 the aetiology of hearing disorders and the likelihood of involvement of other 1.1.5 systems. 1.1.6 evidence based and appropriate investigations. 1.1.7 the impact of deafness on speech and language development, education, social 1.1.8 and emotional development of the child. 1.1.9 normal speech and language development in a child 1.1.10 Knowledge the management of a deaf child including alternative modes of communication, 1.1.11 educational needs and amplification. 1.2.1 psychological and cultural issues surrounding deafness, its diagnosis and 1.2.3 management. 1.3.1 1.3.2 the principles and practice of newborn hearing screening and management of 1.3.3 the child referred through and beyond national programmes. 1.3.4 local and national protocols and guidelines for identification, investigation and management of congenital and prelingual deafness. the test strategies and detailed methods of assessment of hearing to identify congenital and pre-lingual deafness.
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Topic Congenital and Prelingual Deafness in Children Assessment GSP Methods Reference
the epidemiology of permanent childhood hearing impairment (PCHI). amplification options including conventional hearing aids, implantable devices such as Bone Anchored Hearing Systems and cochlear implants. . the range of predicted potential outcomes, methods of assessing benefit and problems with amplification. the range of emotional reactions experienced by parents/carers following identification of deafness in a child and how to recognise this and refer appropriately. the roles of the various team members in care of the deaf child. the roles of other agencies and the third sector in meeting the support and information needs of families. By the end of this module Clinical Scientists in HSST will be able to demonstrate a 3.1.1 critical understanding of current research and its application to the performance and 3.1.2 mastery of a range of technical skills whilst critically reflecting and applying in 3.1.3 practice a range of clinical and communication skills to advise and communicate 3.1.4 effectively with children and their families, carers and other healthcare professionals 3.1.5 Technical and will: 3.1.6 Skills and 3.1.7 Procedures take an accurate history including pre-, peri- and post-natal history and family 3.1.8 and history. 3.1.9 Clinical Identify delay or abnormality in speech and language development and refer to a 3.1.10 Skills speech and language therapist 3.1.11 elicit sensitive information from the parents/patient or carers that is relevant to 3.1.12 assessment and management. 3.1.13 identify information that is relevant to the test strategy and interpretation of the assessment undertake an appropriate, accurate and reliable hearing assessment
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Topic Congenital and Prelingual Deafness in Children Assessment GSP Methods Reference
perform a relevant and focused clinical examination as appropriate in the role of Consultant Clinical Scientist recognise features indicative of syndromic deafness. select, guide (or perform) and interpret the appropriate audiovestibular tests that are required to assess and manage the patient. communicate the need for other appropriate investigations that are required to assess and manage the child. communicate the results of diagnostic testing following newborn hearing screening, or identification at other times in childhood, and counsel the child/parents/carers about management and prognosis. assess benefits and problems of intervention and effectively communicate this to parents or carers and to the child when appropriate.. contribute within the multidisciplinary team towards referral to other professionals including clinical genetics, specialist paediatrics, ophthalmology, education, social services as appropriate. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 Attitudes within the limits of professional competence referring as appropriate to senior staff 1.3.2 and and will: 3.1.15 Behaviours recognise and respond to the anxiety and stress caused by suspected deafness and the possible natural reactions surrounding the diagnosis. recognise the effect of audiological and aetiological uncertainty following
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Topic Congenital and Prelingual Deafness in Children Assessment GSP Methods Reference
identification of significant deafness in the newborn period and respond accordingly. recognise the cultural issues and parental views with regards to deafness and its management and respond accordingly. recognise the importance of multi-disciplinary and multiagency management of deaf children and respond accordingly. recognise the importance of the local pathways, protocols and guidelines for identification and management of the deaf child. recognise the importance of giving written information to families recognise the role of the third sector in providing information and support. be positive towards change through continuous improvement of services, with particular reference to auditing practice, evidence based practice, new and improved technologies.
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1(xi): Therapeutics in Audiological Science Practice
Topic Therapeutics in Audiological Science Practice Assessment GSP Methods Reference
Learning Medicines legislation does not currently allow Clinical Scientists to prescribe as either supplementary or Objectives independent prescribers. However, there are situations where medicines can be given by another professional following the directions of a prescriber referred to as patient specific directions. Provider organisations should have arrangements in place which enable these legal requirements to be implemented. This therapeutics module is included in this HSST curriculum to provide the underpinning knowledge and understanding of a range of therapeutics utilised within Audiological Science practice to support Clinical Scientists in HSST to work with other clinicians and healthcare professionals within the multi professional team.
By the end of this module Clinical Scientists in HSST will be able to analyse, synthesise, evaluate and apply knowledge of appropriate audiological -specific therapeutic interventions relevant to clinical practice including non- medication-based therapeutic and preventative interventions within the scope of practice of a Consultant Clinical Scientist. Knowledge By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.3 evaluate and apply their knowledge with respect to: 1.1.4 1.1.5 1.1.6 the legal framework for the supply and administration of medicines. 1.1.7 the indications, contraindications, side effects, interactions and dosages of 1.3.1 commonly used drugs. 1.3.2 the range of adverse reactions to commonly used drugs, including 2.1.1 complementary medicines. 2.2.9 the effect that drugs can have on clinical examination and formal assessment of 3.1.8 the vestibular system 3.1.12 the drugs requiring therapeutic monitoring and be able to interpret results. the use of medications appropriate for use in pregnancy, and during breast feeding.
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Topic Therapeutics in Audiological Science Practice Assessment GSP Methods Reference
tools used to promote patient safety in prescribing, including electronic clinical record systems and other IT systems. the effects of age, body size, organ dysfunction and concurrent illness on drug distribution and metabolism relevant to practice. the roles of regulatory agencies involved in drug use, monitoring and licensing (e.g. National Institute for Clinical Excellence [NICE], Committee on Safety of Medicines [CSM], Healthcare Products Regulatory Agency and hospital formulary committees). Clinical Although not undertaking independent prescribing of medications, by the end of this 1.1.3 Skills module Clinical Scientists in HSST will be expected to critically reflect and apply in 1.1.4 practice a range of clinical and communication skills to advise, communicate 1.1.5 effectively and refer appropriately to relevant clinicians and other healthcare 1.1.6 professionals and within the multiprofessional team: 2.2.9 3.1.5 review the continuing need for, effect of, and adverse effects of long term 3.2.3 medications relevant to the Consultant Clinical Scientists practice and refer to medical or other healthcare professional colleagues as appropriate. recognise and anticipate avoidable defined drug interactions, including with complementary medicines and refer as required. provide comprehensible explanations for the use of drugs to the patient and to carers when relevant; understanding the principles of compliance in ensuring that drug regimens are followed and refer as required. if appropriate, advise on non-medication based therapeutic interventions and preventative health interventions and refer as required. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. Attitudes By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 and their own response to both normal and complex situations demonstrating the 1.3.1 Page | 104 HSST_Audiological_Science_VERSION_280314
Topic Therapeutics in Audiological Science Practice Assessment GSP Methods Reference
Behaviours professional attributes and insights required of a Consultant Clinical Scientist 1.3.2 working within the limits of professional competence referring as appropriate to 3.1.5 senior staff and will:
recognise the benefit of minimising the number of medications and interventions taken by a patient to a level compatible with best care. ensure that there is clear information for patients about stopping drugs prior to vestibular testing. remain open to advice from other health professionals on medication issues. ensure information is shared promptly and accurately with a patient’s health providers, including between primary and secondary care. participate in adverse drug event reporting processes. remain up to date with therapeutic alerts, and respond appropriately.
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Stage 2: Adult Expert Practice
2a (i): Chronic Imbalance
Topic Chronic Imbalance Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to the diagnosis, presentation and Learning management of the patient presenting with chronic imbalance and falls, will be able to analyse, synthesise, Objective evaluate and apply their knowledge, in order to identify vestibular causes of chronic imbalance, instigate and interpret appropriate investigations and initiate appropriate management within the scope of a Consultant Clinical Scientist. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to the: 1.1.2 1.1.3. 1.1.6 anatomy and physiology of the vestibular system, vestibular pathways, and 1.1.7 central vestibular control centres and how these maintain good balance and 1.3.1 are influenced by general medical or neurological problems. 1.3.2 range of peripheral and central vestibular disorders causing chronic 2.1.1 imbalance 2.2.9 appreciation of the physiological impact of vision disorders or neurological Knowledge disorders in patients with vestibular problems pathology of the stabilising sensory systems which gives rise to multisensory imbalance particularly in the elderly. pharmacotherapeutic agents and toxic substances which can cause chronic imbalance and can contribute to falls. appropriate audio-vestibular and other investigations. effect on balance of recurrent and untreated dizziness of peripheral or central origin. effects of ageing, neurological disorder and musculo-skeletal disorders on balance.
