Date: Wednesday 23rd October
Venue: UMIC, M13 9XX
Date: Wednesday 23rd October
Venue: UMIC, M13 9XX
On Thursday 12th September, MAHSE welcomed HSST trainees from Cohort 4 and their academic and workplace supervisors to day of workshops held in Manchester. During the day, programme directors and programme administrators from The University of Manchester and Manchester Metropolitan University provided trainees and their supervisors with information and guidance on Section C of the HSST.
The day started with an interactive workshop on how to give a lay talk delivered by Dr. Karen Cosgrove (Co–Programme Directors for Life Sciences). During this session we also welcomed back Joe Wood, a Cohort 2 Medical Physics: Radiotherapy trainee, to give his lay talk to help trainees understand what the lay talk assessment involves. Prof. Anne White (MAHSE Deputy Director for HSST and UoM HSST Academic Director) and Prof. Anne-Marie Glenny (Director of Research at UoM) then delivered a session on literature reviews and systematic reviews.
In the afternoon, roundtable discussions with programme teams, trainees and workplace supervisors took place. This was followed by a session on the role of supervisors delivered by Prof. Anne White for University of Manchester trainees and Dr. Garry McDowell (HSST Lead for ManMet) for Manchester Metropolitan University trainees. The day ended with a brief Q&A session chaired by Professor Anne White and was attended by Lisa Ayers (HSST Training Programme Director) from the National School of Healthcare Science.
Podcasts and presentations from the day are provided below.
Please note, the content of the below presentations and podcasts is subject to change, any updates will be posted on the MAHSE website.
How to give a Lay Talk
|Literature Review vs Systematic Review
|Progressing your Research Project
|Roundtable discussions with Programme Teams, Trainees and Workplace Supervisors:|
|Role of Supervisors inc. Role of Supervisors in Assessment
As part of the Scientist Training Programme (STP), trainees have the opportunity to spend up to six weeks completing an elective placement in an area of their choice. For my elective placement I decided to spend five weeks in Guatemala City working for a hearing, balance and phonetic training clinic called CEDAF. I decided to spend my elective in Guatemala because I wanted to gain first-hand experience in a healthcare system unsupported by a national health service and where many people cannot afford private health insurance. I also wanted to understand how healthcare is delivered and maintained in a country with a poorly financed health system and where poverty, illiteracy and other social factors act as obstacles in healthcare provision.
The clinic I visited was established and is run by Dr Patricia Castellanos de Munoz who is the only licenced Audiologist in the country. Dr Castellanos has faced the struggles of being a female clinician, entrepreneur and business woman in the male-dominated workforce of Guatemala. Her hard work in hospitals, clinics, schools and foundations throughout Guatemala City along with her perseverance to develop an independent Audiology service have led her to become a leading expert in Audiology throughout Latin America.
Dr Castellanos established CEDAF as a private clinic offering audiological care to those with the means to pay for healthcare; however, one of Dr Castellanos’ initial aims was to grow her business to support people unable to afford audiological services. In order to achieve this, she set up a foundation in 2009 called Sonrisas que Escuchan (which translates from Spanish as Smiles that Listen) to provide an audiology service to those that cannot afford it.
The foundation provides audiological care to people of all ages with a focus on developing neonatal and school hearing screening programmes to help children with hearing loss. Children who fail the screen are referred to the clinic at CEDAF to have free diagnostic audiological tests and to discuss hearing aid provision. Those requiring hearing aids are encouraged to use them and the cost of the hearing aids and their maintenance is subsidised by the foundation. With special thanks to Oticon, I was able to take over 600 used hearing aids with me for the charity to use. I have been kept updated about their use and Dr Castellanos assures me that they have been an enormous help for her foundation.
Working with the foundation in public hospitals and schools and with the CEDAF team at the private clinic provided me with eye-opening and invaluable experiences which I will value throughout my career in audiology.
There is particular disparity in the provision of healthcare in Guatemala due the extreme difference in social status throughout the country. Over 50% of the population live below the poverty line with millions unable to pay for private health insurance and having to rely on the poorly funded public health service. However, much of the treatment available in the public hospitals is only available to those that are employed with the unemployed only able to access the most basic healthcare. Unfortunately, this encompasses much of the population due to high levels on unemployment in the country.
