ACADEMY FOR HEALTHCARE

SCIENCE

PORTFOLIO OF EVIDENCE FOR

CERTIFICATE OF EQUIVALENCE

xxxxxxxx

Modality: Respiratory Physiology

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Modality: Respiratory Candidate: xxxxxx

Contents
SUMMARY .......................................................................................................................... 3
PORTFOLIO ........................................................................................................................ 4
Undergraduate Training .................................................................................................... 4
MTO Training (1994-1996) ..................................................................................................... 5
Basic Grade MTO (1996-2000) ............................................................................................. 5
Postgraduate Training ....................................................................................................... 8
Service Manager xxxxxxx (2000-2006) .............................................................................. 8
Clinical Service Manager xxxxxxxxx (2006 to present day) ........................................ 8
Further Education, Training and Development ............................................................. 10
Qualifications ............................................................................................................................. 10
Courses........................................................................................................................................ 11
Awards ......................................................................................................................................... 11
Conferences and Presentations ............................................................................................ 11
Service development ................................................................................................................ 13
Patients ............................................................................................................................. 16
Other Responsibilities ..................................................................................................... 16
Trust............................................................................................................................................... 16
Professional.................................................................................................................................. 16
Past roles ...................................................................................................................................... 16
Research Activity ............................................................................................................. 17
Abstracts ....................................................................................................................................... 17
Texts .............................................................................................................................................. 17
Papers ........................................................................................................................................... 17
Good Scientific Practice Portfolio Mapping Template.................................................. 19

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Modality: Respiratory Candidate: xxxxxx

SUMMARY

My career in Respiratory Physiology commenced in September 1994 when I became a

student respiratory technician based at the xxxxxx. As part of this training I was enrolled
onto a BTEC in Medical Physics and Physiological Measurement and after the first year of
training I also commenced an NVQ Level 3 in Respiratory. These qualifications provided
me with the background training I required to perform full lung function testing competently
and complete my ARTP National Assessment (more recently known as the Part 1
examination).

After qualifying as a Respiratory technician I was enrolled on a four year part time BSc
Honours degree in Clinical Science which I successfully graduated with a 2:1 in 2000.
During this time I also became the Lead Physiologist (MTO 5+++) for the department under
the supervision of xxxxxx, Consultant Clinical Scientist and then subsequently xxxxxx,
Consultant Clinical Scientist.

My passion for education and development led to me enrolling on and self funding a
Masters degree. I wanted this to be relevant to my role and as there was not a Respiratory
Physiology MSc available to me I undertook an MSc in Work based learning.

In 2006 I moved to xxxxxxx to the post of Clinical Service Manager. In this role I am
responsible for all investigations performed within the Respiratory Physiology department.
During this employment I have developed the department from a small basic department
with only a few staff to a large comprehensive department offering the full remit of
respiratory and sleep investigations.

I have a passion for education and educating others and have delivered training at many
levels, educating student physiologists, nurses and doctors for many years. I regularly
present to a variety of audiences on basic and advanced respiratory physiology. I am a
member of the National School for Healthcare Science, Honorary Chair of xxxxxx, xxxxxxx
Executive Board member and MSC curricula group member. I have also been an external
examiner for xxxxxx University and professional body advisor to xxxxx University for
respiratory and sleep physiology.

I have had one career break from April 2008 until March 2009 during which time I had my
children.

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 PORTFOLIO

Undergraduate Training

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Modality: Respiratory Candidate: xxxxxx

MTO Training (1994-1996)

In September 1994 I was employed as a trainee medical technical officer based at

the xxxxx until its closure in July 1995 when we moved to the xxxxxx. During this
time academically I undertook a BTEC in medical physics and physiological
measurement (MPPM) (Evidence 1) and professionally an NVQ Level 3 in
Respiratory Physiology. The NVQ involved assessments of competence within the
workplace leading up to the ARTP/BTS National Assessment (more recently known
as the Part 1 examination). This taught me the practical skills, competences and
limitations of all the major lung function testing techniques.

Clinical Responsibilities

During this time I gained theoretical and practical knowledge through in-house
training, becoming competent in the physiological techniques listed below.
Competency was assessed as part of the NVQ process (Evidence 2) and the
National Assessment was the final summative assessment (Evidence 3).

These techniques included:

Spirometry
Lung volumes via helium dilution and body plethysmography
Single breath carbon monoxide transfer factor
Bronchodilator reversibility studies using inhaled and nebuliser therapy
6 and 12 minute walking tests
Assessment for nebuliser provision

The underpinning knowledge required to undertake the ARTP national assessment

was achieved by attendance at the ARTP National Assessment short course in Basic
Respiratory Physiology at Bristol Royal Infirmary and through departmental training.

Conferences

During this period of training I attended the ARTP Workshop meeting on the Lung
Function Guidelines at the Birmingham National Exhibition Centre. This meeting was
as a result of the publication of the ARTP/BTS Guidelines for the Measurement of
Respiratory Function in1994 (Evidence 4).

Basic Grade MTO (1996-2000)

On completion of my two year training post I obtained a substantive position in my

training department. I was employed as an MTO 1 in September 1996 and then
gained a promotion to MTO 2 in August 1997. In February of 1999 I successfully
applied for the department’s chief technician post and gained an MTO4 position. At
this point I was operationally responsible for the management of the department at
the xxxxx with direction from a Clinical Scientist. My further training and development
was supervised by xxxxxxx, Consultant Clinical Scientist.