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Topic Chronic Imbalance Assessment GSP Methods Reference
different clinical presentations of chronic vestibular imbalance eg bilateral vestibular failure, Ménierè’s disease, central vestibular pathologies. the presentation of non-vestibular causes of imbalance, in particular, epilepsy, syncope, vasovagal attacks, ‘blackouts’ and drop attacks. the differentiation of vestibular from non-vestibular causes of imbalance. psychological effects of chronic imbalance. effective rehabilitative strategies for patients with chronic imbalance. safeguarding of vulnerable adults. By the end of this module Clinical Scientists in HSST, with respect to chronic 2.2.1 imbalance, will be able to demonstrate a critical understanding of current 2.2.2 research and its application to the performance and mastery of the following 2.2.3 technical skills: 2.2.6
2.2.7 complete neuro-otological examination within the scope of a Consultant Clinical Scientist including an accurate examination of the eye 2.2.8 movements, characterising any nystagmus. 2.3.2 Technical vestibular tests 2.3.3 Skills and o videonystagmography. Procedures o postural sway measurements, including Equitest. o tests of oculomotor function o tests of vestibulo-ocular function e.g. Halmagyi, head shaking, visual dynamic acuity o positioning tests including the Dix Hallpike manoeuvre. o caloric function testing including air calorics. o bedside test battery to identify signs distinguishing central from peripheral causes of chronic imbalance. o Vestibular evoked myogenic potentials (VEMPs). o Hyperventilation evoked nystagmus
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Topic Chronic Imbalance Assessment GSP Methods Reference
systems for ensuring the quality assurance of test procedures: use of appropriate internal controls and performance monitoring. external quality assurance. validity and reliability of test results and their application: o uncertainty of measurement o using systems to produce timely, accurate and relevant reports with appropriate interpretative comments particle repositioning manoeuvres e.g. Epley, Semont instructing the patient in appropriate vestibular rehabilitation e.g. Cawthorne-Cooksey, Brandt-Darroff and visual exercises. By the end of this module Clinical Scientists in HSST will be expected to 3.1.1 critically reflect and apply in practice a range of clinical and communication 3.1.2 skills to advise and communicate effectively with patients, their families, carers 3.1.3 and other healthcare professionals and will: 3.1.4 3.1.5 take an accurate history of balance impairment in order to determine 3.1.6 pathology, causation, associated difficulties and extent of disability. 3.1.7 Clinical assess whether musculoskeletal, visual and other medical conditions are 3.1.8 Skills restricting rehabilitation. 3.1.9 select and interpret appropriate audiovestibular and other investigations 3.1.10 select and request appropriate imaging, when indicated, to investigate 3.1.11 chronic imbalance and act appropriately on findings 3.1.12 assess vestibular/balance disability accurately and make appropriate 3.1.13 physiotherapy referral. devise and implement a programme of vestibular rehabilitation tailored to the individual, monitoring and reappraising management in line with progress working with the multi-disciplinary team
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Topic Chronic Imbalance Assessment GSP Methods Reference
judge contribution of psychological factors in chronic balance disorders within scope of practice suggest to the GP or prescribing doctor alterations in medications suspected of having an adverse impact on balance. recognise non vestibular causes of chronic imbalance and request specialist medical opinion as appropriate recognise hyperventilation or over-breathing and its impact on balance reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST, with respect to chronic 1.1.1 imbalance, will be expected to evaluate their own response to both normal 1.1.2 and complex situations demonstrating the professional attributes and insights 1.3.1 required of a Consultant Clinical Scientist working within the limits of 1.3.2 professional competence referring as appropriate to senior staff and will:
Attitudes work effectively within the multi-disciplinary team. and recognise the impact of chronic imbalance on employment and Behaviours activities of daily living. recognise the impact and psychological effects of chronic imbalance on the patient and family or carers. maintain patient confidentiality at all times. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2a (ii): Recurrent Vertigo/Dysequilibrium
Topic Recurrent Vertigo/Dysequilibrium Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to recurrent vertigo/dysequilibrium, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of patients with recurrent vertigo or dysequilibrium demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will be able to: Learning Objective determine the cause of the recurrent .vertigo or dysequilibrium identify and address factors hindering vestibular compensation. determine any disability conferred by symptoms. select appropriate audiovestibular investigations. instigate appropriate management and refer when necessary. By the end of this module Clinical Scientists in HSST will analyse, 1.1.1 synthesise, evaluate and apply their expert knowledge required with respect 1.1.2 to: 1.1.3 1.1.4 the sensorimotor physiology involved in balance maintenance. 1.1.5 the causes of peripheral and central vestibular disorders with remitting and 1.1.6 relapsing courses. 1.1.7 Knowledge types of pathology possible in other stabilising sensory and motor effector 1.1.8 systems. 1.1.9 the various factors hindering vestibular compensation. 1.1.10 the psychological impact of recurrent disequilibrium. 1.1.11 local and national protocols and guidelines for audiovestibular testing and 1.2.1 other investigation. 1.2.3 the pharmacological options, physical rehabilitation and 1.3.1 1.3.2
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Topic Recurrent Vertigo/Dysequilibrium Assessment GSP Methods Reference psychological/psychiatric interventions. 1.3.3 anatomy and physiology of the vestibular system, vestibular pathways, 1.3.4 and central vestibular control centres and how these maintain good 1.3.5 balance and are influenced by metabolic disorders. medication used to treat acute and recurrent vertigo, its pharmacological effect on the body, prescribing details and side effects. By the end of this module Clinical Scientists in HSST, with respect to 2.2.1 recurrent vertigo/dysequilibrium, will be able to demonstrate a critical 2.2.2 understanding of current research and its application to the performance and 2.2.3 mastery of the following technical skills: 2.2.6
2.3.1 perform a complete neuro-otological examination within the scope of a Consultant Clinical Scientist including an accurate examination of eye 2.3.2 movements, characterising any nystagmus: 2.3.4 distinguish peripheral from central vestibular causes of recurrent vertigo by 2.3.1 Technical selecting and interpreting appropriate audiovestibular tests from the 2.3.2 Skills and following: 2.3.4 Procedures o videonystagmography. o postural sway measurements, including Equitest. o tests of oculomotor function o tests of vestibulo-ocular function e.g. Halmagyi, head shaking, visual dynamic acuity o positioning tests including the Dix Hallpike manoeuvre. o caloric function testing including air calorics. o bedside test battery to identify signs distinguishing central from peripheral causes of recurrent vertigo/dysequilibrium. o vestibular evoked myogenic potentials (VEMPs). o hyperventilation evoked nystagmus
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Topic Recurrent Vertigo/Dysequilibrium Assessment GSP Methods Reference
systems for ensuring the quality assurance of test procedures. use of appropriate internal controls and performance monitoring including internal and external quality assurance. validity and reliability of test results and their application. managing uncertainty of measurement. use of systems to produce timely, accurate and relevant reports with appropriate interpretative comments. By the end of this module Clinical Scientists in HSST will be expected to 3.1.1 critically reflect and apply in practice a range of clinical and communication 3.1.2 skills to advise and communicate effectively with patients, their family 3.1.3 members or carers, clinicians, and other healthcare professionals and will: 3.1.4 3.1.5 take an accurate history and perform a focused clinical examination as 3.1.6 appropriate in the role of Consultant Clinical Scientist in order to identify 3.1.7 the cause of the disorder and any factors hindering compensation. 3.1.8 discuss and advise on therapeutic options e.g. diet restrictions for patients 3.1.9 Clinical with Meniere’s disease, vestibular rehabilitation. 3.1.10 Skills devise and implement a programme of vestibular rehabilitation tailored to 3.1.11 the individual, monitoring and reappraising management in line with 3.1.12 progress working with the multi-disciplinary team including: o particle repositioning manoeuvres e.g. Epley, Semont. o instructing the patient in appropriate vestibular rehabilitation e.g. Cawthorne-Cooksey, Brandt-Darroff and visual exercises. request appropriate imaging to investigate recurrent vertigo/dysequilibrium, when indicated, and act appropriately on the findings. refer appropriately to other members of the multi-disciplinary team for effective management.
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Topic Recurrent Vertigo/Dysequilibrium Assessment GSP Methods Reference
recognise the possibility of any associated psychiatric or psychological symptoms. suspect any general medical or neurological causes of recurrent vertigo by a good history and focused examination as appropriate in the role of Consultant Clinical Scientist and refer as appropriate. within scope of practice, provide advice on medication for recurrent vertigo due to, Meniere’s disease or migrainous vertigo. judge correctly as to when fitness to drive/work is affected and counsel the patient appropriately. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to 1.1.1 evaluate their own response to both normal and complex situations 1.1.2 demonstrating the professional attributes and insights required of a Clinical 1.3.1 Scientist in HSST working within the limits of professional competence 1.3.2 referring as appropriate to senior staff and will:
Attitudes appreciate the distress and disability caused by recurrent vertigo or and dysequilibrium and demonstrate a sensitive approach to the patient. Behaviours recognise the impact of recurrent vertigo or dysequilibrium in a patient with additional medical needs. recognise the value of the multidisciplinary approach to patient assessment and management. maintain patient confidentiality throughout investigations and reporting of outcomes. promote the importance of active participation by Clinical Scientists in multidisciplinary clinical team meetings.
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Topic Recurrent Vertigo/Dysequilibrium Assessment GSP Methods Reference
be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2a (iii): Assessment and Management of Acute Vertigo
Topic Assessment and Management of Acute Vertigo Assessment GSP Methods Reference By the end of this module Clinical Scientist in HSST, with respect to the assessment and management of acute vertigo, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of patients with acute vertigo demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will be able to: Learning Objective determine the cause of the acute attack of vertigo. instigate and interpret an appropriate set of audiovestibular investigations. define a management plan. assess the impact of the attack on the individual and liaise with relevant professionals. explain to the patient the likely cause and outcome of the acute vertigo if peripheral in origin. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge with respect to: 1.1.2 1.1.3 the anatomy and physiology of the vestibular system, vestibular pathways, and 1.1.4 central vestibular control centres and how these maintain good balance and are 1.1.5 influenced by metabolic disorders. 1.1.6 the selection and validation of appropriate tests. 1.1.7 Knowledge the scientific quality assurance of test procedures. 1.1.8 the validity and reliability of test results and their application. 1.1.9 the pathomechanisms of an acute attack of vertigo. 1.1.10 differentiation of peripheral causes from central causes of acute vertigo 1.1.11 the various otological, neurological and general medical causes of acute vertigo 1.2.1 and referral pathways. 1.2.3 1.3.1 appreciation of the physiological impact of vision disorders or neurological 1.3.2 disorders in patients with vestibular problems. 1.3.3
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Topic Assessment and Management of Acute Vertigo Assessment GSP Methods Reference the different clinical presentations of acute vertigo, e.g. benign paroxysmal 1.3.4 positional vertigo, vestibular neuronitis, labyrinthitis, Ménierè’s disease, 1.3.5 migrainous vertigo, central vestibular pathologies including stroke. eye movement abnormalities that may be associated with acute vertigo. how to investigate each of the causes of acute vertigo the treatment options available for acute vertigo including the drugs that can be used, their pharmacological effects and prescribing details. the natural history of acute vertigo of peripheral origin how eye movement disorders may impact on balance the management options for acute vertigo including particle repositioning and customised vestibular rehabilitation. By the end of this module Clinical Scientists in HSST, with respect to the 1.1.1 assessment and management of acute vertigo, will be able to demonstrate a critical 1.1.2 understanding of current research and its application to the performance and 2.2.1 mastery of the following technical skills: 2.2.3
2.2.4 perform a complete neuro-otological examination within the scope of a 2.2.5 Technical Consultant Clinical Scientist including an accurate examination of the eye movements, characterising any nystagmus: 2.2.7 Skills and perform tests of vestibular function including: 2.2.9 Procedures o videonystagmography. o postural sway measurements, including Equitest. o tests of oculomotor function o tests of vestibulo-ocular function e.g. Halmagyi, head shaking, visual dynamic acuity o positioning tests including the Dix Hallpike manoeuvre. o caloric function testing including water and air calorics. o bedside test battery to identify signs distinguishing central from peripheral
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Topic Assessment and Management of Acute Vertigo Assessment GSP Methods Reference causes of acute vertigo. o Vestibular evoked myogenic potentials (VEMPs). use of systems for ensuring the quality assurance of test procedures. use of appropriate internal controls and performance monitoring. internal and external quality assurance. apply knowledge of the validity and reliability of test results and their application. uncertainty of measurement. use of systems to produce timely, accurate and relevant reports with appropriate interpretative comments. request appropriate imaging to investigate acute vertigo, when indicated, and take appropriate action on the findings. By the end of this module Clinical Scientists in HSST will be expected to critically 3.1.1 reflect and apply in practice a range of clinical and communication skills to advise 3.1.2 and communicate effectively with patients, their families and carers, and other 3.1.3 healthcare professionals and will: 3.1.4 3.1.5 distinguish peripheral from central vestibular causes of acute vertigo by an 3.1.6 accurate history, focused examination and investigation as appropriate in the role 3.1.7 Clinical of Consultant Clinical Scientist. 3.1.8 Skills suspect a general medical cause of acute vertigo from the history and refer 3.1.9 appropriately. 3.1.10 recognise pathology in the other stabilising sensory and effector motor 3.1.11 systems by a good history and examination making appropriate onward 3.1.12 referral. 3.1.13 assess any associated psychological factors and refer as necessary. devise and implement a programme of vestibular rehabilitation tailored to the individual, monitoring and reappraising management in line with progress working with the multi-disciplinary team including:
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Topic Assessment and Management of Acute Vertigo Assessment GSP Methods Reference o perform particle repositioning manoeuvres e.g. Epley, Semont. o instruct the patient in appropriate vestibular rehabilitation e.g. Cawthorne- Cooksey, Brandt-Darroff and visual exercises. interpret a full battery of audio-vestibular tests. discuss management options with the patient. implement appropriate management including referral to other specialties (e.g. audiovestibular medicine, ENT, neurology and general medicine) . administer and analyse questionnaires as outcome measures for vestibular function and quality of life. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 within the limits of professional competence referring as appropriate to senior staff 1.3.2 and will: 3.1.15
Attitudes maintain patient confidentiality. and treat patients, their families and carers with respect. Behaviours include the patient in any decision making treat all clinical and non-clinical staff with respect . recognise and work within own limitations in knowledge and expertise. refer to more experienced colleagues as appropriate. work effectively within a multi-disciplinary framework/team. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice,
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Topic Assessment and Management of Acute Vertigo Assessment GSP Methods Reference
innovative, new and improved technologies.
