CORU Registration, CPD and Audit
(NEW CORU CPD Record Templates – from Medical Scientists: scroll down)
Apply for Registration as a Medical Scientist
The 2 year transition or grandparenting period ended on the 31st March 2021. From this date, it is be law that only those who are registered with CORU can work as a Medical Scientist in Ireland. Full details regarding CORU registration can be found on the CORU website, click here. Ginny Hanrahan, CEO of CORU with Paul Byrne, head of CORU registration explains all about statutory registration for Medical Scientists in a purpose made video for Medical Scientists. Released February 2021. CORU Medical Scientists Registration Guide 2021 VIDEO
Medical Scientists Registration Board Code of Professional Conduct and Ethics specifies the standards of ethics, conduct and performance expected of registered medical scientists. You can read this here.
Continuing Professional Development (CPD) is the means by which health and social care professionals maintain and improve their knowledge, skills and competence, and develop the professional qualities required throughout their professional life.
CPD is an integral component in the continuing provision of safe and effective services for the benefit of service users. CPD requires engagement by the health and social care professional in a range of learning activities on an on-going basis.
CORU have released a video outlining what CPD is and how to perform CPD. This video which is only 4 minutes long will answer so many questions for you. What is CPD by CORU Video
NEW: CORU – Continuing Professional Development Exemplars
CORU have released in October 2021, two Continuing Professional Development Record Templates. These have been produced by your colleagues. One is from a Medical Scientist with less than 5 years experience, the other is from a Medical Scientist with over 7 years experience. These are invaluable to you as they show how to gain CPD credits and what material you can use to do this. Click to download:
Less than 5 years experience
More than 7 years experience
CORU have also released a video explaining CPD audit. Watch it here: CORU CPD Audit Information Guide Video
Awarding CPD Credits
Your Academy CPD officers have hosted 3 webinars about CPD and Registration on Thursday, 2nd July 2020, 2nd November 2020 and 25th February 2021. These webinars are now available to view as videos in the ACSLM’s members CPD section. Click here and check out the ACSLM webinar calendar for upcoming webinars of interest. The 2021 calendar is displayed with the 2020 calendar underneath.
We have upgraded the ACSLM CPD database so that it reflects the requirements of CORU with emphasis on the CPD/PDP reporting function. This function has been re-modelled so you can now self-award CPD credits in line with CORU requirements. The system is in operation (11th February 2021). You will need to edit your CPD events and self-award your CPD credits. This is something only you can do. So re-visit your CPD on the website, click “edit” and apply your CPD credits. This will then display your cummulative CPD credit total. It will also allow you to see the CPD credits awarded in any time period you set when producing your CPD/PDP report.
As always, please don’t hesitate to contact us with your queries at email@example.com – Jemma Kehoe & Leo Mulvany.
What is CPD
In brief, CPD is a self-directed learning process based on a four stage CPD cycle which includes:
1. Review of learning needs
2. Planning to address learning needs
3. Implementing the plan by engaging in learning opportunities and
4. Evaluating and reflecting on the outcome of learning on your practice, service users and quality of service delivery. The learning cycle can support you to structure your CPD to meet identified learning needs to enhance your skills, knowledge and professional competence.
This is a self-directed review that allows you to gain perspective and ask yourself the fundamental question – where am I and where do I want to get to? Where appropriate, you may wish to discuss this with a manager, supervisor or colleagues or, if in private practice, a peer learning group. Feedback from others, including service users, can provide insight and enhance understanding of your learning needs.
A review of key documents can also help you reflect on what your learning needs are. These may include:
The Medical Scientists Registration Board Code of Professional Conduct and Ethics
Performance management review documents/Personal development plans
Departmental plans and reviews/Service reviews or inspection reports
Health service strategy and planning documents
Relevant national strategies and research reports
It’s then a case of identifying how you can get there, and creating milestones or check points in order to review progress. This stage will ensure you have a guide to follow. It’s important to remember that not all learning will be planned. Focus on the outcomes you would like to see realised, rather than a detailed plan of every activity you plan to undertake. It’s likely that your plan will include a mixture of keeping up to date with your area of expertise, learning about new areas and developing new skills. You may also be considering a change in role or organisation. Whatever your plan involves, it should recognise the range of learning opportunities that are available to you. It can be helpful to keep a record of your learning goals on a Personal Learning Plan each year. It would be helpful for your Personal Learning Plan to align with your renewal date for registration, as this will be the audit period of the Medical Scientists Registration Board.