Education and training

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Modality: Respiratory Candidate: xxxxxx

In 1996 I enrolled on a BSc Hons Clinical Science (Respiratory) at xxxxxx and

graduated with a 2:1 in 2000. My final year dissertation looked at the use of impulse
oscillometry in the assessment of bronchodilator response in patients with COPD
and emphysema due to alpha1 antitrypsin deficiency (Evidence 5).

As a training department we regularly trained Physiologists undertaking the BSc

Clinical Physiology degree at Wolverhampton University. Part of the training required
the students to be assessed within the workplace and therefore I undertook the City
and Guilds D32 and D33 Work based assessor award (Evidence 6).

Courses

During this period of ongoing training I attended courses to develop my underpinning

knowledge and skills and these included:

ARTP methacholine challenge testing, theory and practical session at Warwick

University in 1997
ARTP/BTS Nasal intermittent positive pressure ventilation course at North
Staffordshire Hospital Trust in 1997 (Evidence 7).
Management course for Medical Physics and Physiological Measurement staff at
UHB NHS Trust 1998

Conferences

During this period of ongoing training and development I attended the following
conferences:-

ARTP

I attended the annual conference in;

Leicester June 1996

Liverpool 1996
January 1998 (25th Anniversary Meeting)
Doncaster 1999

I also attended the ARTP/BTS lung function guidelines workshop held at the NEC
Birmingham in March 1995 following the launch of the ARTP/BTS professional
guidelines.

BTS

I attended the Winter Meeting of the British Thoracic Society in 1999 presenting a
poster entitled ‘xxxxxxxx’ (Evidence 8).

ERS

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Modality: Respiratory Candidate: xxxxxx

Following the completion of my final year dissertation project for my BSc, I submitted
two abstracts to the European Respiratory Society conference in Florence in
September 2000.
The abstract entitled ‘xxxxxxxxx’ was accepted as a poster presentation (Evidence
9). The abstract entitled ‘xxxxxxxxx’ (Evidence 10) was accepted as an oral
presentation within one of the main symposia of the conference.

Presentations

I started presenting early in my career delivering presentations on basic

measurements such as spirometry e.g. in March 1998 I gave a lecture and practical
session on spirometry at an Allen and Hanbury’s nurse study day on COPD. In 1999
I was delivering lectures on full lung function testing and basic interpretation to
students undertaking the BTEC in medical physics and physiological measurement.

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Modality: Respiratory Candidate: xxxxxx

Postgraduate Training

Service Manager xxxxxxx (2000-2006)

I spent my time at xxxxxxxx working as the operational manager of the xxxxxxx and
during this time I was managed by two different Consultant Clinical Scientists, firstly
xxxxxx and subsequently xxxxxxx.

I was responsible for the day to day operation of the lung function department, which
included being responsible for the day to day performance of both routine and
specialist tests undertaken in the department by all staff. During this time I was fully
competent in the following investigations:

Routine lung function testing

Full lung function testing, body plethysmography, reversibility studies and their
interpretation.

Specialised investigations
Lung mechanics, impulse oscillometry, challenge testing, flight assessments,
antibiotic assessments, lignocaine delivery for chronic cough, ear lobe and
arterial blood gas analysis, long term oxygen assessments, muscle function
studies, assessment for NIV in the acute and domiciliary settings.

Exercise testing
Full cardiopulmonary exercise testing, field based exercise tests, exercise
induced bronchospasm and assessments of exercise desaturation.

Sleep Investigations
Domiciliary sleep screening, nasal CPAP trials, transcutaneous carbon
dioxide measurements and VisiLab sleep studies.

Management responsibilities
I had specific responsibilities for the department’s health and safety. I was
responsible for the generation and implementation of test policies and
procedures, stock ordering, production of monthly statistics, monitoring of
equipment performance and service contracts. As the operational manager I
was responsible for the staff and for their development and undertook staff
appraisals.

In July 2001 I was accepted on to the RCCP register (Evidence 75).

Clinical Service Manager xxxxxxxxx (2006 to present day)

I moved to the xxxxxxxxxxx as the Lead Respiratory Physiologist (Band 7) in July

2006. I made the decision to move roles as I had been in my current department
since a trainee and was lucky to have always been in a fully comprehensive
respiratory physiology department. I felt that I needed to challenge myself and

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Modality: Respiratory Candidate: xxxxxx

wanted to be able to use my experience to develop and expand a department.

Moving to xxxxxxxxxxxx provided me with an ideal opportunity.

In July 2006 the respiratory physiology department at xxxxxxxxxxxx was about to

move into a new PFI building and as part of this move the Respiratory Department
had been given significantly more space. When I arrived at the department it was a
basic respiratory investigation department performing full lung function testing, ear
lobe capillary gases, basic overnight oximetry and reversibility studies. There was a
cardiopulmonary exercise testing system however this had never been used.