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2a (iv): Learning Disabled Adults
Topic Learning Disabled Adults Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of hearing loss in learning disabled adults Learning demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient Objective focused service and in particular will be able to carry out appropriate hearing assessment, investigation, treatment and rehabilitation of patients with a learning disability. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the audiovestibular problems that may be associated with learning disability and 1.1.4 the specific effects that such problems may have. 1.1.5 the other disabilities that may be present such as visual, speech and 1.1.6 communication problems. 1.1.7 how acquired audiovestibular problems may present in learning disabled adults. 1.1.8 Knowledge the rehabilitative approaches available for such patients and how to implement 1.1.9 them. 1.1.10 issues concerning ‘consent’ in these patients . 1.1.11 the wider services available for and required by adults with learning difficulties. 1.2.1 safeguarding of vulnerable adults 1.2.3 1.3.1 1.3.2 1.3.3 1.3.5 Technical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 1.1.1 and critical understanding of current research and its application to the performance and 1.1.2 Clinical mastery of a range of technical skills whilst critically reflecting and applying in practice 2.2.1
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Topic Learning Disabled Adults Assessment GSP Methods Reference Skills and a range of clinical and communication skills to advise and communicate effectively 2.2.3 Procedures with learning disabled adults and their families and carers and other healthcare 2.2.4 professionals and will: 2.2.5 3.1.1 take a relevant history and perform a focused examination as appropriate in the role 3.1.4 of Consultant Clinical Scientist. 3.1.12 select appropriate audiovestibular tests, carry them out and interpret results 3.1.13 accurately. select other appropriate investigations and act on results appropriately manage the patient's audiological or neuro-otological problems appropriately and effectively within the multi-disciplinary team. communicate the diagnosis, results of investigations and management plan effectively to the patient, their family and their carers. use appropriate hearing testing procedures. provide appropriate hearing aid and other devices according to the needs of the individual. liaise effectively with other professionals involved including social workers, speech and language therapists, nursing staff and carers. refer for appropriate additional care as required. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate their 1.1.1 own response to both normal and complex situations demonstrating the professional 1.3.2 Attitudes attributes and insights required of a Clinical Scientist in HSST working within the limits 3.1.2 and of professional competence referring as appropriate to senior staff and will: 3.1.16 Behaviours 4.1.5 use sympathetic and positive listening skills with regards to the problems and fears of the patient
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Topic Learning Disabled Adults Assessment GSP Methods Reference respect the patient’s right to contribute to their management respect issues of confidentiality and informed consent. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2a (v): Hearing Problems in the Elderly
Topic Hearing Problems in the Elderly Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to elderly patients with hearing problems, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of Learning patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within Objective a patient focused service. In particular they will be able to determine the cause and impact of hearing problems in the elderly, instigate and interpret appropriate audiovestibular investigations and initiate and provide management relevant to the patient within their environment. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the different conditions which may cause hearing impairment in the elderly. 1.1.4 the effects of the general ageing process on the auditory system. 1.1.5 other relevant services, e.g. social worker for the hearing impaired, who can provide 1.1.6 help for such individuals. 1.1.7 the different rehabilitative approaches that are available and the importance of 1.1.8 agreeing an appropriate individual management plan with the patient . 1.1.9 other impairment e.g. loss of tactile sensitivity or blindness, which might impair the 1.1.10 Knowledge individual's ability to cope with more routine rehabilitative approaches. 1.1.11 issues of motivation and cognitive decline which may impact on an individual's 1.2.1 ability to take part in rehabilitation. 1.2.3 psychosocial issues associated with hearing loss in the elderly including feelings of 1.3.1 isolation and avoidance. 1.3.2
common general medical problems in the elderly which may affect rehabilitation. hearing aids and other devices suitable for use amongst the elderly population. associated problems such as balance disturbance and falls. impact of, and association between dementia and hearing loss. safeguarding of vulnerable adults.
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Topic Hearing Problems in the Elderly Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 critical understanding of current research and its application to the performance and 2.2.2 mastery of a range of technical skills whilst critically reflecting and applying in practice 2.2.3 a range of clinical and communication skills to advise and communicate effectively 2.2.4 with the elderly and their families or carers, and other healthcare professionals and 2.2.7 will: 2.2.8 2.3.1 take a relevant history and perform a relevant clinical examination as appropriate in 3.1.7 the role of Consultant Clinical Scientist. 3.1.8 select, carry out and interpret appropriate audiological tests. 3.1.9 Technical select other relevant investigations and take appropriate action on the results. 3.1.10 Skills and suspect additional medical problems which may adversely affect rehabilitation e.g. 3.1.11 Procedures hypothyroidism, arthritis, Parkinson’s disease and refer appropriately to the GP or a 3.1.12 and Clinical physician in Elderly Care. 3.1.13 Skills refer appropriately for or provide instrumental devices e.g. hearing aids, 3.2.1 environmental aids. 3.2.2 select and interpret appropriate outcome measures. liaise effectively with hearing therapist, social worker for the hearing impaired and voluntary sector regarding optimal approaches to management of the individual's problems. discuss management options with the patient and carers. identify difficulties with motivation and behaviour and seek to modify in order to optimise rehabilitation. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. Attitudes By the end of this module Clinical Scientists in HSST will be expected to evaluate their 1.3.1 and own response to both normal and complex situations demonstrating the professional 1.3.2 Behaviours attributes and insights required of a Clinical Scientist in HSST working within the limits 2.2.5
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Topic Hearing Problems in the Elderly Assessment GSP Methods Reference of professional competence referring as appropriate to senior staff and will: 2.3.4 3.1.2 recognise the impact of hearing loss on individuals and their family and friends and 3.1.16 respond appropriately appreciate the importance of education to aid rehabilitation and respond appropriately. recognise the need for an empathetic approach and respond appropriately. appreciate the effect of additional health needs on management of hearing loss in the elderly and respond appropriately. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2a(vi): Congenitally Deaf Adults
Topic Congenitally Deaf Adults Assessment GSP Methods Reference By the end of this module HSST Clinical Scientists in HSST, with respect to adults who are congenitally deaf, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will: Learning Objective determine the severity and progression of the deafness. assess the impact of the deafness on the individual. elucidate the previous management, education and communication skills (including signing) of the patient . identify needs and initiate further rehabilitative management. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the causes of congenital deafness and aetiological investigations. 1.1.4 the effects of congenital deafness on education, speech & language and 1.1.5 communication. 1.1.6 the impact of such deafness on individuals concerned and significant others, 1.1.7 including psychosocial effects. 1.1.8 Knowledge associated symptoms such as tinnitus or balance difficulties. 1.1.9 alternative communication systems. 1.1.11 the local support facilities for those with acquired and/or congenital deafness 1.2.1 and Deaf culture. 1.2.3 appropriate rehabilitation, i.e. hearing aids and environmental aids to support 1.3.1 the individual socially, within the family, at home and at work and the rapid 1.3.2 advances in the research of deafness, including genetics, and its impact on 1.3.3 patient management. 1.3.5
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Topic Congenitally Deaf Adults Assessment GSP Methods Reference the needs of the young deaf adult at the time of transfer from paediatric services. developments in later implantation in congenital losses. support at work for deaf individuals. the presentation of mental health issues in deaf adults. By the end of this module Clinical Scientists in HSST will be able to demonstrate a 1.3.2 critical understanding of current research and its application to the performance 2.2.3 and mastery of a range of technical skills whilst critically reflecting and applying in 2.2.8 practice a range of clinical and communication skills to advise and communicate 2.3.1 effectively with adults who are congenitally deaf and their families, the public and 2.3.2 other healthcare professionals and will: 3.1.15 3.2.1 take a relevant history, including family history, and perform a relevant focused 3.2.2 examination as appropriate in the role of Consultant Clinical Scientist using a 3.1.7 Technical sign language interpreter where necessary. 3.1.8 Skills and identify when further investigation is needed into the cause of the hearing loss 3.1.9 Procedures and instigate investigation and/or refer as needed. 3.1.10 and determine the communication abilities and needs of the individual and adapt 3.1.11 Clinical communication methods appropriately. 3.1.12 Skills recommend appropriate environmental and other aids for the patient. 3.1.13 provide appropriate hearing aids and associated devices as part of an agreed 3.2.1 individual management plan. 3.1.14 initiate further rehabilitative management, in conjunction with the therapeutic 3.1.15 specialists, adult social care and disability employment advisor where relevant 3.1.16 work effectively within the multi-disciplinary team. 3.2.2 3.2.3 liaise effectively with adult social care about ongoing support. 3.2.4 identify the need for implantable hearing aids and refer or organise, as appropriate, as part of the multi-disciplinary team.
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Topic Congenitally Deaf Adults Assessment GSP Methods Reference reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.3.1 their own response to both normal and complex situations demonstrating the 1.3.2 professional attributes and insights required of a Clinical Scientist in HSST working 2.2.5 within the limits of professional competence referring as appropriate to senior staff 3.1.2 and will: 3.1.16 Attitudes and appreciate the attitudes of those within the Deaf Community and respond Behaviours appropriately. recognise the needs of the deaf adolescent and respond appropriately. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative new and improved technologies.
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2a(vii): Hearing Problems in Younger Adults
Topic Hearing Problems in Younger Adults Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to hearing problems in younger adults, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will: Learning Objective determine the cause and type of hearing problems. specify appropriate investigations. determine the consequences of the hearing impairment for the individual. define and provide appropriate management and rehabilitation. discuss the cause, effect and prognosis with the patient. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the conditions which can result in hearing problems in younger adults. 1.1.4 audiovestibular and other investigations which can be used to specify the type 1.1.5 of impairment and its possible cause. 1.1.6 current evidence-based management of hearing loss including technical, 1.1.7 1.1.8 Knowledge pharmacological and surgical. the possible impact of the hearing problems on the individual’s life and the 1.1.9 effect on immediate family members, including psychosocial and speech and 1.1.10 language issues. 1.1.11 the importance of education of the young adult and of significant others to aid 1.2.1 rehabilitation. 1.2.3 the manifestations of auditory processing disorder and auditory neuropathy. 1.3.1 external support agencies and policies e.g. social workers, Action on Hearing 1.3.2 1.3.3
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Topic Hearing Problems in Younger Adults Assessment GSP Methods Reference Loss, Child and Adolescent Mental Health Services, Access to Work etc. 1.3.4 1..3.5 By the end of this module Clinical Scientists in HSST will be able to demonstrate 2.2.1 a critical understanding of current research and its application to the performance 2.2.3 and mastery of a range of technical skills whilst critically reflecting and applying in 2.2.8 practice a range of clinical and communication skills to advise and communicate 2.3.1 effectively with younger adults and their families or carers and other healthcare 2.3.2 professionals and will: 3.1.15 3.2.1 take an appropriate history and perform a focused and relevant clinical 3.2.2 examination as appropriate in the role of Consultant Clinical Scientist. 3.1.7 Technical select, carry out and interpret appropriate audiometric tests including more 3.1.8 Skills and sophisticated measures such as tests of central auditory function. 3.1.9 Procedures select other appropriate investigations and take appropriate action on the 3.1.10 and Clinical findings. 3.1.11 Skills liaise with specialist physicians and surgeons about additional investigations 3.1.12 and medical or surgical treatment when appropriate. 3.1.13 explain the results of investigations, and discuss management options with the 3.2.1 patient and family or carers. 3.2.2 suggest and provide appropriate rehabilitation which may include a hearing aid 3.2.3 or other instrumental fitting including implantable devices, if appropriate. determine and interpret relevant outcome measures reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. Attitudes By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 and their own response to both normal and complex situations demonstrating the 1.1.2 Behaviours professional attributes and insights required of a Clinical Scientist in HSST 1.3.1
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Topic Hearing Problems in Younger Adults Assessment GSP Methods Reference working within the limits of professional competence referring as appropriate to 1.3.2 senior staff and will: 2.3.4 3.1.2 appreciate the patient’s concerns about the effects of their hearing problems 3.1.16 including cosmetic effects. recognise the impact of hearing loss on the individual’s ability to work and socialise. appreciate the impact of hearing loss on immediate family members. recognise own scope of practice, and when another professional would be best placed to provide an opinion or an intervention. appreciate the prevalence and impact of mental health problems in this population be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative new and improved technologies.
