Clinical Technologist training: the past, the present and the future.
Paul Britten1*
October 2010
1.
Clinical Technologist training: the past
2
2.
Clinical Technologist training: the present
3
2.1.
Entrants into the Clinical Technologist training programme
3
2.1.1. Practical contextualisation of academic knowledge
4
2.1.2. Period of Orientation and Supervised Training (POST)
4
2.1.3. Pre-Registration Practitioner (PRP)
4
Components of the CT/PRP training programme
4
2.2.1. Workplace-based learning and training
4
2.2.2. Academic provision for a specific knowledge gap
4
2.2.3. Reflective practice
4
2.3.
Training supervisors for PRP
5
2.4.
Monitoring of PRP progress: verification and moderation
5
2.4.1. Internal Verification
5
2.4.2. External Moderation
5
2.5.
Summative assessment of the CT/PRP
5
2.6.
Successes of the PRP programme
5
3.
Clinical Technologist training: the future
6
2.2.
1
Clinical Technologist Training Co-ordinator, Department of Clinical Physics and
Bio-engineering, NHS Greater Glasgow & Clyde.
*Address for correspondence: Paul Britten, 5th Floor Institute of Neurological Sciences, Southern General
Hospital, 1345 Govan Road, Glasgow, G51 4TF. 0141 201 1893. paul.britten@nhs.net
Clinical Technologist training: the past
The Department of Clinical Physics and Bio-engineering (DCPB) has a credible track
record in the provision of high quality training to produce competent Clinical
Technologists in the areas of medical electronics, clinical instrumentation and
equipment management.
During the 1970s to the early 1990s, DCPB via the West of Scotland Health boards
training consortium provided a supernumerary training programme for Student Medical
Physics Technicians. Trainees followed an apprenticeship style programme for 5 years,
combining workplace-based learning and day release study at a local Further Education
College. Part-time study led to the award of formal academic qualifications (ONC in
Applied Physics with Electronics and a HNC in Applied Physics with Instrumentation).
Upon successful completion of the apprenticeship programme, trainees would be
eligible to apply for substantive Medical Physics Technician posts in appropriate NHS
Medical Physics departments if they so wished.
The establishment of NHS trusts in from 1991 - 1998 led to the disbandment of the
Student Medical Physics Technician supernumerary training programme.
This was
superseded by a vocational BSc Medical Physics Technology degree, which was
developed and delivered by Glasgow Caledonian University from 1996 – 2001 and
provided suitably qualified entrants into substantive Clinical Technology posts in the
Medical Physics professions.
However, due to the low numbers of entrants to the
course and the demise of the Physics Department at Glasgow Caledonian University,
another University partner was sought. Paisley University (now the University of the
West of Scotland) developed an alternative vocational BSc (Hons) in Physics with
Medical Technoloy. Unfortunately, the University of the West of Scotland course never
received accreditation from Institute of Physics and Engineering in Medicine (IPEM).
Accordingly, entry to the Voluntary Register for Clinical Technologists (VRCT) was
difficult for individuals with this qualification and this, makes this course an unattractive
route for entry into Clinical Technology.
2
1.
Clinical Technologist training: the present
There were two main drivers to the development and delivery of the current training
programme for Clinical Technologists: the first was the formation of the VRCT (hosted
by IPEM), an initiative to prepare Clinical Technologists for state registration; the
second was the academic qualifications and practical experience of entrants to Clinical
Technology posts in the absence of an appropriate vocational degree.
The VRCT prospectus was used as the basis for the development of the Clinical
Technologist training programme. The prospectus covers the scopes of practice that a
trainee must demonstrate to achieve the award of the IPEM diploma for Clinical
Technology; this also simultaneously allows entry onto the VRCT.
2.1.
Entrants into the Clinical Technologist training programme
At present, the supply of entrants into the Clinical Technology professions in Medical
Physics and Bioengineering are drawn from two distinct categories; generally entrants
have either:

