Meet the Clinical Bioinformaticians

Meet the Clinical Bioinformaticians is the first in a new film series highlighting key professions in genomic medicine. The film features The University of Manchester’s Professor Andy Brass who is Programme Co-Director for the STP Clinical Bioinformatics and Programme Director for HSST Clinical Bioinformatics. Also featured are Dr Sirisha Hesketh, a HSST trainee at Oxford Medical Genetics Laboratories and, Eileen Gallagher who recently graduated from the STP in Clinical Bioinformatics (Genomics). This film showcases what the work of a clinical bioinformatician involves, the kind of traits and skills required, and some of the challenges facing both those working in the profession and the NHS more broadly.

MAHSE Announcement

Phil1

Professor Philip Padfield will be stepping down as Director of the Manchester Academy for Healthcare Scientist Education (MAHSE) in May to take up the role of Dean of Education at the Liverpool School of Tropical Medicine. Phil was appointed in December 2011 and was responsible for establishing MAHSE. Under his leadership the Academy has become the national lead for the education of NHS healthcare scientists and one of the largest education networks in the UK.

Phil said on announcing his departure “I’ll be sad to leave MAHSE but intend to keep an affiliation through the ongoing research and innovation programme. I’m very proud of what MAHSE has achieved and feel very privileged to have worked with such a dedicated and passionate group of individuals”

MAHSE would like to thank Phil for his exceptional leadership over the past 6 years and wish him all the best in his future endeavours.

HSST Research Project Day 2018

The HSST Research Project Day was held on Wednesday 24th January 2018 with over 130 delegates attending. Trainees in Cohort 1 and Cohort 2 currently doing either the C1 Innovation Project or the C2 Research Project, their academic supervisors and workplace supervisors attended the event. Representatives from the NSHCS also attended the event.

The event provided the opportunity for trainees to meet with their academic and workplace supervisor to discuss their projects. In the morning, trainees attended subject specific talks with their Programme Directors on what to expect from the C2 Research Project whilst academic and workplace supervisors attended a talk by Professor Anne White (Academic Director of the DClinSci) which outlined their role and responsibilities for C1 and C2.

In the afternoon, trainees attended workshops to help them to progress with either their C1 Innovation Project or C2 Research Project. C1 workshops included “Giving a talk to a lay audience” and “How to write your innovation report” whilst C2 workshops included “Planning a paper” and “Giving a professional talk”. Academic and workplace supervisors met with Programme Directors to discuss the assessment of the DClinSci.

Resources from the day are available below.

Please note that the content of the below presentations and podcast is subject to change, any updates will be posted on the MAHSE website. 

Resources for Trainees

AM Session

Audiology

Life Sciences (UoM)

Life Sciences and Physiological Sciences (ManMet)

Medical Physics

PM Session

Trainees currently doing C1 Innovation Project

Trainees currently doing C2 Research Project

Giving a talk to a lay audience and How to write your innovation report

(please also see podcast below)

1. Planning a paper
2. Writing your thesis
3. Giving a professional talk

 

Resources for academic and workplace supervisors:

AM session for supervisors: The Role of the Supervisors  (please also see podcast below)

PM session for supervisors: The DClinSci Research Project: A Guide to Assessment

Podcast

A podcast for the following sessions is available here:

1. Morning session for academic and workplace supervisors: “The Role of the Supervisors” (00:00:00 – 01:19:17)
2. Afternoon workshops for trainees doing C1 Innovation project:
i) “Giving a talk to a lay audience” (01:19:18 – 02:09:23)
ii) “How to write your innovation report” (02:09:24 – 02:35:51)
iii) “My experience of C1 and C2” (02:35:52 – 02:47:05)

Presentation from the Royal College of Pathologists:

A representative from the Royal College of Pathologists was unable to attend the event however, further information on how the RCPath examinations are included in the DClinSci can be found here.

