HPC

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Health Professions Council

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HPC

  1. 1. THE HPC PORTFOLIO Anne Serman Laboratory Manager Tayside Haematology Laboratories [email_address]
  2. 2. <ul><li>Understanding the portfolio </li></ul><ul><li>Organising training to meet the Standards </li></ul>
  3. 3. What is the portfolio about ? <ul><li>Prepares the trainee to work safely in any laboratory - first job, first day </li></ul><ul><li>could be called an extended induction </li></ul><ul><li>Focus on learning about the laboratory culture and profession </li></ul><ul><li>aspects of governance </li></ul><ul><li>interpersonal skills </li></ul><ul><li>diagnostics working for the patient </li></ul><ul><li>basic laboratory investigation </li></ul>
  4. 4. The Laboratory Culture and Profession <ul><li>The laboratory infrastructure </li></ul><ul><li>Lines of accountability, management, extra ordinary roles </li></ul><ul><li>HPC code of practice </li></ul><ul><li>Role of the BMS </li></ul><ul><li>Workload management </li></ul><ul><li>Service Users </li></ul>
  5. 5. Governance <ul><li> Aspects of health & safety policy hazards/risk legislation COSHH </li></ul><ul><ul><li>Aspects of quality management quality control audit incident investigation risk management SOPs accreditation </li></ul></ul>
  6. 6. Interpersonal Skills <ul><li>Knowing personal limits </li></ul><ul><li>Communication </li></ul><ul><li>Team working </li></ul><ul><li>Equal opportunities </li></ul>
  7. 7. Diagnostics working for the patient <ul><li>what the other lab disciplines do </li></ul><ul><li>case histories </li></ul><ul><li>pre-analytical variables </li></ul><ul><li>the sample journey </li></ul><ul><li>exposure to multi-disciplinary team meetings </li></ul><ul><li>their role in the jigsaw from the patient’s perspective </li></ul>
  8. 8. Basic Laboratory Investigation <ul><li>competency training </li></ul><ul><li>use and maintenance of automation & equip </li></ul><ul><li>basic test principles </li></ul><ul><li>validation of results </li></ul><ul><li>evaluation of new tests, equipment, reagents </li></ul><ul><li>how all the support mechanisms work to produce a reliable result </li></ul>
  9. 9. END RESULT!! <ul><li>REGISTERED GENERAL PRACTITIONER </li></ul><ul><li>Good understanding of how to work safely in the laboratory </li></ul><ul><li>Capable of working in any laboratory </li></ul>
  10. 10. Organising Training to meet the Standards The Tayside Experience
  11. 11. The Portfolio <ul><li>We found it : </li></ul><ul><li>a complex document </li></ul><ul><li>a general approach - far less emphasis on scientific training in the ‘ology’ </li></ul><ul><li>very different orientation of training </li></ul><ul><li>mixed aspects of training in some standards </li></ul><ul><li>a lot of evidence required </li></ul>
  12. 12. We Thought It Needed to be Reorganised <ul><li>We prefer to teach a single topic rather than by the requirements of each standard </li></ul><ul><li>Training can be networked to draw in experts in the field </li></ul><ul><li>Topics can be taught in a seminar and extended to ALL trainees cross discipline </li></ul>
  13. 13. Organising the Competencies <ul><li>6 categories Health & Safety Quality Information Technology Specimen Reception Management and Professional Laboratory Investigation </li></ul>
  14. 14. Networking of Training <ul><li>Cross discipline support by Safety officers IT managers Training officers Quality managers Specimen reception managers Lab managers Lab staff </li></ul>
  15. 15. Benefits <ul><li>Maximise efficiency of training by: </li></ul><ul><li>asking the experts to teach their subject </li></ul><ul><li>teaching a large portion of the portfolio to the trainees as a group i.e. single sessions </li></ul><ul><li>sharing the burden </li></ul>
  16. 16. Generic Training <ul><li>Quality, H&S, IT, management &professional are common topics delivered cross discipline </li></ul><ul><li>Multidisciplinary expert groups : </li></ul><ul><li>collaborate to produce lesson plans </li></ul><ul><li>+/-practical sessions </li></ul><ul><li>fulfil the HPC competencies </li></ul><ul><li>include discussion of related evidences </li></ul>
  17. 17. Discipline Specific Training <ul><li>Practical hands-on training </li></ul><ul><li>Specimen Reception and Laboratory Investigation are more pertinent to each discipline and are taught in-house </li></ul>
  18. 18. Assessment of Evidence <ul><li>TBMS hands evidence to the relevant expert within discipline for sign off i.e. Data Protection Act to IT manager </li></ul><ul><li>Training officer signs off each standard when it is complete </li></ul><ul><li>each ensures that the work is appropriate and original </li></ul>
  19. 19. Bonuses during the process <ul><li>Staff willingness to collaborate in a multidisciplinary delivery of training </li></ul><ul><li>Input from TBMSs +ve and -ve feedback 9 months to complete - best estimate </li></ul><ul><li>portfolio training is a good basis for CPD record - a natural continuation </li></ul><ul><li>cycle some modules for support grades </li></ul>
  20. 20. Some of the Challenges <ul><li>Persuading lab staff to shift focus in training from specialty to generic training </li></ul><ul><li>explaining the portfolio ( again and again) </li></ul><ul><li>defining, organising, cross referencing evidence </li></ul><ul><li>maintaining momentum </li></ul>
  21. 21. It Gets Easier!

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