As part of the PFI we had significantly more equipment which included two full
testing kits, a challenge testing system, a cardiopulmonary exercise testing system
with treadmill, a full polysomnography system and multichannel sleep study
equipment. As we were about to move it was the perfect opportunity to discuss
equipment that I felt had been missed from the department specification and with this
I also managed to procure a body plethysmograph and a cycle ergometer.
(Paragraph 1)

I have been able to use my experience of working at xxxxxxxxxx to develop the

department and the staff within it (see Service Developments). We now offer a full
range of respiratory and sleep diagnostic and therapeutic services that would be
expected of a University teaching hospital. In 2007, in conjunction with my group
manager, my job description was reviewed and updated and I successfully attained a
Band 8a Clinical Service Manager position. (Paragraph 2)

As the Clinical Service Lead my role includes;

Management responsibilities
As the department manager I am responsible for 12 members of staff across three
sites (xxxxxxxxxxxx, xxxxxxxxxxxxx, xxxxxxxxxxx). This includes managing the
workload and rotas, appraisals of staff, monitoring absences, disciplinary
procedures, responsibility for health and safety, incident reporting and risk
assessment (Evidence 11), development of job descriptions and person
specifications, budget responsibility (Evidence 12) stock control and workload
statistics. (Paragraph 3)

Clinical responsibilities
Clinically I am responsible for ensuring safe working practices within the department,
including adhering to infection control procedures and ensuring that all equipment is
safe and fit for use (electrical safety, annual service contracts, calibration, verification
and quality assurance). I perform the full range of diagnostic and therapeutic
investigations provided by the department to ensure skills are maintained.
I am also responsible for co-ordination and management of the respiratory
physiology component of clinical trial studies undertaken within the Trust (Evidence
13).
I am solely responsible for the technical and clinical interpretation of all investigations
(exception full polysomnography) undertaken by the department (Evidence 14, 15,
16, 17).
(Paragraph 4)

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Modality: Respiratory Candidate: xxxxxx

Policy and service development

I am responsible for the generation and implementation of Respiratory Physiology
protocols and standard operating procedures (Evidence 18) I am also responsible for
the development and implementation of new techniques and for liaising with
commissioners with regard to service development (Evidence 19). (Paragraph 5)

Teaching and training

I am responsible for the teaching, training and development of all physiology staff
within the department including regional trainees and PTP and STP students
(Evidence 20, 21). This involves assessing, teaching and participating in CPD
sessions (Evidence 22) I am also responsible for planning, co-ordinating and
implementing respiratory physiology teaching to a broad range of healthcare workers
including nurses, junior doctors and specialist registrars (Evidence 23). (Paragraph
6)

Professional responsibilities
These responsibilities include, to participate in continued professional development
(Evidence 24, 25) and to actively pursue involvement with relevant professional
bodies and teaching organisations. (Paragraph 7)

Clinical governance and audit

I am responsible for the performance development reviews of all staff employed
within the respiratory physiology department and also participate in the 360
appraisals of Consultant Respiratory Physician colleagues. I have responsibility for
clinical audit within the department (Evidence 26) and for the development and
implementation of procedures and protocols. (Paragraph 8)

Further Education, Training and Development

During the course of my career I have undertaken further qualifications and attended
courses for professional development purposes.

Qualifications

Whilst working at xxxxxxxxxxx I was able to enrol on an Institute of Healthcare

Management qualification. This Certificate in Managing Health and Social Care
(Evidence 27) was essential in developing my skills and understanding of
management in the health system.

I completed my Masters degree in 2007 (Evidence 28) with my final year project
looking at the development of a service development proposal. I chose the
development of the cardiopulmonary exercise service within my department (see
service developments section). I was able to use my Post graduate certificate in
Managing in Health and Social Care as accreditation of prior learning (APL) for my
MSc which shortened the duration of my course. (Paragraph 9)

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Modality: Respiratory Candidate: xxxxxx

Courses

Since qualifying as a Respiratory Physiologist, I have undertaken several training

courses that were appropriate for my continued professional development and the
development of new skills. These courses included:

M&K update Arterial blood sampling course 2002 (Evidence 29)

Attendance on this course allowed me to gain experience and the underpinning
theory required to undertake arterial blood gas measurements in the work place.
Following this training course I underwent a period of supervised training within the
workplace before being assessed as competent by the Respiratory Consultants.

I specifically wanted to attend the ERS School Postgraduate course on Lung

diffusion measurements in diseases, 2004 (Evidence 30). The theory of gas transfer
measurements has always been of interest to me and indeed I enjoy teaching gas
transfer to student physiologists and medics. This course was a wonderful
opportunity with amazing speakers and gave me the opportunity to hear
presentations with regard to influence of different diseases on the measurement of
gas transfer. I still use the material from this course in my teaching and training
today.

AVAPS in the Respiratory Department, Philips Respironics 2009 (Evidence 31)

ARTP Cardiopulmonary Exercise Testing course 2010 (Evidence 32). I attended this
course to ensure that my exercise test reporting skills were up to date and evidence
based.

As a healthcare practitioner who undertakes research it is essential to have an

understanding of the research processes, rules and regulations and therefore in
2011, and again in 2013, I undertook the Good Clinical Practice (GCP) certificate
(Evidence 33).

Awards

BTS/Schering Plough ERS Travel Fellowship 2001

In 2002 I was awarded a BLF/Allen and Hanbury's ERS Travel Fellowship to the
European Respiratory Society conference in Stockholm. (Evidence 34)

In 2011 I was runner up in the Advancing Healthcare Awards, Chief Scientific

Officers Award for Leadership (Evidence 35). This award was for the implementation
and subsequent impact of cardiopulmonary exercise testing at xxxxxxxxxxxxx for the
assessment of patients for AAA surgery which saw dramatic improvements in
mortality.