If you have any questions, please email admin@mahse.co.uk

The patient voice in Health Education England’s work

Maggie Stubbs, a member of HEE’s Patient Advisory Forum (PAF) and a MAHSE Lay Representative, shares how her passion for the NHS combined with her experience as a clinician, manager, patient and carer, helps to bring valuable perspectives into her PPI roles.

“What is it that excites me about the National Health Service? There are several things that I could mention: the simplicity and convenience of being able to pick-up the phone, dial a number, and receive an appointment with a member of my GP’s team, or to use one of the other resources such as the Walk-In Centre or to dial 111 for information or advice specific to my needs.  And especially that the NHS is an organisation embedded into the fabric of our society, giving comfort and reassurance whenever there is a need.

“The NHS aspires to put patients and the public at the heart of everything it does, as set out in the NHS Constitution. But it is a complex organisation with multiple stakeholders, and meeting expectations may not always be possible. Yet I can see that it is working hard to ensure that patients are at the heart of the service.

Opportunity and privilege

“Having been a part of the NHS for many years, from a cadet in the ‘olden days’ all the way through to very senior ranks, I have seen enormous changes. For the last three or so years, not being totally out to pasture, I have had the opportunity and the privilege to be a patient and public representative. at Health Education England’s Patient Advisory Forum, the National School of Healthcare Science and the Manchester Academy for Healthcare Scientist Education.

Trust and dialogue

“My vision for the NHS is what gets me up in the mornings. My starting point is to focus on compassion and the values of the NHS. My overall goal is to help create a sense of inclusion, build trust in the process, encourage critical dialogue and add a positive contribution to the agenda. In the process, I try to challenge some traditional ways of thinking in an effort to engage positively and to inspire change.

Pictured: Maggie at a HEE national workshop on the Nursing & Midwifery Council’s consultation on Future Nurse proficiency standards, where she contributed to HEE’s response.

“In my professional life, I was a nurse, midwife and health visitor before moving on to senior management. As a carer for my partner with a severe mental illness at a time when there was little support from some family members, and now as a patient myself with a long-term condition, I have different and valuable insights to bring to the table.

“So, like most other people who use the NHS, I am not ‘just a patient’ – I have a broad range of life experiences as a parent and carer and in my career. As well as my clinical and managerial roles, I can draw on personal and observed experience. So I would like to think that I am an ambassador in helping embed the patient/ carer voice, improve participation and embed engagement, to help improve the patient experience in all our health and care services..

Decision-making that is patient-centred

“As Health Education England (HEE) is a national body with a mandate to promote high quality education and training, the Patient Advisory Forum (PAF) was developed to support the organisation in making decisions which are patient-centred, open and transparent. One of PAF’s roles is to provide assurance to the HEE board that effective and efficient patient and public voice arrangements are in place and that decision-making at Board and other levels is informed by the patient and public voice.

“Being a member of the PAF gives me an opportunity to share my experience as a clinician, carer and a patient for a wider purpose. I appreciate the shared responsibility and partnership working in ensuring that the patient and carer voice is included in every aspect of the work. PAF members also try to make sure that the patient voice is represented at various HEE workshops and meetings.

“Working with the National School of Healthcare Science on Modernising Scientific Careers, I am involved with other stakeholders in the design, development, delivery and quality assurance of programmes. I am involved in the accreditation of programmes in Higher Education Institututions and of work-based student placements.

Patient experience as part of training

“My role involves helping to ensure that the patient’s perspective is at the centre of the design, development and implementation of training and service delivery. For example, a laboratory technician may not be patient-facing, but from day one of the training the student must recognise that the sample in front of them relates to a person, often someone who is vulnerable, concerned and in need of more information. Dignity, respect and quality apply to all roles in the NHS, and staff actions can be far-reaching, often affecting patients, family and wider society.