a relevant scientific or engineering degree, or

relevant technical knowledge, experience and at least a technical HNC
qualification or equivalent from other industries
The Clinical Technologist training programme has been flexibly designed to
accommodate the differences in academic knowledge versus practical experience of
the entrants from the above two categories.
3
2.1.1. Pre-Registered Practitioners (PRPs)
Clinical
Technologist
trainees
are
employed
in
substantive
Clinical
Technology posts. Clinical Technologist trainees are called Pre-Registered
Practitioners (PRPs) and the training programme that they follow is the PRP
training programme.
2.2.
Components of the PRP training programme
As PRPs are employed in substantive posts, delivery of the PRP training
programme is, on the whole, workplace-based, with a small proportion of
formal academic knowledge being delivered at a local Further Education
College.
Evidence of achievement of competency of the components of the PRP
training programme is through a portfolio of evidence. The portfolio also
includes reflective practice.
2.2.1. Workplace-based learning and training
There are 36 areas of competency, which must be achieved by the PRP
during their period of training.
2.2.2. Academic provision for a specific knowledge gap
Many PRPs have a knowledge gap with regard to anatomy and physiology.
This is met by NES funding the creation of a course delivered by a local FEI.
2.2.3. Reflective Practice
Reflective practice is a record that demonstrates that the PRP is able to
undertake
a
process
of
training/learning experiences.
critical
evaluation
by
reflecting
on
their
Through reflection the PRP will be asking:
what went well, what went wrong and as a result what they might do
differently next time to improve their practice.
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2.3. Training Supervisors for PRP
The training supervisor appointed to the PRP is typically a DCPB section
manager, although this does not have to be the case, as any senior Clinical
Technologist within the section may be appointed as a training supervisor.

new and existing PRP training supervisors attend a Train the Trainer
and Assessor (TtTA) day, which was developed through NES,
contextualised in the Physical Sciences.
2.4. Monitoring of PRP progress: verification and moderation
The PRP progress is monitored internally and externally by:
1.
an Internal Verifier; who is a senior Clinical Technologist within
DCPB, but works in a different section to the CT/PRP.
2.
an External Moderator on behalf of the IPEM.
2.5. Summative assessment of the PRP
The summative assessment of the PRP comprises two parts:
1.
the PRP training portfolio and reflective practice is summatively
assessed by the IPEM External Moderator. The score awarded for
the PRP portfolio and reflective practice is confirmed by the Support
Moderator.
2.
a final practical assessment and oral examination (viva), conducted
by the IPEM External Moderator and second IPEM Support
Moderator.
2.6. Successes of the PRP training programme
The success of the PRP programme is measured by Clinical Technologists
who been awarded the IPEM Diploma in Clinical Technology and gain entry to
the VRCT.
Since the inception of the PRP training programme in 2005, 10 PRPs have
been awarded the IPEM diploma in Clinical Technology.
5
At present, there are 21 PRPs following the PRP training programme
throughout the West of Scotland.
2.
Clinical Technologist training: the future
The appointment of a dedicated Clinical Technologist training co-ordinator for
the West of Scotland (funded by NHS Education for Scotland (NES) for two
years) provides an excellent opportunity to build upon the solid foundation that
currently exists for Clinical Technologist training in the West of Scotland.
It is proposed that the Clinical Technologist training co-ordinator will work,
collaboratively and in partnership, on the following key areas of Clinical
Technologist training:

rationalisation of training resources delivered by DCPB.

development of a core syllabus for the PRP training programme, for
which aims and learning outcomes will be linked PRP competencies
required for the award of the IPEM diploma in Clinical Technology.

formal accreditation of the IPEM diploma to assign academic credit e.g.
SCQF credit.

facilitate the rolling out the PRP training programme into other
branches of Clinical Technology and extension of the programme into
other NHS territorial Health Boards where required.

recruitment of new PRP training supervisors and educational
development of existing training supervisors (see Train the Trainer
Assessor day above).

other key areas to be added as and when.
In taking forward some of the above developments for Clinical Technologist
training, it is important to be mindful of the current Scottish2 and UK3 policy for
Healthcare Science, to ensure that the education and training for this group of
Healthcare Science staff is relevant, fit for purpose and sustainable.
2
The Scottish Government. Safe, Accurate and Effective: An Action Plan for Healthcare
Science in NHS Scotland. Edinburgh: The Scottish Government, 2007.
3
UK Health Departments. Modernising Scientific Careers: The UK Way Forward. London:
The Department of Health, 2010
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