Events during September 2023

Leadership wellbeing is about cultivating an environment of care, for others around you but also importantly for yourself.

Taking an active approach on wellbeing leads to better communication, efficiency and ultimately higher performance. It has a huge impact on staff retention, allowing staff to feel seen and understood, and giving them the opportunity to explore their creativity. Wellbeing starts with self-reflection to understand individual obstacles. Creating a space to identify these, allows the member to respond appropriately, thereby not reacting immediately.

Discussing some helpful tips and taking part in a few activities, we hope that members will take some of these useful tools to their own areas to use.

Transplant Assessment and Relative Opportunity Tool (TAROT) for Renal Transplantation: Improving the chance of transplant for immunologically complex patients

This presentation will introduce basic sleep physiology related to the pathophysiological mechanisms Narcolepsy is a rare but debilitating neurological sleep disorder, with a worldwide prevalence of 25-50 per 100,000 people. Onset is most common during the adolescent years, though a diagnostic delay of around 10 years is common. There is currently no cure, though symptoms can be managed using pharmacotherapy. Biochemistry services provide an important role in confirming a diagnosis of narcolepsy in line with current international guidelines such as the International Classification of Sleep Disorders 3rd edition (ICSD-3).

The aims of this talk are to:

1. Introduce basic sleep physiology related to the pathophysiological mechanisms underpinning narcolepsy.

2. To describe the signs and symptoms of narcolepsy and their impact on patients.

3. To review the diagnosis of narcolepsy including the role of biomarkers such as HLA type and CSF hypocretin.

4. To summarise treatment options for narcolepsy.

Controlled human infection models (CHIMs) allow researchers to deliberately infect volunteers with a carefully pre-defined viral inoculum and perform detailed investigations. These can examine both pre-existing immune responses and allow longitudinal sampling of multiple immunological compartments following infection. The unique nature of these CHIMs avoid the multiple confounding factors, which tend to limit conventional observational studies of naturally acquired viral infections in patients.

We have successfully established challenge models of influenza (H1N1 and H3N2), Respiratory Syncytial Virus (RSV) and SARS-CoV2, and used a variety of tools (such as multi-parameter flow cytometry, ELISpot, multiplex cytokine and chemokine arrays and transcriptomics) to characterise populations of low-frequency virus-specific CD4+ and CD8+ T cells in both peripheral blood and cells in the upper and lower airways from challenge participants. We have also been able to extend our infection models into vulnerable populations, such as older adults, and use these techniques to investigate fundamental questions about the kinetics, specificities, and functionality of the cell-mediated response in these clinically relevant populations.

Challenge models allow us to probe the immune response to respiratory viral infections in a uniquely detailed manner. These advantages also make challenge models an attractive approach to testing the efficacy of novel vaccines and vaccine platforms, potentially leading to new vaccines and therapeutics, able to generate robust anti-viral immunity, while avoiding the significant risks and costs associated with traditional Phase II/III vaccine trials.

Complement testing

Complement genetic testing

The IBMS Specialist Diploma is an important part of the development of Biomedical Scientists and is used as a mechanism to allow progress from band 5 to band 6 (or equivalent) by most laboratories. In recent years, various factors have impacted the ability of laboratories to support Specialist Portfolio training, resulting in recruitment challenges at the specialist level.

To address this, Pathology Practice Educators in London took a collaborative approach to deliver specialist training, covering the knowledge aspects of the Clinical Biochemistry Specialist Portfolio in a series of webinars. To support the webinar series and host resources we created a centralised online learning resource on the FutureNHS Collaboration Platform.

The successful pilot project has been used as a blueprint, taking this initiative across all UK Pathology networks, and covering 6 major disciplines. Learn about the journey of this pioneering specialist training programme for Biomedical Scientists and our exciting plans to expand the learning resources and widen the scope to other IBMS qualifications.

Following the presentation you are invited by the speaker to complete this online form

Authentic learning experiences and simulations are an established approach to healthcare education known to prepare students for the world of work. A recent study showed that 93% of employers believed that biomedical science graduates failed to meet employability requirements due to lack of practical and technical skills (Hussain and Hicks, 2022). Whilst placements can bridge these gaps, opportunities are limited and unpaid, restricting accessibility. Organising careers events and collaboration with The School of Health and Society, external employers, the Careers and Enterprise team and key stakeholders has enhanced the curriculum content to meet the needs of employers.

Development of the mentorship group, Biomedical Science Careers Support at the University of Salford has enabled successful career development for students. Collaborating with The School of Health and Society, the implementation of an interprofessional education event will be embedded into the curriculum. A recent project involving the introduction of Pathology specimen reception and blood transfusion simulations, allowed students to practice workplace skills, while enabling aspects of the profession to be taught that would otherwise have been impossible to teach. Introducing scenarios coupled with authentic workplace dilemmas including health and safety, quality, and problem solving, not only helps satisfy degree accreditation, but facilitating reflection also feeds into a requirement for HCPC registration and continuous professional development. Related to this, the Biomedical Science mentorship group has also introduced the trial of a ‘portfolio club’. Here students were supported by the teams IBMS portfolio verifier to begin collecting evidence towards their IBMS Registration Training Portfolio.

The impact of these activities has already been demonstrated, for instance 100% success rate with placement applications for those students who engaged in this extracurricular club. Data collected from surveys from participants and feedback from employers forms an evidence base to demonstrate the success of authentic learning experiences and improving employability. The added value of academics from professional backgrounds and cross University collaboration can be expanded to encompass further areas of biomedical science and healthcare careers, with progression to include patient contact and pre-placement professionalism training. These authentic learning experiences and simulations can be sustainably integrated into various areas of the curriculum to bridge the skills gap and improve employment opportunities to all graduates.

We are living through a world of change. COVID has had a long-lasting impact on how the next generation learn and the skills they have when entering higher education. Black Lives Matter emphasises once again the barriers to learning faced by so many marginalised members of our communities. An inclusive curriculum aims at eliminating barriers by embracing difference and fostering a strong sense of belonging. It enriches the learning experience to enable students to develop empathy, cultural competence, and responsibility for social cohesion.

Motivating, training and developing on multiple sites – the Scarborough, Hull, York Pathology Service workforce journey