Conferences and Presentations

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ARTP

During this period of my career I have attended many ARTP annual conferences as
an invited speaker and as session Chair. Below is a list of the conferences attended
and my role at the conference.

Daventry 2000 - Speaker

At this conference I delivered a poster presentation on ‘xxxxxxxxxxxxxxxxxxxx’.

Blackpool 2002 - Speaker

Speaker in plenary session delivering a presentation on impulse oscillometry.

Stratford upon Avon 2003 - Delegate

Telford 2004 – Speaker

Spoken presentation entitled ‘Advances in Respiratory Measurement’ (Evidence 36,
37)

Glasgow 2005 – Speaker

Delivered a workshop on ‘xxxxxxxxxxxxxxx’

Brighton 2006 - Chair

Chaired plenary session entitled ‘xxxxxxxxxxxxx’

Glasgow 2007 - Delegate

Hinckley 2008 – Speaker

Spoken presentation in junior session on ‘xxxxxxxxxxxxxxx’ (Evidence 38)

Hinckley 2009 - Delegate

Heathrow 2010 - Chair

Chaired the Junior Session entitled ‘xxxxxxxxxxxxxxxxxxxxxxxx’ (Evidence 39)

Glasgow 2011 - Chair

Chaired Plenary session entitled ‘xxxxxxxxxxxxxxxxxxx’

Hinckley 2012 - Speaker and plenary session chair

Chaired plenary session on xxxxxxxxxxxxxxxxxxx
Spoken presentation titled ‘xxxxxxxxxxxxxxxxxxxxxxx’.

Hinckley 2013 - Chair

Chaired simultaneous session entitled ‘xxxxxxxxxxxxxxx’

ARTP/ARTI

Dublin 2005 - Delegate

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ERS

Berlin 2001 – Poster discussion (Evidence 40)

Stockholm 2002 – Poster discussion (Evidence 41)
Vienna 2003 - Chair of Thematic Poster session and Poster discussion (Evidence
42)
Glasgow 2004 and European Respiratory Primary Care Conference
Munich 2006

BTS

Manchester Summer meeting 2002 – Speaker

At this meeting I was invited to deliver a presentation within the joint ARTP/BTS
session on spirometry and maximal flow volume curves (Evidence 43)

Winter meeting 2002

Winter meeting 2005
Winter meeting 2011 Thematic and poster presentation
Winter meeting 2012 Thematic poster presentation (Evidence 44)

ATS

Seattle 2003

Midlands Thoracic Society

Coventry 2007 Spoken presentation on Cardiopulmonary exercise testing

Telford 2011 Spoken presentation entitled ‘Cardiopulmonary exercise testing:
Practical applications in clinical practice (Evidence 45)

Service development

I have been responsible for the development of the Respiratory Physiology and
Sleep services at xxxxxxxxxxxxxx since my appointment in 2006. There has been a
significant increase in the range of investigations provided by the department and
also the number of investigations performed (Evidence 46)

Cardiopulmonary exercise testing

My final years MSc project was on service development. At this time I had moved to
xxxxxxxxxxx and it was apparent that there had been little exercise testing performed
previously and yet we had new purpose built facilities. Due to this and a personal
interest in exercise testing I decided to look at developing the departments exercise
service as my project.

Whilst researching the use of exercise testing it became apparent that surgical
fitness was a developing area. Coincidently at the same time an Intensivist came to
the department to discuss the use exercise testing for the same purpose. This

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relationship proved vital to the development of the service and my competency in

CPET (Evidence 47). His knowledge of ITU and which patients fared worst and my
research into the subject led to us arranging a meeting with the vascular department.
Mortality from AAA surgery at our Trust between 2004 and 2007 was poor with the
Trust amongst the worst few hospitals in the country (mortality rate for open AAA
14.3% versus expected 5.2%) (Paragraph 10)

Some of our issues with mortality were attributed to surgical selection which was
seriously lacking with pretty much an all comers attitude. I arranged meetings with
the general management and operational director and presented the option to
undertake a pilot exercise service for patients due to undertake AAA surgery. This
was agreed to with the plan to be for a six month pilot and then a review of its
impact.

The success of this service led to a runner up award at the AHA awards (Evidence
35 & 48) as discussed previously. Data from this service has also recently been
published, see publications list.

Mannitol challenge

I was responsible for the introduction of mannitol challenge testing in the department.
This required me to put a proposal to the pharmacy department detailing the
evidence for its use, limitations and test procedure in order for it to be listed on the
Trusts Formulary. (Paragraph 11)

Comprehensive sleep assessment and treatment service

In 2006, on my appointment, the department did not have a sleep service. Patients
suspected as having sleep disordered breathing were sent for testing by a private
company and were having to purchase their own CPAP machines. Since 2006, in
conjunction with the Sleep Physician, I have dramatically developed the sleep
service which now undertakes overnight oximetry, multi channel sleep studies and
full polysomnography. Treatment is also provided with autotitrating CPAPs and auto
server devices where required. In order to develop the service, the budget has had
to be significantly increased and this has been achieved through my negotiations
with general managers, accountants and the relevant PCTs (as it was at the time).
xxxxxxxxx sleep service covers the whole of xxxxxxxxx as well as taking referrals
from further afield. Currently we look after 1400 patients on CPAP therapy (Evidence
49).