The role of Sonrisas que Escuchan is to remove this healthcare bias and provide an Audiology service to those that need it most. To try and achieve this, the foundation has successfully set-up the neonatal hearing screening programme in three public hospitals. Due to limited funding and resources, however, the foundation can only provide screening once per week at each location which makes it difficult to reach all those that need the service.
This was very interesting for me to experience as the foundation adopts a very different approach to the UK screening programme. In Guatemala City it is simply not possible to test the hearing of all babies at birth due to a lack of trained screeners and equipment. Instead, the babies most at risk of hearing loss are screened, which included those born premature, those that have contracted sepsis and those in intensive care.
For those babies who failed the screen, a referral was made to CEDAF for further assessment regardless of the family’s ability to pay for the service. The family was invited to the audiology clinic with travel and accommodation provided for those that needed it. Those diagnosed with permanent hearing loss were then applicable to receive full audiological care including hearing aid provision and speech therapy. Although not a faultless system, the best efforts were made to provide a fair and comprehensive service to those that needed it.
During my placement, the sole hearing screener decided to leave her role which meant a new screener had to be trained. This was a great opportunity for me to provide technical advice to ensure the safe and effective delivery of services in line with good scientific practice. I was able to advise the new screener on how to use the Otoacoustic Emissions (OAE) equipment, which is a screening device to test cochlear function. The equipment is fairly simple to use but an effective technique has to be adopted and an adequate noise environment has to be established to produce results. I demonstrated the best way to conduct OAEs and helped provide an idea of how many babies could be tested in the time available. The paediatric doctors had unrealistic expectations of how many tests could be completed in one session, so it was important to train the screener to conduct high quality testing rather than a high quantity of tests.
Furthermore, I was able to help her understand hearing loss risk factors in neonates and which babies she should prioritised for screening. This helped the new screener gain confidence in understanding her capabilities, limitations and how to make the service as efficient as possible.
Participating in the school hearing screening programme was a good opportunity to develop my skills in clinical leadership by working with a new clinical team in a different working environment away from the hospital setting. The school hearing screening programme that has been developed by Sonrisas que Escuchan is an important intervention to identify pre-school aged children with hearing loss. Education is only provided by the government up to elementary level and it is a challenge to encourage families to continue their child’s education instead of allowing them to work to support the family economically. Children with hearing loss are more likely to struggle at school and more likely to leave education earlier than their peers.
The foundation has established the school screen in Guatemala City and is now focused on developing the service throughout the country. I had the opportunity to participate in the school screen in the town of Santiago in the Solola province. The clinical team at this location consisted of two audiological technicians who had been trained in otoscopy, basic audiometry and ear cleaning. Understanding their abilities and proficiency in audiology was important for me to determine my role within their team and to provide advice on their practice. This was an interesting opportunity during the placement because there were many aural abnormalities that I was unfamiliar with but were common for the technicians to encounter. This was most likely due to the differences in cleanliness and hygiene standards of the children and their families in Guatemala compared to those I am used to seeing in the UK.
I was extremely proud to be able to work with Sonrisas que Escuchan and provide as much advice and assistance as possible. One of Dr Castellanos’ aims for the foundation is to network with other non-government organisations (NGOs) to provide the most comprehensive healthcare possible to those unable to pay for or access it.
Discussions with Dr Castellanos gave me a clear understanding of the importance in networking with other NGOs to help patients and promote hearing care. During my placement I was able to network with other young professionals volunteering their skills to help NGOs. By doing this I managed to establish a connection with a foundation called TessUnlimited that provided surgery and care for people with cleft lip and cleft palate.
Children with cleft lip and palate are known to suffer from glue ear more than their peers. For this reason, children in the UK with cleft lip and palate have regular hearing tests. Many of them also require speech therapy and must be able to hear well for this to be effective. The healthcare providers at TessUnlimited were unaware of audiological services in Guatemala to test their patients’ hearing. I was able to inform them of the services offered by Sonrisas que Escuchan and a meeting was set up between the board of directors at TessUnlimited and Dr Castellanos.
The meeting was successful, and discussions are now underway with an ENT doctor who will hopefully provide grommets for the children with cleft suffering from recurrent glue ear. Sonrisas que Escuchan have also been able to offer advice on ear and hearing care and hopefully can secure funds to provide screening equipment and training for TessUnlimited staff to test their patients for hearing loss. I feel that this was an excellent opportunity for me to act as an ambassador for the Healthcare Science community.