Now is the time to prioritise your learning needs and implement your plan. Remember, it is a guide to aid you to structure your learning. Plans can change and it is important to review regularly to check if the learning needs you listed are still relevant. Don’t underestimate the learning you do every day. Whether you’ve been working on projects, undertaking research as part of your role or recently started a secondment, make sure you make the most of day-to-day learning.
4. Evaluate and Reflect
CORU’s CPD approach is focused on outcomes. That means that we’re primarily concerned with the outcome of your learning, or in other words how you’ve applied your learning in the work you do. This stage includes reflecting how you integrate new learning into your practice, including
reflection on each learning activity, the learning you achieved and how you implemented this learning in your practice. You’ll also find that there will be aspects of your learning that aren’t quite ready to be put into action or applied to your work. It’s important to note that learning happens incrementally and so there will be things that will likely need to be revisited in your next iteration of the CPD cycle. Reflecting on how you have integrated learning into your work is a critical stage of the learning cycle.
Reflective practice is growing in use as a method for professional development. Why? Because it enhances critical thinking, deepens self-wareness and improves communication skills. As you develop the habit of reflective practice, you can consciously and intentionally translate your insights into practice and transfer your learning into the work place. Remember, reflective practice takes practise. Health and social care professionals’ workplaces and working lives are busy. Without realising it we have a multitude of learning experiences every moment of every day. Reflective practice can make sense of these experiences and transform them into insights and practical strategies for professional development and organisational impact. For this reason the potential of reflective practice is significant.
It is typically learned through conversation, writing or reflection on complex cases/examples from practice. Both individuals, groups and teams can engage in reflective practice. The process involves deconstructing experience in order to externalise our thoughts, be honest with our feelings, analyse our patterns of behaviour, become aware of our values, question our assumptions and challenge our perceptions.
Reflection can be on either positive or negative experiences or complex cases. For example, it could be that after attending a course where you learned new skills, you were unable to implement these into your practice. It is important to explore the barriers to implementation within your practice and identify how these could be overcome and if they need to be. It can also be about personal experiences in your own life that influence how you think about a particular problem or issue. For example, reading a biography whose author discusses mental health, may provide you with insight or challenge your assumptions about service users’ needs or experiences. This in turn may influence your own work practice.
Models of Reflective Practice
The following are provided as examples of reflective practice models and can be found here (page 9)
CPD is more than simply the acquisition of knowledge and skill. CPD is not the same as Continuing Education (CE). CPD represents a flexible approach to learning which recognises a wide variety of learning opportunities from formal learning to on-the-job learning.
As CORU state: CPD is an ongoing process that occurs when undertaking any activity relevant to the role of the professional that provides new insight and learning by the professional. For ideas on what you can use for CPD activities (structured & unstructured learning activities), click here
So, how do you award your own credits:
1 CDP credit = 1 hour of new or enhanced learning and your approach should focus on the outcome of your new learning. You must be able to demonstrate the additional new skills and knowledge gained from your chosen CPD activity and its impact on your professional practice. There is a direct relationship time spent on your CPD activity and the number of credits allocated to your chosen CPD activity. Be mindful that the larger number of credits assigned would indicate a greater acquisition of new skills and knowledge acquired . This must be demonstrated in the depth of the evaluation and reflection done on this CPD activity .
Now you need to reflect on how you integrate new learning into your practice, including reflection on each learning activity, the learning you achieved and how you implemented this learning in your practice/work.