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2a(viii): Tinnitus, Dysacusis and Hyperacusis
Topic Tinnitus, Dysacusis and Hyperacusis Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to tinnitus, dysacusis and hyperacusis, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will determine:
Learning by careful history taking, examination, selection and interpretation of audiological and other investigations, Objective where possible identify the cause of tinnitus, dysacusis and hyperacusis, define a management plan, and know when referral to a medical or other colleagues is appropriate the cause of pressure sensations, phonophobia (hyperacusis), echoing and other dysacuses, and know when referral to a medical colleague is required. the effects of tinnitus, dysacusis and hyperacusis on the individual and devise a management plan, and know when referral to a medical colleague is required. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the different conditions which can cause or trigger tinnitus, dysacusis and 1.1.4 hyperacusis. 1.1.5 current pathophysiological theories of generation of tinnitus, dysacusis and 1.1.6 1.1.7 Knowledge hyperacusis. the prevalence of tinnitus and hyperacusis and the natural history of habituation. 1.1.8 the psychological effects of tinnitus, dysacusis and hyperacusis on the patient 1.1.9 and how these can be managed. 1.1.10 the indications for, benefits of and problems with rehabilitative instruments such 1.1.11 as hearing aids, tinnitus instruments (including WNG, sound ball etc.) and 1.2.1 environmental modification. 1.2.3 1.3.1
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Topic Tinnitus, Dysacusis and Hyperacusis Assessment GSP Methods Reference various retraining and relaxation techniques. 1.3.4 when a specialist medical , surgical, psychological or psychiatric opinion is 1.3.5 required. By the end of this module, with respect to tinnitus, dysacusis and hyperacusis, 1.1.1 Clinical Scientists in HSST will be able to demonstrate a critical understanding of 1.1.2 current research and its application to the performance and mastery of the following 2.2.1 technical skills whilst critically reflecting and applying in practice a range of clinical 2.2.3 and communication skills to advise and communicate effectively with patients, their 2.2.8 families and carers and other healthcare professionals and will: 2.3.1 2.3.2 take a relevant history and perform an examination as appropriate in the role of 3.1.15 Consultant Clinical Scientist. 3.2.1 select, carry out and interpret the results of audiological investigations. 3.2.2 Technical select other appropriate investigations and take appropriate action on the findings 3.1.7 Skills and counsel the patient on the test results and causation of tinnitus, dysacusis and 3.1.8 Procedures hyperacusis. 3.1.9 and perform a risk assessment with regard to self harm. 3.1.10 Clinical select appropriate management strategies such as hearing aids, rehabilitative 3.1.11 Skills instruments, cognitive therapy, relaxation, pharmacological options. 3.1.12 identify psychological problems needing referral to a psychologist or psychiatrist. 3.1.13 3.2.1 work effectively within the multi-disciplinary team and liaise effectively with 3.1.14 therapeutic staff, specialist medical staff, clinical psychologists, psychiatrists and 3.1.15 GPs about the appropriate management of the patient.
apply appropriate fitting strategies for fitting hearing aids and rehabilitative instruments. select and interpret appropriate outcome measures. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence.
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Topic Tinnitus, Dysacusis and Hyperacusis Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.7 professional attributes and insights required of a Clinical Scientist in HSST working 1.2.3 within the limits of professional competence referring as appropriate to senior staff 1.3.1 and will: 1.3.2 2.2.5 recognise the psychological impact of tinnitus, dysacusis or hyperacusis on the 2.3.4 patient and of the patient’s psychological attitude on these symptoms. 3.1.2 recognise the need for an empathetic, supportive and positive approach to the 3.1.16 Attitudes patient and his/her concerns. and recognise the prevalence and impact of mental health problems in this population Behaviours recognise the importance of effective multidisciplinary team work and effective communication with colleagues both verbally and in writing. recognise the value of complementary medical approaches to holistic management of tinnitus, dysacusis and hyperacusis. recognise own scope of practice, and when another professional would be best placed to provide an opinion or an intervention. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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Stage 2B: Paediatric Expert Practice
All Clinical Scientists in HSST working in a paediatric setting or who see children in their practice must be appropriately trained in child safeguarding .
2b(i): Dizziness in Children
Topic Dizziness in Children Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to dizziness in children, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist, working in collaboration with a paediatrician, audiovestibular physician or ENT consultant colleague within a patient focused service and in Learning particular to: Objective differentiate between vertigo and other causes of dizziness or ‘funny turns’ in children. determine the cause of episodes of vertigo in children. Instigate, lead and interpret an appropriate set of investigations and define a management plan. assess the impact of the attack on the individual and family and manage appropriately. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the various otological, neurological, general medical and psychological causes of 1.1.4 acute and recurrent dizziness and ‘funny turns’ in children and how to differentiate 1.1.5 Knowledge between them. 1.1.6 the different causes of acute and recurrent attacks of vertigo/dizziness in a child. 1.1.7 the ways in which a child may express their symptoms of dizziness in sign, 1.1.8 gesture and spoken language and how parents or carers may interpret these 1.1.9 symptoms second hand when the child has inadequate vocabulary to describe the 1.1.10
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Topic Dizziness in Children Assessment GSP Methods Reference episode. 1.1.11 the impact of recurrent vertigo/dizziness on a child particularly with regard to 1.2.1 education and social integration. 1.2.3 the eye movement abnormalities that may be associated with vestibular disorders. 1.3.1 appropriate audiovestibular tests and other investigations for acute and recurrent 1.3.2 vertigo/dizziness. 1.3.3 the techniques available to investigate vestibular disorders, which are suitable for 1.3.4 children of different ages. 1.3.5 the age related changes in balance function and how this is expressed in investigative results. the treatment options and vestibular rehabilitation approaches for children. the life style changes and pharmacological options available to treat acute and recurrent vertigo including the role of diet and the place of prophylaxis in patients with migraine, and specific treatment of episodic ataxia type 2. when to refer the patient to an audiovestibular physician, paediatrician, paediatric neurologist, cardiologist, ENT surgeon, geneticist, occupational therapist or psychologist for advice on management. the natural history of acute and recurrent vertigo in children. the difficulties inherent in assessing children with balance problems and the possibility of life-threatening pathology which can present as dizziness. child safeguarding. By the end of this module, with respect to dizziness in children, Clinical Scientists in HSST will be able to demonstrate a critical understanding of current research and its Technical application to the performance and mastery of the following technical skills and will:
Skills perform and lead assessment using the following procedures:
o electronystagmography
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Topic Dizziness in Children Assessment GSP Methods Reference o videonystagmography. o postural sway measurements, including Equitest. o tests of oculomotor function o tests of vestibulo-ocular function e.g. Halmagyi, head shaking, visual dynamic acuity o positioning tests including the Dix Hallpike manoeuvre. o caloric function testing including water and air calorics. o bedside test battery to identify signs distinguishing central from peripheral causes of vertigo. o vestibular evoked myogenic potentials (VEMPs). o hyperventilation evoked nystagmus. By the end of this module Clinical Scientists in HSST will apply in practice a range of 3.1.1 clinical and communication skills with respect to dizziness in children to advise and 3.1.2 communicate effectively with patients, parents or carers and other healthcare 3.1.3 professionals and will: 3.1.4 3.1.5 take an appropriate and detailed history of the dizzy episodes from the child and 3.1.6 parent or carer, including a developmental, psychosocial and family history. 3.1.7 liaise closely with an audiovestibular physician, paediatrician or ENT consultant 3.1.8 Clinical surgeon to investigate the cause of the balance disorder 3.1.9 Skills perform an accurate and developmentally appropriate neurotological 3.1.10 examination within the scope of a Consultant Clinical Scientist including 3.1.11 examination of the eye movements, characterising any nystagmus. 3.1.12 identify the likely cause of dizziness in the child and correctly distinguish 3.1.13 peripheral from central vestibular causes of acute and recurrent vertigo. identify any associated psychological factors, whether as the precipitant or consequence of the dizziness, and refer as appropriate. perform and interpret the appropriate range of vestibular tests and be able to
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Topic Dizziness in Children Assessment GSP Methods Reference recognise abnormalities on those tests as distinct from age related irregularities. perform and interpret appropriate audiological tests, discuss causes, prognosis and management strategies in a sensitive way with both the child and parent or carer. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 within the limits of professional competence referring as appropriate to senior staff 1.3.2 and will: 3.1.15
recognise the impact of acute and recurrent vertigo on the child and family, Attitudes including the effect on education and respond appropriately. and recognise that anxiety can present as dizziness, make sensitive enquiries about Behaviours possible worries including bullying or child abuse and respond appropriately. recognise the complexity and potential seriousness of dizziness in children and be prepared to seek an opinion from an audiovestibular physician, paediatrician or ENT surgeon with paediatric expertise as appropriate. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2b(ii): Imbalance in Children
Topic Imbalance in Children Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to imbalance in children, will be able to analyse, synthesise, evaluate and apply knowledge and perform specialist assessment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular to:
Learning recognise when a child may have vestibular dysfunction. Objective contribute to the determination of the cause of imbalance in a child. perform a developmentally appropriate balance assessment of a child. instigate an appropriate test protocol and interpret the results. implement an appropriate management plan. when to refer for an opinion. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 child safeguarding. 1.1.4 the sensori-motor physiology maintaining balance. 1.1.5 the development of postural control in childhood. 1.1.6 the association between sensorineural hearing loss and abnormal vestibular 1.1.7 Knowledge function. 1.1.9 the ways in which a child may express their symptoms of imbalance. 1.1.10 the causes of imbalance in a child including neurological, musculoskeletal, 1.1.11 developmental and vestibular causes. 1.2.1 1.2.3 the impact of imbalance on a child particularly with regard to education and 1.3.1 social integration. 1.3.2 techniques available to investigate balance disorders in children of different 1.3.3 ages.
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Topic Imbalance in Children Assessment GSP Methods Reference the age related changes in balance function and how this is expressed in 1.3.4 investigative results. the treatment options and vestibular habilitation/rehabilitation approaches for children. when to refer to an audiovestibular physician, paediatrician, paediatric neurologist, ENT surgeon, geneticist, physiotherapist or occupational therapist for an opinion. By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 critical understanding of current research and its application to the performance and 2.2.2 mastery of a range of technical skills whilst critically reflecting and applying in 2.2.5 practice a range of clinical and communication skills to advise and communicate 2.2.6 effectively with children and their parents or carers, and other healthcare 2.3.1 professionals and will: 3.1.1 3.1.2 take an appropriate neuro-otological and developmental history from a child and 3.1.3 Technical their parent or carer. 3.1.4 Skills and perform a developmentally-appropriate balance assessment of the child including 3.1.5 Procedures an eye movement examination. 3.1.6 and request an appropriate range of vestibular tests and be able to recognise 3.1.7 Clinical abnormalities on those tests as distinct from age-related irregularities. 3.1.8 Skills differentiate accurately between peripheral and central vestibular disorders. 3.1.9 request appropriate audiological tests and specialist opinions. 3.1.10 recognise different causes of childhood imbalance. 3.1.11 discuss, with respect to peripheral vestibular hypofunction, causes, prognosis and 3.1.12 management strategies in a sensitive way with both the child and parent or carer. 3.1.13 recognise effective and holistic management options and refer to members of the team as appropriate. reflect on the challenges of applying research to practice in relation to these
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Topic Imbalance in Children Assessment GSP Methods Reference areas of practice and suggest improvements, building on a critique of available evidence.
By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 within the limits of professional competence referring as appropriate to senior staff 1.3.2 and will:
Attitudes recognise the impact of imbalance on the child and family, including the effect of and imbalance on education and social integration and respond appropriately. Behaviours recognise the complexity and potential seriousness of imbalance in children and be prepared to seek an opinion from an audiovestibular physician, paediatrician or consultant ENT surgeon as appropriate be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2b(iii): Tinnitus, Dysacusis and Hyperacusis in Children
Topic Tinnitus, Dysacusis and Hyperacusis in Children Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to Tinnitus, Dysacusis and Hyperacusis in children, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment Learning and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Objective Clinical Scientist within a patient focused service and in particular will be able to suspect, diagnose and manage tinnitus, dysacusis and hyperacusis in children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 child safeguarding. 1.1.4 how tinnitus, dysacusis and hyperacusis may present in children. 1.1.5 the prevalence of tinnitus, dysacusis and hyperacusis and the natural history of 1.1.6 habituation. 1.1.7 the different conditions which can cause or trigger tinnitus, dysacusis or 1.1.8 Knowledge hyperacusis. 1.1.9 current pathophysiological theories about tinnitus, dysacusis and hyperacusis 1.1.11 generation. 1.2.3 the psychological effects of tinnitus, dysacusis and hyperacusis on the child and 1.3.1 family and how these can be managed. 1.3.2 the possible effects of tinnitus, dysacusis or hyperacusis on education. 1.3.3 1.3.4 how to manage a child with tinnitus, dysacusis or hyperacusis in the context of 1.3.5 the multi-disciplinary team. outside agencies such as Child and Adolescent Mental Health Services. Technical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 Skills and critical understanding of current research and its application to the performance and 2.2.2 Procedures mastery of a range of technical skills whilst critically reflecting and applying in 2.2.5
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Topic Tinnitus, Dysacusis and Hyperacusis in Children Assessment GSP Methods Reference and Clinical practice a range of clinical and communication skills to advise and communicate 2.2.6 Skills effectively with children and their families carers and other healthcare professionals 3.1.2 and will: 3.1.3 3.1.4 elicit the history of tinnitus in a child centred way. 3.1.5 take an accurate history and perform a focused examination as appropriate in the 3.1.6 role of Consultant Clinical Scientist. 3.1.7 perform a risk assessment for self harm. 3.1.8 select, perform and interpret appropriate audiometric investigations. 3.1.9 select other appropriate other investigations and take appropriate action on the 3.1.10 findings. select and implement appropriate management strategies including referral to other specialists if indicated. explain the condition to the child and family in terms they understand. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 within the limits of professional competence referring as appropriate to senior staff 1.3.2 Attitudes and will: 3.1.15 and Behaviours recognise the possible psychological impact of tinnitus, dysacusis and hyperacusis on the child and family and of the child and family’s attitude on these symptoms. recognise the importance of involvement of other professionals in the management of children with tinnitus, dysacusis or hyperacusis.