Inclusive of social values

“My role with the Manchester Academy of Healthcare Scientific Education (a group of partner universities) puts me on the other side of the table. This helps to ensure that patient’s perspective is at the heart of everything that it does. Including the experiences of patients is an important aspect of the training ; as is ensuring the training is responsive to the changing needs of patients and local communities.

“I am also very passionate about the work that I do outside of my patient representation role, which focuses on mentoring and coaching, supporting staff to gain confidence in their practice and leadership skills. The NHS is undergoing tremendous changes to meet the demands of our future, and there is a need for good leaders and a skilled workforce to meet these challenges. There is also a need to ensure that the patient’s experience and voice are recognised as an integral part of the changes, helping to ensure that decisions can be locally grounded and inclusive of social values.

“Patients and the public can, and do, make a difference, supporting the improvement agenda of the future. In order to achieve this, their voice must be included at all levels, including the design, development, training and ultimately the delivery of the service.”

MAHSE Christmas Closure 2017

The MAHSE admin office will be closed from Friday 22nd December 2017 until Wednesday 3rd January 2018. The admin team will respond to all emails received during the closure upon returning to the office, however please appreciate that this may take some time.

The MAHSE team would like to wish you an enjoyable Christmas break and all the best for 2018!

HSST Research Project Day

Date:  Wednesday 24th January 2018

Venue: Stopford Building, The University of Manchester, Oxford Road, Manchester, M13 9PT (building 79 on the campus map)

Time: 10:00 – 16:00 (registration from 09:30)

The University of Manchester and Manchester Metropolitan University will be delivering a day of workshops for HSST trainees, academic supervisors and workplace supervisors. All trainees in Cohort 1 and Cohort 2 currently doing either the C1 Innovation Project or the C2 Research Project, their academic supervisor and workplace supervisor have been invited to the event.

The event will include the following topics:

  • What we are looking for in doctoral research
  • Role of both supervisors
  • The assessment process
  • How to give a talk to a lay audience
  • Writing your thesis

There will also be an opportunity for the trainee, academic supervisor and workplace supervisor to meet for a discussion of their individual projects. Drop-in clinics will also take place with representatives from the NSHCS, MAHSE and the Royal College of Pathologists to answer any questions. A full programme for the event can be found here.

If you are a HSST trainee currently doing either the C1 Innovation Project or the C2 Research Project and have not yet received your invitation, please email admin@mahse.co.uk

If you are an academic/workplace supervisor of a HSST trainee currently doing either the C1 Innovation Project or the C2 Research Project and have not yet received your invitation, please email admin@mahse.co.uk

2018 Healthcare Science Awards

Applications are open for the 2018 Healthcare Science Awards

Nominations for the 2018 Healthcare Science Awards are now open. In its 12th year, the event celebrates and highlights the importance of healthcare scientists in the NHS, from multidisciplinary and multi-professional working approaches to transformational developments across all services and patient care. The deadline for applications is 22 December 2017 and the ceremony will take place on 5 March 2018, as part of the Chief Scientific Officer’s Annual Conference. You can find more information on the application process, including categories and criteria, on the NHS England website.

MAHSE STP Open Day 2018 – register now

Registrations are now open for the Manchester Academy for Healthcare Scientist Education (MAHSE) STP Open Day 2018.

The Open Day is an annual event which gives prospective applicants of the Scientist Training Programme (STP) the opportunity to find out more about the programme especially the MSc Clinical Science which forms the academic component of the STP.

Places are limited, to register for the event please visit the event registration page .
 

From sound engineering to healthcare science training: my path to becoming a clinical audiologist

untitledDave Jay is a pre-registration Clinical Scientist in Audiology at Manchester Royal Infirmary and a graduate of the MSc Audiology course at Manchester. Here, he describes his journey from working in the music industry to training as a clinical audiologist.

I first became interested in audiology whilst working as a sound engineer in the music industry for the 10 years that followed my undergraduate degree in Music, Acoustics and Recording at the University of Salford.