In addition to assessment and treatment for sleep disordered breathing, I have been
able to obtain funding and equipment for approximately 20 patients to be treated with
non invasive ventilation. This is in advance of a full development of a domiciliary
ventilation service (see below). I personally assess these patients, treat them and
follow them up in a ventilation clinic.
(Paragraph 12)

Home oxygen and assessment service

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I am responsible for the home oxygen assessment and review service for both
xxxxxxxxxxxxxxx. This includes ensuring that all patients are assessed appropriately,
receive follow up appointments, review concordance reports, ensuring all patients
are assessed prior to discharge from xxxxxxxx with home oxygen and provide
monthly reports to the Clinical Commissioning Groups. (Paragraph 13)

As a new service, I was responsible for development of the service proposal,

discussions with the PCT and finance departments, designing implementation plans
(Evidence 50), purchasing relevant equipment and recruiting appropriate staff. I was
also able to implement a CQUIN with the PCT which will give the Trust a share of the
financial gains (Evidence 51) from the service if we deliver on our objectives.
(Paragraph 14)

Since the commencement of this service in October 2012 I have developed the
oxygen service within the Trust further. I was responsible for the implementation of a
Trust oxygen group and Chair these meetings (Evidence 52). I have also met with
senior Trust personnel to request them to agree that an oxygen alert can be put onto
the Trusts clinical records system identifying patients at risk from Type 2 respiratory
failure with the aim of preventing them from having high flow oxygen delivered on
arrival to A&E (Evidence 53). We are also in discussion with the local ambulance
service to have the same information put onto their databases. We have also been
responsible for the development of a palliative care oxygen procedure which has
been agreed by the Trust Palliative Care Consultant. (Paragraph 15)

I have successfully implemented a Trust wide electronic referral system for all
patients that require oxygen prior to discharge. This now means that only staff from
the respiratory physiology can order oxygen for patients being discharged from the
Trust (exception weekends). This ensures that oxygen is only ordered for patients
that have been formally assessed for its suitability. (Paragraph 16)

Domiciliary non-invasive ventilation

I have recently played a large part in the development of the Trusts service
development proposal for domiciliary non invasive ventilation. I have planned the
service and how it will be delivered by my team (Evidence 54). Consequently I have
been responsible for the decisions with regards to staffing and equipment
requirements. As this proposal has now been accepted by the Trusts planning unit, I
am now completing recruitment forms and writing job descriptions and person
specifications for the roles (Evidence 55). I am also evaluating equipment and
obtaining quotations in advance of purchase. (Paragraph 17)

Comprehensive interpretation service

Prior to my appointment all test results left the physiology department unreported.
Since my arrival I have implemented a comprehensive interpretation service and I
am responsible for the interpretation of all respiratory and exercise investigations
performed in the department. I am competent in the interpretation of all oxygen and

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sleep investigations (exception full polysomnography) however routinely these roles

are delegated to the heads of these service areas. (Paragraph 18)

Patients

I have written and implemented standard operating procedures for all investigations
and treatment undertaken in the Respiratory Physiology department (Evidence 18).
In addition we have designed and implemented patient information leaflets (Evidence
56) for all investigations as well as patient focused information boards detailing all
staff within the department and their roles and leaflet stands for information relating
to tests/diseases/support groups. (Paragraph 19)

As a department we welcome patient feedback at any time however twice a year we

proactively encourage all patients attending the department over the course of a
week, to complete feedback forms (Evidence 57). Any complaints with regard to the
department or its staff are dealt with appropriately and in a timely fashion. As the
head of department it is my responsibility to provide a response to any complaints
(Evidence 58). We have also implemented a patient support group for those patients
being treated with CPAP. Our first event had over 200 people attend and received
excellent feedback (Evidence 59). (Paragraph 20)

Other Responsibilities

Trust

Attendance at monthly group operational management meetings as lead for a

service
Teaching and assessing spirometry and ear lobe capillary competencies within the
Trust
Member of point of care testing committee
Member of motor neurone disease multidisciplinary team
(Paragraph 21)

Professional

Chair of xxxxxxxx Committee 2013 onwards

Chair of xxxxxxxxx 2009 - 2013
Member of xxxxxxxxxxxxx Committee 2004 onwards
Member of National School of Healthcare Science Themed Board 2012 onwards
Professional Body Moderator for University xxxxxxxxxxx
Lecturer and internal verifier for xxxxxxxxxxxxxx University
Reaccredited xxxxxxxxxxx University
Member of Modernising Scientific Careers respiratory development group (Evidence
60)
(Paragraph 22)

Past roles
Professional body moderator and external examiner for xxxxxxxxxxx University

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Modality: Respiratory Candidate: xxxxxx

Teaching

I have been involved in teaching and training of a whole remit of healthcare

professionals for many years. This began in 1998 when I started to train and develop
more junior physiology staff and led to me undertaking my D32/33 assessor’s
qualification.
As my career has progressed, and my role in education developed further, I have
been involved in teaching and training student physiologists, nurse (both primary and
secondary care), GP’s (Evidence 61) medical students, Respiratory Physicians and
Physicians from other specialities (Evidence 62). (Paragraph 23)

I have been involved in the inception and development of training courses for
example I was responsible for the development and implementation of the
xxxxxxxxxxxxxxxxx in 2006 (Evidence 63, 64) and this course continues to run
annually with the next course scheduled to occur in May 2014. More recently I have
designed and implemented the new xxxxxxx examinations and the associated xxxxx
course with feedback on the course indicating that it was a well received course
(Evidence 65, 66). (Paragraph 24)