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Topic Tinnitus, Dysacusis and Hyperacusis in Children Assessment GSP Methods Reference recognise the value of complementary medical approaches to holistic management of tinnitus. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2b(iv): Auditory Processing Disorders (APD) in Children
Topic Auditory Processing Disorders (APD) in Children Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to children with auditory processing disorders, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and Learning treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Objective Scientist within a patient focused service and in particular will be able to suspect, diagnose and manage auditory processing problems in children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 child safeguarding. 1.1.4 the signs and symptoms of APD and how it can affect the child’s educational 1.1.5 progress and behaviour. 1.1.6 the conditions that may cause or be associated or co-existent with APD. 1.1.7 central neural processing of information presented through auditory and other 1.1.8 Knowledge domains, including interactions and influence of higher level processes such as 1.1.9 attention, concentration and long and short-term memory (i.e. information storage 1.1.10 and retrieval). 1.1.11 the importance of multidisciplinary assessment of children with suspected APD. 1.2.1 the indications, application, difficulties and interpretation of audiological test 1.2.3 batteries for APD. 1.3.1 methods of habilitation /rehabilitation of children with APD. 1.3.2 1.3.3 the developmental co-morbidities and neurological causes of APD as well as the possible hereditary and genomic causes. Technical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 Skills and critical understanding of current research and its application to the performance and 2.2.2 Procedures mastery of a range of technical skills whilst critically reflecting and applying in 2.2.3
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Topic Auditory Processing Disorders (APD) in Children Assessment GSP Methods Reference and practice a range of clinical and communication skills to advise and communicate 2.2.8 Clinical effectively with children and their families, carers and other healthcare professionals 2.2.9 Skills and will: 2.3.2 2.3.3 take a detailed history including reports of educational attainment 3.1.1 undertake a focused clinical examination as appropriate in the role of Consultant 3.1.2 Clinical Scientist 3.1.3 select, perform and interpret the appropriate audiological tests that are required 3.1.4 to assess the child. 3.1.5 identify within the multidisciplinary team an assessment and management plan 3.1.6 and implement it. 3.1.7 refer appropriately for additional opinions e.g. specialist teacher, speech & 3.1.8 language therapist, clinical/educational psychologist, audiovestibular physician or 3.1.9 paediatrician. 3.1.10 assess correctly the benefits and problems of intervention. 3.1.11 explain the nature of the problem to parents/ carers and child in a way so that they are able to understand the complexity of the problem. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 Attitudes within the limits of professional competence referring as appropriate to senior staff 1.3.2 and and will: 1.3.3 Behaviours recognise the importance of the history to diagnosis. recognise the importance of a team approach and involvement of other
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Topic Auditory Processing Disorders (APD) in Children Assessment GSP Methods Reference professionals in the assessment and management of children with APD. recognise the impact of APD on a child’s self esteem and ability to succeed in an educational environment. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative new and improved technologies.
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2b(v): Hearing Loss in Children with complex medical or developmental problems
Topic Hearing Loss in Children with complex medical or developmental problems Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to children with complex medical or developmental problems, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of hearing problems in these patients demonstrating the attitudes and behaviours necessary for the role of a Consultant Clinical Scientist within a patient focused service and in particular will: Learning Objective perform an accurate audiological assessment of children with complex medical or developmental problems and also those children who are “difficult to assess”. suspect additional medical and developmental problems in children with a diagnosis of deafness and refer appropriately. diagnose and manage deafness in these children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 child safeguarding. 1.1.4 the signs and symptoms of hearing loss in children with complex medical problems 1.1.5 including visual impairment. 1.1.6 possible psychological /educational issues for children with additional difficulties and 1.1.7 Knowledge hearing loss, particularly in relation to their special needs, and their immediate and 1.1.8 long term management. 1.1.9 the impact of additional medical and developmental problems for the deaf child and 1.1.10 family. 1.1.11 methods of assessing benefit and problems with amplification. 1.2.1 possible psychological /cultural issues surrounding deafness, particularly in relation 1.2.3 to the child’s additional difficulties, and their immediate and long term management. 1.3.1 1.3.2
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Topic Hearing Loss in Children with complex medical or developmental problems Assessment GSP Methods Reference 1.3.3 1.3.4 1.3.5 By the end of this module Clinical Scientists in HSST will be able to demonstrate a 1.3.1 critical understanding of current research and its application to the performance and 1.3.2 mastery of a range of technical skills whilst critically reflecting and applying in practice 2.2.1 a range of clinical and communication skills to advise and communicate effectively 2.2.2 with children and their families or carers and other healthcare professionals and will: 2.2.3 2.2.5 take an accurate and sensitive history and perform a reliable audiovestibular 2.2.9 examination as appropriate in the role of Consultant Clinical Scientist. 3.1.6 Technical identify the importance of additional developmental problems on audiovestibular 3.1.7 Skills and status 3.1.9 Procedures select, perform and interpret appropriate audiovestibular tests and test strategies. 3.1.12 and identify when to adapt tests to the abilities of the child and the priorities of the 3.1.16 Clinical assessment. 3.2.2 discuss with the child, parents or carers the results of assessment liaise with an audiovestibular physician or paediatrician with regard to additional investigations which may be required in this group of children. assess correctly benefits and problems of intervention and communicate the advantages and disadvantages of these interventions to the child and parents or carers. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. Attitudes By the end of this module Clinical Scientists in HSST will be expected to evaluate their 1.1.1 and own response to both normal and complex situations demonstrating the professional 1.3.1 Behaviours attributes and insights required of a Consultant Clinical Scientist working within the 1.3.2
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Topic Hearing Loss in Children with complex medical or developmental problems Assessment GSP Methods Reference limits of professional competence referring as appropriate to senior staff and will: 2.2.5 2.3.4 recognise the anxiety and stress caused by additional medical or developmental 3.1.2 problems identified in a deaf child and respond appropriately. 3.1.16 recognise the combined effect of deafness with other special needs for the child and 4.1.2 family. recognise the importance of involvement of other professionals in the investigation and management of children with deafness and additional needs. recognise the value of identification of hearing loss as an additional difficulty behave empathetically towards the child and parents/carers. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2b(vi) Non-organic hearing difficulties
Non-organic hearing difficulties Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to non-organic hearing difficulties, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist assessment and treatment of Learning patients presenting with a non-organic hearing loss demonstrating the attitudes and behaviours necessary for the Objective role of a Consultant Clinical Scientist within a patient focused service and in particular will be able to detect, investigate, diagnose and manage non-organic hearing difficulties in children. Knowledge By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 the factors in presentation which are commonly seen in non-organic hearing 1.1.4 difficulties. 1.1.5 the need to consider that auditory processing difficulties and auditory neuropathy 1.1.6 spectrum disorder can present as non-organic hearing loss 1.1.7 the audiological test battery to investigate non-organic hearing loss 1.1.8 correct management of non-organic hearing difficulties . 1.1.9 when to refer for further medical opinions and to other allied professionals. 1.1.10 local child protection pathways. 1.1.11 1.2.1 child safeguarding and local pathways. 1.3.2 1.3.3 1.3.4 1.3.5 Clinical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 3.1.2 Skills and critical understanding of current research and its application to the performance and 3.1.3 Technical mastery of a range of technical skills whilst critically reflecting and applying in 3.1.4 skills and practice a range of clinical and communication skills to advise and communicate 3.1.5 procedures effectively with children, their families or carers and other healthcare professionals 3.1.6
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Non-organic hearing difficulties Assessment GSP Methods Reference and will: 3.1.7 3.1.8 take an accurate history, including psychological factors and educational 3.1.9 achievement, and carry out an accurate audiovestibular examination as 3.1.10 appropriate in the role of Consultant Clinical Scientist 3.1.11 select and interpret the appropriate audiological tests to assess the child. 3.1.12 identify accurately the non-organic presentation and the possible underlying triggers for this behaviour. implement appropriate management and refer for educational, psychological or psychiatric or social services input as appropriate. assess benefits and problems of intervention correctly. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 within the limits of professional competence referring as appropriate to senior staff 1.3.2 and will: 3.1.15 Attitudes and recognise the importance of involvement of other professionals in the Behaviours management of children with non-organic hearing difficulties. act sensitivity towards parents’/carers’ and patient’s response to a ‘non-organic’ diagnosis. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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2b(vii): Progressive, sudden or late onset deafness
Topic Progressive, sudden or late onset deafness Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to children presenting with progressive, sudden or late onset deafness, will be able to analyse, synthesise, evaluate and apply knowledge and perform a specialist Learning assessment and treatment of patients demonstrating the attitudes and behaviours necessary for the role of a Objective Consultant Clinical Scientist within a patient focused service and in particular will be able to detect, investigate, diagnose and manage progressive or sudden deafness in children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to the: 1.1.2 1.1.3 child safeguarding. 1.1.4 the signs, symptoms, aetiology and management of progressive or sudden 1.1.5 deafness. 1.1.6 the psychological sequelae of progressive or sudden deafness. 1.1.7 Knowledge the impact of progressive, sudden or late onset hearing loss on speech and 1.1.8 communication skills, education and school performance 1.1.9 the changing educational needs of the child. 1.1.10 the appropriate audiovestibular and other investigations. 1.1.11 when to refer for further medical opinions and to other allied healthcare 1.2.1 professionals. 1.2.3 1.3.1 local and national guidelines covering the identification, management and 1.3.2 investigation of progressive or sudden hearing loss. 1.3.3 the indications, benefits, limitations and side effects of any medication used for progressive or sudden hearing loss.
Technical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 2.2.1 Skills, critical understanding of current research and its application to the performance 2.2.2
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Topic Progressive, sudden or late onset deafness Assessment GSP Methods Reference Clinical and mastery of a range of technical skills whilst critically reflecting and applying in 2.2.5 Skills and practice a range of clinical and communication skills to advise and communicate 2.2.8 Procedures effectively with children, their families or carers and other healthcare professionals 2.2.9 and will: 2.3.2 3.1.4 take an accurate history and undertake an accurate and reliable audiovestibular 3.1.10 examination as appropriate in the role of Consultant Clinical Scientist. 3.1.11 select, perform and interpret appropriate audiovestibular investigations 3.1.12 with the multi-disciplinary team select and interpret other appropriate 3.1.13 investigations including speech and language assessment, psychological 3.1.14 assessment and vestibular assessment. 3.1.16 explain to children, parent/their carers the planned investigations and the results 3.2.1 refer for specialist opinions as indicated. 3.2.2 select and interpret appropriate investigations and take appropriate action . 3.2.3
assess benefits and problems of intervention correctly and communicate this effectively to the family and the child. reflect on the challenges of applying research to practice in relation to these areas of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.3.1 their own response to both normal and complex situations demonstrating the 1.3.2 professional attributes and insights required of a Clinical Scientist in HSST working 2.2.5 Attitudes within the limits of professional competence referring as appropriate to senior staff 2.3.4 and and will recognise: 3.1.2 Behaviours 3.1.16 the anxiety and stress caused by progressive or sudden deafness and the 3.1.17 possible natural reactions surrounding the diagnosis for both the child and 4.1.2 parents/carers and respond accordingly. 4.1.5
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Topic Progressive, sudden or late onset deafness Assessment GSP Methods Reference
the importance of involvement of other professionals in the management of such children and the value of voluntary organisations. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative new and improved technologies.