It was interesting for me to learn about working in the healthcare system in Guatemala and it changed my perspective of the work provided by healthcare professionals in this setting. Before working with Sonrisas que Escuchan, I had considered that audiological care would be provided by the foundation to anyone requesting it. However, Dr Castellanos explained and demonstrated to me that it was worthless providing hearing tests/diagnoses in communities where follow-up treatment could not be sustained. She also had to work within the budget of her foundation and taught me how to prioritise cases. By setting out clear business strategies and aims for her foundation, Dr Castellanos is able to decide whether or not her foundation can support new projects around the country. If the project is not in line with the ethos of her foundation, then she is not able to offer support as it may have a detrimental effect on one of her other projects.
This placement also challenged my current thinking of audiology service provision. Practicing in the UK has taught me to identify which test neonates require (OAE or ABR) if they fail their hearing screen. In Guatemala, however, I had to decide which babies received the hearing screen based on hearing loss risk factors. This was an excellent opportunity to consolidate my knowledge in childhood hearing loss. In addition, my thought process around paediatric follow-up appointments was challenged as I take it for granted that parents will bring their children to hospital appointments in the UK. This is not the case in Guatemala, and it adds an extra component to the role of the audiologist when they have to focus considerable amounts of time and effort towards encouraging patients to attend appointments and educating them on hearing loss.
I feel that the skills I learned from Dr Castellanos and her team were particularly useful when I returned to the UK to carrying out my research project into the viability of group hearing aid appointments for my MSc in Neurosensory Science (Audiology). The lessons I learned about leadership and communication were integral for me implementing group hearing aid fitting appointments into my department when working with patients, peers and colleagues. The elective placement was also an excellent opportunity for me to identify areas of weakness and strength in my clinical practice and use this information to focus my training in a direction that ultimately made me a better Clinical Scientist.
On Thursday 13 June 2019, MAHSE held the 6th annual STP Research Day at etc.Venues, in Manchester. The event was the biggest to date, attended by over 210 trainees and delegates. The main purpose of the event is to give the final year trainees an opportunity to showcase and celebrate their contribution to research within healthcare science and, this year, the programme included poster presentations from 20 students and talks from a further 9 students, all from a range of disciplines.
First prize for the student presentations went to Genomics trainee, Sarah Graham, who conducted research into a genetic test to improve the treatment of Chronic Lymphocytic Leukaemia, and the first prize for the posters went to Cardiac Science trainee, Jennifer Pilling, showing how she investigated the correlation between patients with Diastolic Dysfunction and Diabetes Mellitus. For more information about the prize winners please see our previous post.
To listen to the presentations given by the trainees please click on their names below:
|The highs and lows: Views on consanguinity following genetic counselling in English speaking South Asians in the UK North West.|
|The Video Head Impulse Test: Should head angle be considered when assessing the dizzy patient?|
|DFS70 Antibody Testing: Avoiding red herrings in the diagnosis of Autoimmune Rheumatic Disease.|
Clinical Bioinformatics – Physical Sciences
|Scaling Up Safety: My Journey Into Patient Safety Informatics.|
|A genetic test to improve the treatment of Chronic Lymphocytic Leukaemia.|
|The use of Echocardiography to differentiate between Supraventricular and Ventricular Tachycardia.|
|Interpretation of genomic variants in rare disease patients from the 100,000 Genomes Project – perspectives of clinicians and clinical scientists in the Oxford Genomic Medicine Centre.|
Haematology and Transfusion Science
|Around the world for a shortcut – An International collaboration to develop a more streamlined diagnostic test for Haematological Malignancies.|
Clinical Bioinformatics – Genomics
|A novel approach to multi-site studies, and complications of ethical approval.|
As well has hearing all about the high quality research of our trainees, MAHSE was please to introduce some very high-profile guest speakers, both of which gave inspirational talks focused on career development and looking to the future.
A keynote given by Allison Lang, Publishing Director of the BMJ, provided a whistle stop tour into the world of publishing, giving advice and encouragement for all trainees to think about publishing their work, as well as how to continue building upon their early career research, even beyond their MSc project.