Research Activity

During my working experience I have been involved in a significant amount of

research, particularly during my time at the xxxxxxxxxxxxxx. This research has
involved local audit, dissertation projects of my own and supervision of student’s
projects, national and international research trials. More recently I am involved in a
large QUIC study looking at the quantification of interstitial lung disease on CT and
comparison to conventional investigations such as lung function. (Paragraph 25)

Abstracts

1 – 16

(Paragraph 26)

Texts

1-3

Papers

1–2

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Good Scientific Practice Portfolio Mapping Template

Any one piece of evidence can be used in support of more than one domain or subdomain but it is expected that more than one
piece of evidence will be submitted per domain.

Good Scientific Practice Standard Indicate the page numbers/section in your

Portfolio which demonstrate achievement of this
Standard
Domain 1: Professional Practice
1.1 Professional Practice
1.1.1 Make the patient your first concern Paragraphs 4, 5, 13, 15, 16, 19, 20
Evidence 56, 57, 59
1.1.2 Exercise your professional duty of care Paragraphs 4, 5, 8, 9, 10, 15, 16, 20
Evidence 18, 19, 28, 57, 59
1.1.3 Work within the agreed scope of practice for lawful, safe and effective healthcare Paragraphs 4, 5, 8, 10, 13, 15
science Evidence 18, 19, 26, 53
1.1.4 Keep your professional, scientific, technical knowledge and skills up to date Paragraphs 7, 9
Evidence 1, 2, 3, 4, 5, 7, 24, 25, 27, 28, 29, 30, 31, 32, 33
1.1.5 Engage fully in evidence based practice Paragraphs 10, 11, 23
Evidence 32, 33, 40, 41, 42, 44
1.1.6 Draw on appropriate skills and knowledge in order to make professional Paragraphs 1, 4, 5, 8, 10, 11, 12, 13, 15, 17, 18
judgments Evidence 14, 15, 16, 17
1.1.7 Work within the limits of your personal competence Evidence 47, 71, 72
1.1.8 Act without delay on concerns raised by patients or carers or if you have good Evidence 57, 58, 59
reason to believe that you or a colleague may be putting people at risk
1.1.9 Never discriminate unfairly against patients, carers or colleagues Evidence 47, 66, 71
1.1.10 Treat each patient as an individual, respect their dignity and confidentiality and Paragraphs 19, 20
uphold the rights, values and autonomy of every service user, including their role in the Evidence 73
diagnostic and therapeutic process and in maintaining health and well-being.
1.1.11 Respond constructively to the outcome of audit, appraisals and performance Paragraphs 19, 20
reviews, undertaking further training where necessary Evidence 57, 58, 59

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1.2 Probity
1.2.1 Make sure that your conduct at all times justifies the trust of patients, carers and Evidence 47, 66, 71
colleagues and maintains the public’s trust in the scientific profession
1.2.2 Inform the appropriate regulatory body without delay if, at any time, you have Evidence 75
accepted a caution, been charged with or found guilty of a criminal offence, or if any
finding has been made against you as a result of fitness to practice procedures, or if you
are suspended from a scientific post, or if you have any restrictions placed on your
scientific, clinical or technical practice
1.2.3 Be open, honest and act with integrity at all times, including but not limited to: Evidence 47, 62, 66, 71
writing reports, signing documents, providing information about your qualifications,
experience, and position in the scientific community, and providing written and verbal
information to any formal enquiry or litigation, including that relating to the limits of your
scientific knowledge and experience
1.2.4 Take all reasonable steps to verify information in reports and documents, including Evidence 33, 47, 62, 71
research
1.2.5 Work within the Standards of Conduct, Performance and Ethics set by your Evidence 71, 72, 74, 75
profession
1.3 Working with colleagues
1.3.1 Work with other professionals, support staff, service users, carers and relatives in Evidence 52, 57, 59, 62, 70, 71, 73, 74
the ways that best serve patients’ interests
1.3.2 Work effectively as a member of a multi-disciplinary team Evidence 62, 71, 73, 74
1.3.3 Consult and take advice from colleagues where appropriate Evidence 71, 74
1.3.4 Be readily accessible when you are on duty Evidence 62, 71
1.3.5 Respect the skills and contributions of your colleagues Evidence 71, 74
1.3.6 Participate in regular reviews of team performance. Paragraph 3
Evidence 52, 57, 70
1.4 Training and developing others
1.4.1 Contribute to the education and training of colleagues Paragraphs 6, 23, 24, 25, 61, 62,
Evidence 6, 23, 36, 37, 38, 43, 45, 61, 62
1.4.2 If you have responsibilities for teaching, develop the skills, attitudes and practices Paragraphs 23
of a competent teacher Evidence 61, 62, 63, 64, 65, 66