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2b(viii): Auditory Neuropathy Spectrum Disorder (ANSD)
Topic Auditory Neuropathy Spectrum Disorder (ANSD) Assessment GSP Methods Reference By the end of this module Clinical Scientists in HSST, with respect to children referred with auditory neuropathy spectrum disorder (ANSD), will be able to analyse, synthesise, evaluate and apply knowledge and perform a Learning specialist assessment and treatment of patients with ANSD demonstrating the attitudes and behaviours necessary Objective for the role of a Consultant Clinical Scientist within a patient focused service and in particular will be able to suspect, diagnose and manage auditory neuropathy spectrum disorder in children. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to: 1.1.2 1.1.3 child safeguarding. 1.1.4 the presentation, natural history and diagnosis of ANSD. 1.1.5 Knowledge general medical conditions that can present with ANSD 1.1.6 the difficulty distinguishing between ANSD and maturation 1.1.7 how ASND can affect the child’s language development and educational progress. 1.1.8 how to use tests to investigate the site of the lesion with regard to predicting the 1.1.9 outcome of interventions such as cochlear implantation. 1.1.10 the conditions that may cause or be associated with ANSD. 1.1.11 1.2.1 methods of habilitation of children with ANSD including the value of cochlear 1.2.3 implant. 1.3.1 the educational needs of children with ANSD. 1.3.2 Technical By the end of this module Clinical Scientists in HSST will be able to demonstrate a 1.3.1 Skills and critical understanding of current research and its application to the performance and 1.3.2 Procedures mastery of a range of technical skills whilst critically reflecting and applying in 2.2.1 and practice a range of clinical and communication skills to advise and communicate 2.2.2 Clinical effectively with children, their families or carers and other healthcare professionals 2.2.3 Skills and will: 2.2.5
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Topic Auditory Neuropathy Spectrum Disorder (ANSD) Assessment GSP Methods Reference 2.2.9 take an accurate history and perform a focused examination as appropriate in the 3.1.3 role of Consultant Clinical Scientist 3.1.4 select, perform and interpret appropriate diagnostic audiological tests 3.1.5 select other relevant investigations and take appropriate action on results. 3.1.6 share sensitively with parents/carers the uncertainties about management and 3.1.7 prognosis of ANSD. 3.1.8 explain clearly to the parents/carers the nature of the condition. 3.1.9 assess correctly the benefits and problems of intervention and discuss these with 3.1.10 parents/carers and child as appropriate. 3.1.11 reflect on the challenges of applying research to practice in relation to these areas 3.1.12 3.1.13 of practice and suggest improvements, building on a critique of available evidence. By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Clinical Scientist in HSST working 1.3.1 within the limits of professional competence referring as appropriate to senior staff 1.3.2 and will recognise the:
importance of accurate electrophysiological testing in making a diagnosis. Attitudes importance of involvement of other professionals in the management of children and with ANSD. Behaviours effect on the parents/carers of audiological and prognostic uncertainty especially following identification in the newborn period. effect on the child of an inconsistent auditory input and the effect this will have on education and psychosocial development. be committed to and support continuous improvement of therapeutic services, with particular reference to auditing practice, evidence based practice, innovative, new and improved technologies.
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Stage 2c: Generic Healthcare Science
2c(i): Multi-Disciplinary Team Working
Topic Multi-Disciplinary Team Working Assessment GSP Methods Reference
By the end of this module HSST Clinical Scientist in HSST, with respect to multi-disciplinary team working, will be able to analyse, synthesise, evaluate and apply knowledge with respect to: Learning (i) the role of a multi-disciplinary team (MDT); Objective (ii) characteristics of an effective MDT; (iii) (iii) the contribution of a consultant clinical scientist to MDTs within their scope of practice. By the end of this module Clinical Scientists in HSST will analyse, synthesise, 1.1.1 evaluate and apply their expert knowledge required with respect to the: 1.1.2 1.1.3. membership. 1.1.5 leadership. 1.1.6 Knowledge team working and culture. 1.1.11 personal development and training. auditing outcomes for effective quality of care. clinical Governance in relation to MDT. range of protocols, procedures and management pathways sufficient to facilitate planning of patient care. By the end of this module Clinical Scientists in HSST will be able to work Technical effectively within an MDT as a member or leader and will critically reflect and Skills and apply in practice a range of skills with respect to: 2.2.1 Procedures 2.2.2 Infrastructure for meetings
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Topic Multi-Disciplinary Team Working Assessment GSP Methods Reference
physical environment of meeting venue and requirements for 2.2.4 confidentiality 2.2.5 technology and equipment 2.3.3 Meeting organisation and logistics 2.3.4 ensuring full representation at MDT scheduling preparation prior to MDT organisation and administration during meeting post MDT meeting/coordination of services Leadership meeting management listening & communication interpersonal relations managing disruptive personalities & conflict negotiations facilitating effective consensual clinical decision-making time-management data collection, analysis and audit of outcomes chairing Meetings - Monitoring Attendance at Meetings clinical Governance - Data transfer– Data security By the end of this module Clinical Scientists in HSST will be able to work 3.1.1 effectively within an MDT as a member or leader and will critically reflect and 3.1.2 apply in practice a range of clinical and communication skills with respect to: 3.1.9 Clinical 3.1.11 Skills Patient centred clinical decision making 3.1.17 which patients require the input of a multi-disciplinary team and which members of the team would be of greatest value to address a specific 3.2.1 3.2.2
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Topic Multi-Disciplinary Team Working Assessment GSP Methods Reference
problem for that patient. 3.2.3 the various inputs of members of the team with regard to their specialist knowledge and skills working within a defined pathway so that each member of the team knows their role and patients experience joined-up care. good communication within the immediate team and with members of the wider team between primary, secondary, and tertiary care education and social care. Good communication with the patient ensuring that their decisions are respected and are central to team discussion
Clinical Governance – Awareness of local and National Good Practice how the MDT operates who the core and extended members are the roles of members how members should work together how changes in clinical practice are to be managed communication after meetings for example to patients, GPs and other clinical colleagues.
Clinical Scientists in HSST will also be expected to explore networking opportunities to share learning and experiences with other MDTs in the same Trust and potentially in other Trusts in the Network or beyond. By the end of this module Clinical Scientists in HSST will be expected to 1.3.1 Attitudes evaluate their own response to both normal and complex situations 1.3.2 and demonstrating the professional attributes and insights required of a Clinical 2.2.5 Behaviours Scientist in HSST working within the limits of professional competence referring 2.3.4 as appropriate to senior staff and will:
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Topic Multi-Disciplinary Team Working Assessment GSP Methods Reference
facilitate mutual respect and trust between team members. allow an equal voice for all members - different opinions valued. resolve conflict between team members. encourage constructive discussion/debate. avoid personal agendas. request and provide clarification if anything is unclear.
In addition, Clinical Scientists in HSST as a team member, will recognise the need for continued learning and support individual members of an MDT to gain the necessary knowledge and skills for their roles and responsibilities within the MDT and for their respective professional role ensuring that support is available from the team, the organisation and nationally as appropriate and members take up relevant CPD opportunities.
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2c(ii): Innovation in Healthcare Science
Topic Innovation in Healthcare Science Assessment GSP Methods Reference Learning Innovation is defined as an idea, product or service, new to the NHS or applied in a novel way that has the Objectives potential to significantly improve the quality of health and care wherever it is applied (Innovation Health and Wealth: Accelerating Adoption and Diffusion in the NHS, 2011)
By the end of this module Clinical Scientists in HSST will be able to analyse and synthesise their understanding of service development and improvement and the role of innovation as creative and enterprising researchers, entrepreneurs and problem-solvers. They will apply their expert scientific knowledge to improve or develop new clinical services, identifying opportunities to innovate and creating a culture where innovation flourishes. They will work with colleagues and patients as they plan, evaluate and deliver new services or diagnostic approaches. Clinical Scientists in HSST will be expected to disseminate their innovative work evaluating the impact on patients and health services as applicable. In some healthcare science specialisms Clinical Scientists in HSST will be expected to develop a plan to market successful, regulatory-compliant devices and diagnostics products or service innovation
Clinical Scientists in HSST will also be expected to be able to keep up-to-date and analyse and synthesise their understanding of key and emerging technologies that underlie recent innovations in healthcare science. Clinical Scientists in HSST will be expected to demonstrate the ability to critically reflect on their performance and evaluate their own response to both normal and complex situations. They will consistently demonstrate the professional attitudes and behaviours expected of a Consultant Clinical Scientist and place the patient and their safety at the centre of care. Knowledge By the end of the training period Clinical Scientists in HSST will be able to analyse, 4.1.1 synthesise and critically apply their expert scientific knowledge with respect to the 4.1.2 contribution of innovation in improving and developing health care and the steps 4.1.3 required to identify innovative solutions and methods within their specialism and will:
identify recent successful innovation projects that have been implemented within the specialism that have improved patient outcomes and critically evaluate the enablers and barriers to successful innovation in healthcare.
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Topic Innovation in Healthcare Science Assessment GSP Methods Reference evaluate how technology and innovation are managed within the NHS, comparing and contrasting this to the private sector . discuss the legal principles governing law and intellectual property, patents and trademarks and evaluate the options that are available to protect new ideas, concepts, written material, images or designs in the context of health and healthcare science. assess market opportunities including specifying the unmet need, describing the market space, competitors etc., funding sources for new technology and the regulatory framework within which new technologies must be developed. critically evaluate proposals that consider each of the key aspects of introducing a new technology to the NHS or an alternative organisation including dealing with issues around intellectual property rights, patenting, professional codes of practice and the establishment of appropriate economic, legal and social frameworks. describe and evaluate a range of methods/tools and frameworks that underpin: o the identification of ideas for service development and innovation o the exploration of ideas and solutions. o the promotion of individual and group creativity. o the evaluation of ideas to transform an idea into something useful. o the development of a structured approach to problem solving and delivering solutions. o the development of a business case for the provision of a new service, including a cost-benefit analysis o the promotion of effective collaboration whilst working with colleagues, patients and other people and organisations and the value of the contribution from all partners. o the communication and discussion of information in a timely and effective manner. o effective communication with a variety of audiences including lay and non- science.
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Topic Innovation in Healthcare Science Assessment GSP Methods Reference o strategies to secure success attracting support. o leadership in innovation. o the implementation of a new technology/enterprise. o evaluating innovation. o dissemination of innovative solutions to promote the uptake of new methods of service delivery, new technology etc. across healthcare. Practical By the end of this module Clinical Scientists in HSST will be expected to critically 4.1.1 Skills reflect and apply in practice a range of skills to identify potential ideas for service 4.1.2 development and innovation, exploring ideas and solutions at all stages of an 4.4.1 innovation pathway (i.e. create, refine, evaluate, appraise, use) to secure success and 4.1.4 will: 4.1.5 4.1.6 identify potential ideas for service development and innovation, exploring ideas 4.1.7 and solutions. 4.1.8 use a range of tools to promote creativity to: 4.1.9 o promote individual creativity. o promoting group creativity. o evaluate ideas. o transform an idea into something useful. solve problems using a structured approach to problem solving by: defining problems. managing problems. framing problems. delivering solutions. write a plan to introduce a new technology to the NHS or an alternative organisation spanning the key aspects that must be considered including intellectual property rights, patenting, professional codes of practice and the establishment of appropriate economic, legal and social frameworks. develop a business case for the provision of the new service, including a cost- benefits analysis.
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Topic Innovation in Healthcare Science Assessment GSP Methods Reference work with colleagues, patients and other people and organisations: o valuing others. o collaborating effectively. o keeping up-to-date. o communicating in a timely and effective manner. utilise a range of strategies to secure success including: o taking the initiative. o testing the water. o attracting support. o leading a new enterprise. communicate effectively with a variety of audiences including lay and non- science. Behaviours By the end of this module Clinical Scientists in HSST will be expected to evaluate their 4.1.2 and own response to both normal and complex situations demonstrating the professional 4.1.10 Attitudes attributes and insights required of a Consultant Clinical Scientist working within the 5.1.1 limits of professional competence referring as appropriate to senior staff and in the 5.1.2 context of research and innovation will: 5.1.3 5.1.4 promote a sustainable, engrained culture of innovation in an individual, 5.1.6 department and organisation. 5.1.7 solve problems. 5.1.8 take the initiative and provide leadership for the promotion and implementation 5.1.9 of innovation. 5.1.11 keep up-to-date with developments in healthcare and healthcare science. 5.1.12 approach unfamiliar tasks and problems with an open and creative outlook. use effective questioning techniques. develop professional networks. make and maintain connections. explore opportunities and solutions to problems.
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Topic Innovation in Healthcare Science Assessment GSP Methods Reference be resilient and resourceful.