You can view Allison’s slides here or listen to the recorded talk below:
At the end of the event we heard an inspiring talk from Deputy Chief Scientific Officer, Angela Douglas, who spoke about the CSO Conference which ran in March 2019, which followed a theme of ‘Leading the Future to 2030’. Angela talked about the STP trainees as the future leaders in healthcare science and encouraged them to get involved with influencing policy and delivery of healthcare in the future.
You can view Angela’s slides here or listen to the recorded talk below:
Feedback from the event shows that trainees found both the guest talks to be motivational and they valued the opportunity to network with their peers. As show in the feedback quotes below, delegates continue to be impressed by the range and standard of the research being undertaken and enjoy the celebratory atmosphere surrounding the event.
The MAHSE team would like to say a big ‘well done!’ to our graduates, across all of the programmes. Congratulations to you all for completing your programmes and we hope you have been enjoying yourselves at gradation, celebrating with your peers, friends, and family.
Given the exceptional performance of many trainees under MAHSE, each year we like to award prizes to the top scoring trainees across our programmes.
For the STP Programme, not only is the top performing trainee of each specialism provided with a special commendation but furthermore, the top 3 performing trainees across all of the STP pathways are given a MAHSE Academic Achievement Award and a prize.
This year the top performing trainees among all our 2019 STP graduates are as follows:
|1st Prize||Lucy Jackson||MSc Clinical Science (Genomic Sciences) – Genomics|
|2nd Prize||Stefan Piatek||MSc Clinical Science (Clinical Bioinformatics) – Genomics|
|3rd Prize||Laura Davies||MSc Clinical Science (Clinical Pharmaceutical Science)|
Similarly, the top performing student from each specialism within the PTP programme also recieves a MAHSE Academic Achievement Award and a prize and this year are 2019 PTP winners are as follows:
|Aamina Noorgat||BSc(Hons) Healthcare Science (Audiology)|
|Chloe Doyley||BSc(Hons) Healthcare Science (Physiological Sciences)|
|James Michael Vernon||BSc(Hons) Healthcare Science (Life Sciences)|
This is an outstanding achievement and one which we hope are winners will be justifiably proud of. Congratulations!
On Thursday 13 June 2019, MAHSE held the 6th annual STP Research Day at etc.Venues, in Manchester, which was attended by over 210 trainees and delegates.
The programme included poster presentations from 20 students and talks from a further 9 students, all showcasing research projects from a range of disciplines, as well as a keynote delivered by Allison Lang, Publishing Director of the British Medical Journal. Prizes for the top performing students on the day were awarded by guest speaker, Angela Douglas, Deputy Chief Scientific Officer for NHS England.
The MAHSE team would like to thank all of the students who took part in the event this year. Without the trainees’ commitment and professionalism the event could not be a success, and all of the research presented was of an exceptionally high quality.
A full right up of the event, including recordings of the presentations, will be available on the MAHSE website shortly, but in the meantime we would like to introduce you to the prize winners of the STP Research Day 2019:
Left to right: Nicholas McCarthy, Lizzie Orr, Sourima Biswas Shivhare, Carol Ainley (MAHSE Director), Phil Macdonald (MAHSE Deputy Director for STP), Sarah Graham, Angela Douglas (Deputy CSO for NHS England), Rebecca Graef.
Sarah Graham (Genomics): A genetic test to improve the treatment of chronic lymphocytic leukaemia.
Rebecca Graef (Audiology): The Video Head Impulse Test: Should head angle be considered when assessing the dizzy patient?
Nicholas McCarthy (Clinical Immunology): DFS70 Antibody Testing: Avoiding red herrings in the diagnosis of Autoimmune Rheumatic Disease.
Jennifer Pilling (Cardiac Science): An investigation into the correlation between patients with Diastolic Dysfunction and Diabetes Mellitus.
(Jennifer was unavailable at the time of the photo above)
Lizzie Orr (Clinical Pharmaceutical Science): Investigating a Rapid Method of Preservative Efficacy Testing with Non-Sterile Oral Liquids.
Sourima Biswas Shivhare (Reproductive Science – Embryology): Can artificial intelligence boost chances of success in IVF?
Do you have an idea that will improve and innovate your healthcare service?
Want to know how to initiate and implement an innovation project?