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1.4.3 Ensure that junior colleagues and students are properly supervised Paragraphs 6, 23, 25
Evidence 20, 21, 22, 23
1.4.4 Support colleagues who have difficulties with performance, conduct or health Paragraph 3
1.4.5 Share information with colleagues to protect patient safety Paragraphs 3, 4, 14
Evidence 11
1.4.6 Provide work-based development for colleagues to enhance/improve skills and Paragraphs 6, 8, 25
knowledge Evidence 22, 62
Domain 2: Scientific Practice
2.1 Scientific Practice
2.1.1 Develop investigative strategies/procedures/processes that take account of Paragraphs 2, 5, 10, 11, 12, 13, 14, 15, 16, 17, 19
relevant clinical and other sources of information Evidence 46, 47, 54
2.1.2 Provide scientific advice to ensure the safe and effective delivery of services Paragraphs 3, 4, 5, 8, 11, 12, 13, 14, 15, 16, 17
Evidence 26, 62
2.1.3 Undertake scientific investigations using qualitative and quantitative methods to Paragraphs 2, 12, 13
aid the screening, diagnosis, prognosis, monitoring and/or treatment of health and Evidence 1, 2, 3, 8, 31, 32
disorders appropriate to the discipline
2.1.4 Investigate and monitor disease processes and normal states Paragraphs 4, 10, 11, 12, 13, 14, 15, 16, 18
Evidence 1, 2, 3, 14, 15, 16, 17, 29, 32,
2.1.5 Provide clear reports using appropriate methods of analysing, summarising and Paragraph 18
displaying information Evidence 14, 15, 16, 17, 62, 73
2.1.6 Critically evaluate data, draw conclusions from it , formulate actions and Paragraphs 4, 10, 11, 14, 15, 18
recommend further investigations where appropriate Evidence 14, 15, 16, 17, 48, 62, 73
2.2 Technical Practice
2.2.1 Provide technical advice to ensure the safe and effective delivery of services Paragraphs 1, 2, 3, 4, 11, 12, 14, 15, 16
Evidence 48, 50, 53
2.2.2 Plan, take part in and act on the outcome of regular and systematic audit Paragraph 8, 25, 26
Evidence 26
2.2.3 Work within the principles and practice of instruments, equipment and Paragraph 5
methodology used in the relevant scope of practice Evidence 1, 2, 3, 18
2.2.4 Demonstrate practical skills in the essentials of measurement, data generation Paragraphs 4, 8, 18, 26
and analysis Evidence 2, 3, 5, 8, 9, 28
2.2.5 Assess and evaluate new technologies prior to their routine use Paragraphs 10, 11, 26
Evidence 5, 9, 10
2.2.6 Identify and manage sources of risk in the workplace, including specimens, raw Paragraphs 3, 4, 5
materials, clinical and special waste, equipment, radiation and electricity. Evidence 18

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2.2.7 Apply principles of good practice in health and safety to all aspects of the Paragraphs 3, 4, 5
workplace Evidence 18
2.2.8 Apply correct methods of disinfection, sterilisation and decontamination and deal Evidence 18
with waste and spillages correctly.
2.2.9 Demonstrate appropriate level of skill in the use of information and Evidence 14, 15, 16, 17, 19
communications technology
2.3 Quality
2.3.1 Set, maintain and apply quality standards, control and assurance techniques for Paragraphs 3, 4, 5
interventions across all clinical, scientific and technological activities Evidence 18
2.3.2 Make judgements on the effectiveness of processes and procedures Paragraphs 4, 10, 11
Evidence 5, 8, 9, 18, 26
2.3.3 Participate in quality assurance programmes Paragraph 4
Evidence 18
2.3.4 Maintain an effective audit trail and work towards continuous improvement Paragraphs 3, 4, 5
Evidence 18, 24, 25, 26
Domain 3: Clinical Practice
3.1 Clinical Practice
3.1.1 Ensure that you and the staff you supervise understand the need for and obtain Evidence 18, 33
relevant consent before undertaking any investigation, examination, provision of treatment,
or involvement of patients and carers in teaching or research
3.1.2 Ensure that you and the staff you supervise maintain confidentiality of patient Paragraph 4
information and records in line with published guidance Evidence 18
3.1.3 Ensure that you and your staff understand the wider clinical consequences of Paragraphs 4, 5
decisions made on your actions or advice Evidence 18
3.1.4 Demonstrate expertise in the wider clinical situation that applies to patients who Paragraph 21
present in your discipline Evidence 14, 15, 16, 17, 19, 62, 73
3.1.5 Maintain up to date knowledge of the clinical evidence base that underpins the Paragraph 5, 10, 11, 12, 13, 14, 15, 16, 17, 18
services that you provide and/or supervise and ensure that these services are in line with Evidence 19, 24, 25, 30, 31, 32, 36, 37
the best clinical evidence
3.1.6 Plan and determine the range of clinical/scientific investigations or products Paragraph 4, 5, 11, 12, 13, 15, 17, 18
required to meet diagnostic, therapeutic, rehabilitative or treatment needs of patients, Evidence 14, 15, 16, 17, 19, 48
taking account of the complete clinical picture
3.1.7 Plan and agree investigative strategies and clinical protocols for the optimal Paragraph 4, 5
diagnosis, monitoring and therapy of patients with a range of disorders Evidence 14, 15, 16, 17, 19, 48