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2c(iii): Clinical Bioinformatics, Genomics and Personalised Medicine
Topic Clinical Bioinformatics, Genomics and Personalised Medicine Assessment GSP Methods Reference Diseases and disease processes are complex and involve many interactions within the genome, across metabolic pathways and between the individual and the environment. Such considerations are important if the consequences of variations observed within an individual’s genome are to be effectively assessed. Rapid advancements in areas such as functional genomics and systems biology are now providing new insights into such processes. This module builds and extends the knowledge of the Clinical Scientist in HSST with respect to the epidemiology and genetic basis of disease whilst introducing and developing areas such as clinical bioinformatics, personalised medicine, e- Learning health, health informatics and genomics applied within a healthcare science specialism. Objective
By the end of this module Clinical Scientists in HSST will be able to analyse and synthesise their understanding of clinical bioinformatics, genomics and personalised medicine and apply their knowledge to the practice of their HSST specialism. They will be able to identify opportunities to apply their learning to develop and improve services and the information provided to patients and critically evaluate their own response to both normal and complex situations using the professional attributes and insights required of a Consultant Clinical Scientist. By the end of the training period Clinical Scientists in HSST will be able to analyse, 1.1.4 synthesise and critically apply their expert knowledge with respect to genomics and 1.1.5 personalised medicine and health informatics applied to their specialism including: 2.1.6 2.2.5 governance and ethical frameworks in place within the NHS and how they 3.1.5 apply to bioinformatics. 4.1.5 Knowledge fundamental bioinformatic principles, including the scope and aims of 4.1.6 bioinformatics and its development. how bioinformatic tools and resources and genetic information can be integrated into the interpretation and reporting of test results from patients. the use of personalised medicine in health and delivery of medical care and rehabilitation services.
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Topic Clinical Bioinformatics, Genomics and Personalised Medicine Assessment GSP Methods Reference functional genomics and systems biology strategies and the ways in which they can be applied in their HSST specialism for improved patient care. e-health developments in healthcare science and the wider health care setting. supporting computer principles e.g. hardware and software requirements for large datasets, cloud computing, network management etc. By the end of this module Clinical Scientists in HSST will be expected to critically 1.1.3 reflect and apply in practice a range of clinical and communication skills with respect 1.1.4 to genomics in order to advise and communicate effectively with patients, relevant 1.1.5 clinicians, patients and the public and other healthcare professionals and will utilise 1.1.6 and apply, as appropriate, knowledge of genomics and clinical bioinformatics within 1.1.7 clinical practice keeping abreast of development that apply to their area of specialist 1.1.8 practice as a Consultant Clinical Scientist. 1.2.4 1.2.5 1.3.1 Technical 1.3.2 Skills, 1.4.1 Clinical 1.4.6 Skills and 2.1.1 Procedures 2.1.2 2.1.3 2.1.4 2.1.5 2.1.6 2.2.1 2.2.6 2.2.9 2.3.1
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Topic Clinical Bioinformatics, Genomics and Personalised Medicine Assessment GSP Methods Reference 5.1.1 5.1.7 5.1.12 By the end of this module Clinical Scientists in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations demonstrating the 1.1.2 professional attributes and insights required of a Consultant Clinical Scientist 1.1.9 working within the limits of professional competence referring as appropriate to 1.1.10 senior staff and will: 1.1.11 Attitudes 1.3.3 and work within data governance regulations. 1.3.4 Behaviours support colleagues to promote the understanding of data governance regulations. work within a multidisciplinary setting, transferring data appropriately. keep up-to-date with advances in genomics, clinical bioinformatic and personalised medicine and other emerging technologies.
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2c(iv): Doctoral Level Research
Topic Doctoral Level Research Assessment GSP Methods Reference Clinical Scientists in HSST will be expected to undertake doctoral level research that either (i) meets the research requirements of the doctoral level training programme or (ii) results in a coherent body of papers that reaches the Learning standard suitable for publication in peer reviewed journals, undertaken during the HSST programme. They will Objective also be expected to contribute to the preparation and submission of a grant proposal and present and defend their research at national /international scientific conferences. All research undertaken must comply with current ethical and governance requirements. By the end of this module the Clinical Scientist in HSST will be able to create and 1.1.4 interpret new knowledge, through original research and will systematically acquire 3.1.5 Knowledge and understand a substantial body of knowledge which is at the forefront of 4.1.1 scientific, clinical or professional practice together with a detailed understanding of 4.1.6 applicable techniques for research. 4.1.7 By the end of this module the Clinical Scientist in HSST will be expected to 1.1.1 conceptualise, design and implement a research project(s) which leads to the 1.1.2 generation of significant new knowledge in areas such as the development of new 1.1.3 techniques, new approaches to service delivery and organisation, or the generation 1.1.5 Technical of ideas or approaches and/or understanding within the appropriate healthcare 1.1.6 Skills, science HSST specialism, adjusting the project design in the light of unforeseen 1.1.7 Clinical problems. 1.2.3 Skills and 1.2.4 Procedures Clinical Scientists in HSST will be expected to demonstrate the ability to contribute to 1.3.1 the writing and submission of grant applications, lead research and to present and 2.3.1 disseminate their research orally and in writing appropriate to both specialist and 4.1.2 non-specialist audiences including patients and the public. 4.1.3
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Topic Doctoral Level Research Assessment GSP Methods Reference 4.1.4 4.1.5 4.1.8 4.1.9 By the end of this module the Clinical Scientist in HSST will be expected to evaluate 1.1.1 their own response to both normal and complex situations with respect to research. 4.1.10 from inception to dissemination, demonstrating the professional attributes and 5.1.2 insights required of a Consultant Clinical Scientist working within the limits of 5.1.3 professional competence referring as appropriate to senior staff and will: 5.1.7
Attitudes exercise personal responsibility and largely autonomous initiative in complex and and unpredictable situations, in professional or equivalent environments. Behaviours work within a multiprofessional research setting, optimising input and contributions from the whole of the research team. make informed judgements on complex issues in specialist fields. be innovative and resilient in their approach to tackling and solving problems. communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences.
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2c(v): Teaching, Learning and Assessment
Topic Teaching, Learning and Assessment Assessment GSP Methods Reference Learning This module introduces key theories of teaching, learning and assessment to underpin the role of the Consultant Objective Clinical Scientist as a teacher/trainer/leader, according to the best contemporary clinical and educational standards. Clinical Scientists in HSST will acquire an understanding of the theoretical basis of teaching, learning and assessment and will be expected to demonstrate the practical application of these skills in the work base. Clinical Scientists in HSST will be expected to apply their knowledge, skills and experience of teaching, learning and assessment in their specialist area and the wider health care setting. Knowledge By the end of this module Clinical Scientists in HSST will be able to critically 1.4.1 evaluate, analyse and synthesise their understanding of teaching, learning and 1.4.2 assessment and will be expected to apply their knowledge to plan, deliver and 1.4.3 evaluate a range of teaching, learning and student support processes including: 1.4.4 1.4.5 contemporary theories and the evidence base underpinning student centred, 1.4.6 adult learning. 2.3.1 teaching, learning and assessment within the clinical and scientific work base 2.3.2 to design, deliver and evaluate education and training programmes that meet 3.1.1 the best clinical and educational standards. models of supervision, mentoring and coaching. the importance of feedback and methods of student centred feedback. Technical By the end of this module Clinical Scientists in HSST will be expected to critically 1.1.1 Skills and reflect and apply in practice a range of teaching, learning and assessment skills. 1.1.2 Procedures They will also be expected to supervise, mentor and coach colleagues using 1.1.3 advanced communication skills and will: 1.1.10 1.1.11 critically evaluate information to enable the provision of evidence-based 2.3.1
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Topic Teaching, Learning and Assessment Assessment GSP Methods Reference teaching, learning and assessment in a health care setting. 2.3.2 plan, deliver and evaluate teaching (individual sessions and/or a 3.1.3 programme/module) using a range of teaching methods (including, where 4.1.6 applicable, bedside teaching) and incorporating the principles of active learning including lecture based, small group teaching, practical skills teaching, problem based learning, simulation, e-learning. develop and extend generic capabilities including communication skills, giving and receiving feedback, questioning techniques and peer, student and personal review of teaching. critique a range of assessment methods. plan, deliver and evaluate a range of assessments appropriate to the learning outcomes in each of the domains of knowledge, skills and attitudes/behaviour. maintain a professional development portfolio to underpin individual personal development and life-long learning. provide mentorship to healthcare scientists earlier in their career. critically reflect and evaluate personal performance as part of a continuing professional development plan. Clinical Skills By the end of this module Clinical Scientists in HSST will be expected to critically 1.1.1 reflect and apply in practice a range of clinical and communication skills with 1.1.2 respect to teaching, learning and assessment and support colleagues and 1.1.3 students in supervision, mentoring and coaching situations: 1.1.10 1.1.11 plan, deliver and evaluate communication skills teaching. 2.3.1 evaluate the use of portfolios in clinical education and methods of assessing 2.3.2 portfolios. 2.3.3 evaluate a range of methods for teaching and assessing critical reflection. 2.3.4 master a range of techniques for giving and receiving meaningful feedback. 3.11
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Topic Teaching, Learning and Assessment Assessment GSP Methods Reference master a range of communication skills including listening, observing, 3.1.3 motivating 3.1.5 identify personal conflict style and use that information to develop and 4.1.6 demonstrate skills in negotiating and mediating in conflict situations. support team members using a range of tools including coaching, mentoring and supervision. prioritise the safety of patients during clinical teaching. Attitudes and By the end of this module Clinical Scientists in HSST will be expected to 1.1.1 Behaviours evaluate their own response to both normal and complex situations that arise 1.1.2 during teaching, learning and assessment situations demonstrating the 1.1.3 professional attributes and insights required of a Consultant Clinical Scientist 1.1.4 working within the limits of professional competence referring as appropriate to 1.1.5 senior staff and will: 1.1.6 1.1.7 prioritise the safety of the patient and learner in teaching, learning and 1.1.8 assessment situations. 1.1.9 recognise different types of learners and acknowledge that not all learners are 1.1.11 made equal. 2.2.9 recognise and reflect on the learning needs of a range of healthcare 2.3.1 professionals. 2.3.2 critically reflect on strategies to promote teaching, learning and assessment. 5.1.3 critically reflect on personal progress and assess personal learning needs with support from a personal or work based mentor. communicate effectively in writing and orally, listening actively and using appropriate questioning techniques. support colleagues, students and trainees etc. as required. solve problems referring to colleagues as required.
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Topic Teaching, Learning and Assessment Assessment GSP Methods Reference maintain confidentiality appropriate to the range of teaching, learning and assessment situations encountered.
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2c(vi): Patient and Public Involvement, Engagement and Partnership in Healthcare and Healthcare Science
Topic Patient and Public Involvement, Engagement and Partnership in Healthcare and Assessment GSP Healthcare Science Reference Learning Involving patients, service users, carers and the public across the NHS and social care in healthcare and healthcare Objective science is essential. Patients and the public should be involved in developing guidance, advice and quality standards, and supporting their implementation. A number of initiatives to support this aim includes:
Health and Social Care Act (Department of Health, 2012) NHS Constitution (Department of Health, 2012) 'Putting People at the Heart of Care' (Department of Health, 2009) 'Essential Standards of Quality and Safety' (Care Quality Commission, 2010)
The aim of this HSST module is therefore to ensure that the Clinical Scientist in HSST understands the importance and relevance of involving patients and the public, and organisations representing their interests in health and healthcare science. Patient and public involvement also includes providing opportunities for patients and the public to contribute to the development, accreditation, implementation and monitoring of education and training programmes for healthcare science and the wider healthcare community, e.g. by contributing to: curriculum development, teaching, learning and assessment activities; the accreditation of education and training programmes, recruitment to programmes and posts, developing guidance, advice and quality standards, and supporting their implementation. The Clinical Scientist in HSST will be expected to critically appraise the underpinning academic evidence base and gain experience of working with patients and the public and evaluating the impact on service delivery, education, research and innovation. Knowledge By the end of this module the Clinical Scientist in HSST will comprehend, apply, analyse, 1.1.1 synthesise and evaluate the evidence base underpinning the involvement of patients and 1.1.4 members of the public across a range of areas and activities within healthcare and health 1.1.5 care science. They will also be expected to be aware of the key areas where changes in 1.1.6 healthcare will provide patients/carers and the public access to their data including 1.1.8 medical records and test results and how healthcare science services can optimise the 1.1.9 positive impact of involving patients/carers and the public. 1.1.10
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Topic Patient and Public Involvement, Engagement and Partnership in Healthcare and Assessment GSP Healthcare Science Reference 1.2.1 1.3.1 Patient and Public Involvement in Health and Healthcare 1.3.2 patient involvement and engagement in terms of individuals as patients, citizens and 1.4.5 tax payers. 2.3.2 current NHS strategies and policies to promote patient and public involvement in 2.3.4 healthcare and the development of public policies. 3.1.1 different perspectives of engagement and involvement in health and healthcare. 3.1.2 incorporation of the patient and public interest to ensure that matters affecting patient 3.1.7 safety are not overlooked. 3.1.15 patient involvement in commissioning services. 4.1.5 evidence base underpinning the involvement of patients and the public in health and 5.1.6 healthcare. barriers to effective patient involvement and potential solutions. design, implementation and evaluation of patient pathways and services. role and impact of patients and the public in NHS governance structures. the importance of agreeing principles around the roles and responsibilities of patients who are involved in these areas. how patients use information resources of varying backgrounds e.g. those developed by the NHS and healthcare professionals; those developed by charities and advocacy groups; peer support and social networks; commercial sites; and wikis (notably Wikipedia). online health-related resources supporting: provision of information on healthcare interventions (treatments, operations and procedures) public health and patient advisory/support resources patient engagement and involvement solutions (such as Patient Opinion, Patients
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Topic Patient and Public Involvement, Engagement and Partnership in Healthcare and Assessment GSP Healthcare Science Reference Like Me etc.) impact of new technology that enables patient/public involvement in their own health issues and standards relating to the design and implementation of technology solutions to be used by members of the public. implications of patient access to records and clinical information for interprofessional practice and multidisciplinary care. access to medical records and test results on-line and the benefits and challenges. governance implications for individuals and organisations of information sharing and communication between professionals and patients.