As a musician and professional audio engineer who needed his ears working at a very high level most days of the week, I began to read more about the anatomy and physiology of hearing and, fascinated by the subject, I applied to do an MSc in Audiology at The University of Manchester.

Returning to education

Manchester was the only choice for me, as not only was I already living in the city, but I had heard it was one of the best places to study the subject in the country, if not in Europe (a lot of the early work in audiology was overseen by the Ewings in the mid-20th century).

My experience of going back to university at the age of 31 was fantastic, as not only did I have a great deal of respect and awe for the institution in which I was studying, but I was also comparatively much more motivated to learn than the first time I went to university! Perhaps I was just a little more mature?

I undertook this tough, busy and academically dense course in my final year of working in the music industry whilst on tour with several bands and during the run-up to organising my own wedding!

Going into clinical training

Although it was a very hard year, I realised that I wanted a career change, and would very much like to work in healthcare as a clinical audiologist.

I applied for the NHS’s very competitive Scientist Training Programme (STP), took the infamous psychometric tests and attended a nerve wracking speed-dating style interview panel. Much to my surprise, I was accepted onto the programme and started a paid job in September 2014 at Manchester Royal infirmary as a trainee clinical scientist in audiology.

The three years of on-the-job training have also been pretty hard-going, not just because of the amount of work involved in doing a MSc in Clinical Science whilst working a full-time job, but also because after the first year of training my wife gave birth to an amazing baby girl, Josephine.

During my STP experience, I went on rotations in neurophysiology, biochemistry and radiology. I also observed brain surgery, spent time with ophthalmologists and orthoptists, devised, carried out and wrote up a large research project for my dissertation, filled out a huge clinical portfolio, and gradually improved my clinical audiology skills.

Learning about audiology in the US

As part of the STP, you are required to do an elective rotation, which can be spent anywhere you like in the world pursuing any special interests you might have. My own special interest, vestibular audiology (dizziness and balance), took me to the USA.

My interest in vestibular diagnostics (trying to figure out whether patient’s dizziness is caused by their inner ears, their brain or some other factor), led me to email a professor of neurology at Johns Hopkins University in Baltimore, Maryland about a particular project he is running in emergency medicine. His team have been using diagnostic techniques familiar to audiologists in order to improve the accuracy with which they can differentiate between benign inner ear problems and cerebellar strokes in acutely dizzy patients.

After they offered to let me visit for a month to observe their work, I applied for a Winston Churchill Memorial trust grant to travel overseas, so that I can research this cutting-edge practice and come back to the UK to spread awareness of the techniques and work being done in America. I learnt an awful lot about cutting-edge vestibular techniques, and with a lot to share when I got back.

Final destination: working in clinical science

Manchester Royal Infirmary offered me a job to stay on doing complex hearing assessment and management, cochlear implant audiology and vestibular audiology.

When I think of how my life has turned out compared to how it was five years ago, it is a bit bonkers, but I am very lucky that I have been able to change career, pursuing an interest in science among people who share that interest for the benefit of so many patients that do need our help.

Find out more about the MSc Audiology course at Manchester, the STP programme and careers in audiology.

Article written by manchesterbmhstudents.

MAHSE Service Improvement & Innovation Fellowships – Apply by 30 November

Do you have an idea for a service improvement or innovation project in your department? If you are working within any of the healthcare science disciplines in the North West of England then you may be eligible to apply for up to £20,000 to support your innovation project and your professional development.

MAHSE is pleased to announce the second round of its Service Improvement and Innovation Fellowship scheme after awarding over £90,000 to healthcare science staff during the summer.  Find out more about the current Fellowship award holders and their projects here.  The Fellowships are being awarded as part of the Health Education England (North West) funded MAHSE Research and Innovation Project which aims to support the development of a research and innovation culture in the healthcare science workforce.

Find out how to apply by visiting the MAHSE Service Improvement and Innovation Fellowships webpage. The closing date for all applications is 4pm on Thursday 30th November 2017.