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3.1.8 Ensure that detailed clinical assessments are undertaken and recorded using Evidence 15, 16, 17, 19, 62, 71, 73
appropriate techniques and equipment and that the outcomes of these investigations are
reviewed regularly with users of the service
3.1.9 Ensure the provision of expert interpretation of complex and or specialist data Paragraph 4, 12
across your discipline in the context of clinical questions posed Evidence 15, 16, 17, 19, 71
3.1.10 Undertake and record a detailed clinical assessment using appropriate techniques Evidence 15, 16, 17, 19
and equipment
3.1.11 Provide specialised clinical investigation and/or analysis appropriate to your Paragraph 4, 10, 12, 13, 14, 15, 16, 17
discipline Evidence 14, 15, 16, 17, 19, 46
3.1.12 Provide interpretation of complex and/or specialist data in the context of the clinical Evidence 16, 17, 19, 62
question posed
3.1.13 Provide clinical advice based on results obtained, including a diagnostic or Evidence 62, 73
therapeutic opinion for further action to be taken by the individual directly responsible for
the care of the patient
3.1.14 Provide expert clinical advice to stakeholders in order to optimise the efficiency Paragraph 5, 12, 13, 14, 17
and effectiveness of clinical investigation of individuals and groups of patients Evidence 54, 74

3.1.15 Prioritise the delivery of investigations, services or treatment based on clinical Paragraph 3
need of patients
3.1.16 Represent your discipline in multidisciplinary clinical meetings to discuss patient Paragraph 21
outcomes and the appropriateness of services provided
3.1.17 Ensure that regular and systematic clinical audit is undertaken and be responsible Paragraph 8
for modifying services based on audit findings. Evidence 26
3.2 Investigation and reporting
3.2.1 Plan and conduct scientific, technical, diagnostic, monitoring, treatment and Paragraphs 3, 4, 5
therapeutic procedures with professional skill and ensuring the safety of patients, the
public and staff
3.2.2 Perform investigations and procedures/design products to assist with the Paragraphs 3, 4, 5
management, diagnosis, treatment, rehabilitation or planning in relation to the range of Evidence 15, 16, 17, 19
patient conditions/equipment within a specialist scope of practice
3.2.3 Monitor and report on progress of patient conditions/use of technology and the Evidence 14, 15, 16, 17, 19
need for further interventions.
3.2.4 Interpret and report on a range of investigations or procedures associated with the Evidence 14, 15, 16, 17, 19
management of patient conditions/equipment

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Domain 4: Research, Development and Innovation

4.1 Research, Development and Innovation
4.1.1 Search and critically appraise scientific literature and other sources of information Paragraphs 10, 11, 14, 17, 23
Evidence 5, 9, 10, 28, 54
4.1.2 Engage in evidence-based practice, participate in audit procedures and critically Paragraphs 10, 11, 12, 13, 14, 15, 16, 17, 18
search for, appraise and identify innovative approaches to practice and delivery of Evidence 26, 35, 44, 48
healthcare
4.1.3 Apply a range of research methodologies and initiate and participate in Paragraphs 23, 24
collaborative research Evidence 33, 68, 69
4.1.4 Manage research and development within a governance framework Paragraph 4
Evidence 33
4.1.5 Develop, evaluate, validate and verify new scientific, technical, diagnostic, Paragraphs 10, 14, 15
monitoring, treatment and therapeutic procedures and, where indicated by the evidence, Evidence 8, 9, 10, 35, 44, 48, 68, 69
adapt and embed them in routine practice
4.1.6 Evaluate research and other available evidence to inform own practice in order to Paragraphs 5, 7, 10, 11
ensure that it remains at the leading edge of innovation. Evidence 5, 18, 28
4.1.7 Interpret data in the prevailing clinical context Evidence 5, 8, 9, 10, 28, 35, 36, 37, 40, 41
4.1.8 Perform experimental work, produce and present results Evidence 8, 9, 10, 34, 36, 37, 40, 41, 42, 44, 45
4.1.9 Present data, research findings and innovative approaches to practice to peers in Evidence 8, 9, 10, 34, 36, 37, 40, 41, 42, 44, 45
appropriate forms
4.1.10 Support the wider healthcare team in the spread and adoption of innovative Paragraphs 10, 11, 14, 15, 17
technologies and practice Evidence 35, 48, 53, 54
Domain 5: Clinical Leadership
5.1 Leadership
5.1.1 Maintain responsibility when delegating healthcare activities and provide support Paragraph 3
as needed
5.1.2 Respect the skills and contributions of your colleagues Evidence 71, 74
5.1.3 Protect patients from risk or harm presented by another person’s conduct, Paragraph 3
performance or health
5.1.4 Treat your colleagues fairly and with respect Evidence 71, 74
5.1.5 Make suitable arrangements to ensure that roles and responsibilities are covered Paragraph 3
when you are absent, including handover at sufficient level of detail to competent Evidence 70
colleagues

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5.1.6 Ensure that patients, carers and colleagues understand the role and Paragraphs 19, 20
responsibilities of each member of the team Evidence 57, 59, 70
5.1.7 Ensure that systems are in place through which colleagues can raise concerns Paragraph 8
and take steps to act on those concerns if justified Evidence 70
5.1.8 Ensure regular reviews of team performance and take steps to develop and Paragraph 8
strengthen the team Evidence 70
5.1.9 Take steps to remedy any deficiencies in team performance Paragraphs 3, 4, 8, 20
Evidence 57, 58
5.1.10 Refer patients to appropriate health professionals Evidence 14, 62, 73
5.1.11 Identify and take appropriate action to meet the development needs of those for Paragraph 6
whom you have management, supervision or training responsibilities Evidence 3, 6, 20, 21, 22, 23
5.1.12 Act as an ambassador for the Healthcare Science community Paragraphs 7, 22

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