Patient and Public Involvement in Research
Involving patients and members of the public in research can lead to better research, clearer outcomes, and faster uptake of new evidence. The Clinical Scientist in HSST will therefore be expected to discuss and evaluate PPI involvement in:
the role of the Collaborations for Leadership in Applied Health Research and Care (CLARCHs), AHSNs and other relevant organisations and their approach to public and patient involvement. commissioning and reviewing of research proposals. identifying the important questions that health and social care research needs to answer as part of setting research priorities. giving their views on research proposals alongside clinical scientists, clinicians, methodologists, scientists, and public health and other professionals. helping assess proposals for funding. taking part in clinical trials and other health and social care research studies, not just as subjects but as active partners in the research process.
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Topic Patient and Public Involvement, Engagement and Partnership in Healthcare and Assessment GSP Healthcare Science Reference publicising and contextualising the results.
Patient and Public Involvement in Education and Training
Recent years have seen a shift in expectations of the public in the delivery of healthcare, perhaps best captured by the NHS’s No Decision About Me Without Me maxim, along with the introduction of the Choice agenda. Involving patients and the public in the education and training of the current and future workforce is important to ensure that there is a shared understanding of the expectations of the patients and public and the roles and responsibilities of healthcare science and healthcare staff. The Clinical Scientist in HSST will be expected to critically evaluate the impact of PPI across a range of teaching and learning activities including:
role of patients and the public with respect to: . programme design and curriculum development . course management and quality assurance . recruitment, training and support of patients and the public . recruitment and selection of students/trainees . teaching . student/trainee feedback . assessment . patient feedback as part of staff appraisal influencing resourcing to support teaching, learning and assessment evidence base underpinning the involvement of patients and the public in education and training Technical By the end of this module the Clinical Scientist in HSST will be expected to critically 1.1.1 and reflect on the current level of patient and public engagement and involvement in their own 1.1.5
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Topic Patient and Public Involvement, Engagement and Partnership in Healthcare and Assessment GSP Healthcare Science Reference Clinical practice and the services they lead. They will be expected to apply in practice a range of 1.1.6 Skills and skills to work in partnership with patients and will: 1.1.8 Procedures 1.1.9 review current national and local strategies including that of the local employer with 1.2.1 respect to patient engagement and partnership and identify where this can be 1.3.1 strengthened. 2.3.4 in partnership with patients, use the outcome of the review to develop, implement and 3.1.1 evaluate a new initiative to strengthen patient involvement in your area of work and 3.1.2 disseminate the findings. 4.1.1 4.1.2 Clinical Scientists in HSST will be expected to reflect on the challenges of involving 4.1.10 patients and the public in healthcare and healthcare science and applying research to practice, building on a critique of available evidence. Attitudes By the end of this module the Clinical Scientist in HSST will be expected to consistently 1.1.1 and demonstrate the values and behaviours required of a Consultant Clinical Scientist working 1.1.5 Behaviours in partnership with patients and the public to ensure staff and services meet the needs of 1.1.6 patients and will: 1.1.8 1.1.9 respect the contribution the patient and public to healthcare and put the quality of 1.2.1 the patient experience at the centre of personal practise and service design and 1.3.1 delivery. 2.3.4 engage and work in partnership with individuals who are or who have been 3.1.1 patients/carers, not always actively seeking the view of the ‘well public’. 3.1.2 be creative in the approaches to engaging the population, particularly those groups 4.1.1 whose voices are not always heard. 4.1.2 lead services with a culture that seeks and values the views of patients and the 4.1.10 public and enables patients and the public to influence decisions in an open,
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Topic Patient and Public Involvement, Engagement and Partnership in Healthcare and Assessment GSP Healthcare Science Reference transparent and evidence based way.
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2c(vii): Science Communication
Topic Science Communication Assessment GSP Methods Reference Learning By the end of this module the Clinical Scientist in HSST will be able to analyse and synthesise their Objective understanding of how scientific and technical information and advice is best communicated within the healthcare organisation and more widely for the benefit of patients and the public. They will be expected to apply their knowledge to influence the direction of policy, standards and guidance and to provide effective, concise and appropriate advice on scientific and technical issues to management, clinical staff, patients and other stakeholders. Additionally the Clinical Scientist in HSST will be expected to identify effective channels of communication and develop networks of contacts to keep abreast of trends in policy, standards and guidance and to communicate effectively with the aim of influencing the development of these. Knowledge By the end of this module the Clinical Scientist in HSST will be able to analyse, synthesise and critically apply their expert knowledge with respect to scientific and technical communication, including:
The role of effective communication in influencing policy direction in relation to scientific and technical issues within and outside a healthcare organisation. The wide range of stakeholders involved in influencing policy direction, standards and guidance development. The range of channels of communication available and the appropriate format of communication. How to engage with the media and the wider public to provide effective communication of scientific and technical issues affecting health services. Technical and By the end of this module the Clinical Scientist in HSST will be able to Clinical Skills demonstrate a critical understanding of the skills of effective science and communication and will: Procedures Summarise complex information at an appropriate technical level for the
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Topic Science Communication Assessment GSP Methods Reference intended audience. Write effective position papers, business cases, technical and scientific notes, papers and grant applications. Influence opinion formers. Attitudes By the end of this module the Clinical Scientist in HSST will be expected to and evaluate their own response to both normal and complex situations 1.1.1 Behaviours demonstrating the professional attributes and insights required of a Consultant 1.1.2 Clinical Scientist working within the limits of professional competence referring as 1.1.3 appropriate to senior staff and will: 1.2.1 1.2.3 Lead and champion innovative proposals for policy, regulation, standards and 1.2.4 guidance. 1.3.1 Proactively engage with the wider scientific and technical community in an 1.3.2 area of activity. 1.3.4 1.3.6
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APPENDICES
Appendix 1: Abbreviations
AHCS Academy for Healthcare Science AoMRC Academy of Medical Royal Colleges ARTP Association for Respiratory Technology & Physiology BTS British Thoracic Society CCHST Certificate of Completion of Higher Scientific Training CCT Certificate of Completion of Training CPD Continuing Professional Development CSO Chief Scientific Officer DH Department of Health GMC General Medical Council HEE Health Education England HCPC Health Care Professions Council HSST Higher Specialist Scientist Training JCST Joint Committee on Surgical Training JRCPTB Joint Royal Colleges of Physicians Training Board LETBs Local Education and Training Boards MSC Modernising Scientific Careers NHS National Health Service NICE National Institute for Health and Clinical Excellence NHSSTN National Higher Specialist Scientist Training Number NSHCS National School of Healthcare Science OLAT On-Line Learning and Assessment Tool SAC Specialist Advisory Committee STC Specialty Training Committee STP Scientist Training Programme WBA Work based Assessments CBD Case-based discussion OCE Observed Clinical Event DOPS Directly Observed Practical Skills MSF Multi-source Feedback RCP Royal College of Physicians RCPath Royal College of Pathologists
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Appendix 2: Organisations and their functions in relation to HSST
Health Education England (HEE) was fully established as a Special Health Authority in April 2013. It is responsible for providing national leadership and oversight on strategic planning and development of the health and public health workforce and allocates education and training resources for local investment to its Local Education and Training Boards (LETBs). HEE promotes high quality education and training that is responsive to the changing needs of patients and local communities. Through HEE, health and public health providers have a strong input into national strategies and priorities so education and training can quickly adapt to new ways of working and new models of care.
Local Education and Training Boards (LETBs) have been authorised by HEE (13 in total) to plan and commission high quality education and training that is responsive to the changing needs of patients and local communities. Through the LETBs, health and public health providers have a strong input into national strategies and priorities so education and training can quickly adapt to new ways of working and new models of care. The West Midlands LETB – Health Education West Midlands (HEWM) - is the Lead LETB for HCS and hosts the National School for HCS (NSHCS). It is responsible for commissioning the underpinning doctoral programme for HSST and works in partnership with the academic providers of the programme to ensure that academic outcomes are fit for purpose.
Healthcare Science Implementation Network Group (HCS ING) shapes strategic developments, reviews projects and risks and provides oversight of all aspects of implementation. All LETBs are represented alongside the National School of HCS (NSHCS), MSC central programme project leads and partners on this group. Through this group it has been recommended and subsequently agreed that a training allowance is made available to all provider units with both in-service and direct entry Clinical Scientists in HSST.
The HCS Health Education England Advisory Group (HCS HEEAG) is the main HCS professional advisory group to HEE on HCS training and education issues.
National School of Healthcare Science (NSHCS) is responsible for oversight, co-ordination and implementation of MSC training programmes on behalf of HEE. The School manages national appointments for HSST. In partnership with the LETBs and professional bodies, it implements and maintains a quality assurance process for training programmes; it also develops training capacity and delivers train the trainer programmes. The NSHCS monitors the progress of Clinical Scientists in HSST through its workplace based assessment and competence review programme that is stored and managed on its on-line learning and assessment tool (OLAT).
Academy for Healthcare Science (AHCS) has a UK wide remit drawing together the healthcare science workforce. It was established as a joint initiative between the UK Health Departments and the healthcare science
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professional bodies in order to give a unified coherent voice to the profession, and to support the broader healthcare science agenda. It has been commissioned to undertake the following functions: developing consistent regulation for the healthcare science workforce e.g. by establishing healthcare science voluntary registers (VRs) which meet the Professional Standards Authority for Health and Social Care (PSA) standards implementing a system to assess and confer ‘equivalence’ of the existing qualifications and experience individuals mapped to the outcomes of formalised quality assured training curricula and programmes; quality assuring education and training in partnership with other stakeholders;. developing common standards for healthcare science practice.
All of these organisations have input from patients and the public into their arrangements.
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Appendix 3: Curriculum Development
Development of the HSST curriculum for Audiological Science has been co- ordinated by the Royal College of Physicians Specialty Advisory Committee (SAC) including representation from the British Academy of Audiology and the Modernising Scientific Careers team, working in conjunction with NHS colleagues. The professionals who have contributed to the writing of this curriculum include:
Dr Huw Cooper (Lead Editor) Consultant Audiological Scientist, Queen Elizabeth Hospital Birmingham Professor Adrian Davies Public Health England Adam Beckman Consultant Audiological Scientist, Plymouth Hospitals John Day Consultant Audiological Scientist, Wrexham Maelor Hospital Alison Walsh Consultant Audiological Scientist, Royal Hallamshire Hospital, Sheffield
Professional bodies and specialist societies, other medical royal colleges, patient groups have been invited to review this HSST curriculum.
British Society of Audiology British Association of Audiology SAC in Otolaryngology at JCHST Royal College of Paediatrics and Child Health Patient and Carer Network Action on Hearing Loss Hearing Link Menieres Society British Deaf Association National Deaf Children’s Society British Tinnitus Association
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