Innovations enable healthcare professionals to deliver better services, leading to more positive outcomes for patients and vital improvements in the quality, effectiveness and efficiency of service delivery as well as advancing the personal and professional development of those involved in undertaking such projects. The Manchester Academy for Healthcare Scientist Education (MAHSE), with the support of the Health Education England (North), have launched a new website that will guide healthcare scientists through the most important stages of developing and implementing an innovation project. The site features a Roadmap that takes healthcare scientists step by step through the processes of reviewing service provision, exploring ideas for service improvement/innovation, project planning, obtaining support, piloting and launching the project, disseminating outcomes and finally, evaluating the project.
Find out how you can contribute to service improvement and learn about the knowledge and skills needed at each stage of the innovation process by visiting innovation.mahse.co.uk.
On Thursday 28th February, HSST trainees from Cohorts 4 and 5 attended a project proposal masterclass in Manchester. The event began with lunch and networking for trainees to meet with their university programme teams. All trainees then attended a talk on how to plan their research project which was delivered by Prof. Anne White (MAHSE Deputy Director for HSST and UoM HSST Academic Director).
University of Manchester trainees went onto a session lead by Dr. George Burghel (Cohort 1 HSST Genetics trainee) and Natalia Diaz Burlinson (Cohort 3 HSST Histocompatibility and Immunogenetics trainee) who shared their experiences of planning their own research projects. Dr. Rebecca Dearman (UoM Life Sciences Programme Director) then provided trainees with information on what is expected of the project proposal and Section C overall.
Manchester Metropolitan University trainees attended a session lead by Dr. Garry McDowell (HSST Lead for MMU) and Dr. Nina Dempsey-Hibbert (DClinSci Haematology pathway lead) on how to develop a research project.
Recordings and presentations from the day are provided below. Please note that the content of the below presentations and recordings is subject to change, any updates will be posted on the MAHSE website.
For all trainees:
Manchester Metropolitan University trainees only:
University of Manchester trainees only:
Please note that the below content is predominantly aimed at UoM Life Sciences trainees:
If you have any queries, please email firstname.lastname@example.org
Date: Thursday 28th February 2019
Time: 12:00 – 16:00 (registration opens from 11:30)
Venue: Stopford Building, The University of Manchester, Oxford Road, Manchester, M13 9PT (building 79 on the campus map)
In response to feedback received from trainees in Cohorts 4 and 5 of HSST, we will be running a Section C Project Proposal Masterclass for Clinical Bioinformatics, Life Sciences and Physiological Sciences trainees in both cohorts. Please note that a separate event is being organised for Physical Sciences trainees by their programme team during the Section B modules which you will receive further information about in due course.
The programme for the event can be found here.
To register for the event, please complete this short online registration form.
Please note that attendance at this workshop is optional and we apologise for giving you less than six weeks’ notice. We will endeavour to record the sessions so that you do not miss out if you cannot attend. Non-Life Sciences trainees are reminded that you are able to speak to your programme director about Section C when attending Section B modules.
If you have any questions, please email email@example.com
On Thursday 10th January, we welcomed over 40 trainees, academic and workplace supervisors from Cohorts 1 and 2 of HSST to a day of workshops and sessions held in Manchester.
Professor Judy Williams, Deputy Associate Dean for Staff Development and Director of the Centre for Academic and Researcher Development at The University of Manchester, delivered workshops for the trainees on planning a paper and writing a thesis. Academic and workplace supervisors attended a session delivered by Professor Anne White, Academic Director for HSST at The University of Manchester and MAHSE Deputy Director for HSST, on their role in supporting their trainees and the examination process of the thesis. Trainees also had the opportunity to meet with their supervisors to discuss their individual projects. Following lunch and networking, there was a Q&A session with a panel comprising programme directors, programme administrators and Dr. Mike Thomas, NSHCS HSST Lead and Professional Lead for Blood and Infection Sciences.
Podcasts and presentations from the day are provided below.
Please note that the content of the below presentations and podcasts is subject to change, any updates will be posted on the MAHSE website.
Planning a paper
Writing a thesis
Giving a professional talk
Section C guidance for Cohorts 1 and 2 (UoM only)
The Role of the Supervisors
Q&A session with Programme Teams and NSHCS
Roundtable Discussion with Dr. Rebecca Dearman (Life Sciences -UoM)