The Medical Scientists Registration Board recommends you demonstrate a minimum number of 30 CPD credits in a 12-month period. This will demonstrate that you are engaged in ongoing continuing professional development. Generally, one hour of CPD learning activity is equal to one CPD credit where the learning is new or enhanced.
CPD credits are self-determined, meaning that you decide how many credits to apply to new or enhanced learning you achieved and how this has impacted your practice.
If you are selected for CORU CPD audit , CORU require you to complete the CORU CPD Audit template. It is important that you choose which CPD activities you wish to include to demonstrate your fulfilment of 30 CPD credits. CORU only wants to see 30 CPD credits so each registrant must select which CPD activities they wish to include in their CPD Audit record template.
CPD credits are self-determined, meaning that you decide how many credits to apply to new or enhanced learning you achieved and how this has impacted your practice. Some examples of credit allocation depending on new or enhanced learning achieved may include:
Reference: Support for CPD – Medical Scientists Registration Board. Click here
Consider the difference in two colleagues attending mandatory health and safety training. For a more senior colleague they may have undertaken this training on a number of occasions and there is little new learning. For the other, it may be a new role and so all the learning gained is new or enhanced learning. Simply completing the same activity a number of times would not accrue additional CPD credits, as the content would not be new to you. However, the same type of learning activity, such as a journal club, may contribute to CPD credit accrual as new content is likely to be generated at each meeting. Another example may be in your role as a placement supervisor. You already had a plan prepared from past experiences for supervising a new student for 3 weeks (37 hours per week). However, you find that this student challenged you on a number of occasions and you determine that it amounts to five hours of new learning. The greater the number of credits assigned, the more detail should be provided on what new learning was achieved and how this influenced your practice.
What is CORU? click here
CPD for Medical Scientists Click Here
Some questions you may want to ask yourself are:
What have I learnt?
Did I achieve my learning outcomes?
What kind of unplanned outcomes or challenges arose from this experience?
Which barriers or blocks did I have to overcome? How have I applied this learning at work? What was the impact of this learning for service users and/or quality service provision? What lessons can I take from this experience?
What was the impact of this learning on my professional practice?
Record keeping will be very important especially from next March onwards. The Academy CPD area on the website is the perfect repository not just for your CPD but for all your documents (important documents, CV, certificates, exam parchments etc). You can scan any document and hold it on file in your CPD on the website. You can also produce your own report from all your data which saves a lot of bother if you maintain a paper-based system.
Resources and Information:
CORU Newsletters: Click here for access
Remember: the Academy’s CPD recording system can streamline this process for you. If you regularily add to your PDP/CPD over time then producing your CPD report will be as easy as selecting a time period (for eg. from the 1/4/21 – 31/3/22) and saving or printing your report.
• Review the 2 articles (1 on registration and 1 on CPD) in Converse Vol. 46, Issue 1, Spring 2020. (Downloadable from the academy website)
• Review CPD of the month for July/August 2019 (about CORU’s new CPD approach)
• Review the CPD video produced by the CPD Officers HSCP Professional Development Network on how to use reflective learning in the workplace and the various models you can use. Scroll down for the video.
CPD Audit Period (click here for CORU CPD Audit)
|Audit Period||Audit Date|
|Medical Scientists Registration Board||1st April 2021 ending on the
1st April 2022
31st March 2022
For a complete review of the CORU audit for medical scientists including a 7 minute CORU video explaining the process, click here.
Leo Mulvany & Jemma Kehoe
Remember, your CPD officers are also a resource for you.
Email address: firstname.lastname@example.org
HSCP-PDN Reflective Learning Video Resource
This HSCP CPD video is brought to you by the Health & Social Care Professions – Professional Development Network. The network is made up of CPD officers from various professions including the ACSLM CPD officers: Leo Mulvany & Jemma Kehoe.
The video introduces Reflective Learning (RL), how to learn by reflection, the models involved and short video clips from HSCP’s demonstrating how they use reflective learning on a routine basis.
Academy involvement: introduction by Jemma Kehoe, video editing/production by Leo Mulvany.
The video playbar has a few useful functions.