Analytics —
Training activity: 6

Details

Design and perform a repeatability study for a clinical measurement or group of devices.

Type

Developmental training activity (DTA)

Evidence requirements

Evidence the activity has been undertaken by the trainee​.

Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.

An action plan to implement learning and/or to address skills or knowledge gaps identified.

Reflective practice guidance

The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.

Before action

What are the intended outcomes of the training activity?

• Have you reviewed the specific learning outcomes to ensure you are prepared to explore and explain the relational architecture between the device, the measurement technique, and the clinical environment?
• What essential knowledge have you identified as necessary regarding the principles of statistical precision, bias, and repeatability before you begin data collection?
• How do you plan to demonstrate that your study design follows best practice guidelines and will result in actionable recommendations for equipment selection or measurement techniques?

What do you anticipate you will learn from the experience?

• What specific insights do you hope to gain regarding how the selection of a device or a specific technique dictates the consistency and reliability of clinical data?
• In what ways do you anticipate this activity will improve your proficiency in critically evaluating the limitations of clinical measurements, such as environmental interference or operator variability?

What actions will you take in preparation for the experience?

• What specific points have you prepared to discuss with your Training Officer or a specialist lead to gain clarity on the required depth of the statistical critique for this study?
• Which standard operating procedures (SOPs) or national technical standards have you selected to review to ensure your study design is robust and evidence-based?
• How have you identified your feelings about embarking on this activity, considering the professional responsibility of validating equipment that directly impacts clinical management?

In action

What are you doing?

• How are you currently approaching the sequence of measurements, and what is the technical rationale for the specific conditions (e.g., environment, time intervals) you have chosen?
• What real-time decisions are you making regarding the treatment of outliers or unexpected variance in the data as it is being captured?
• Which aspects of performing the measurement feel intuitive to you, and which—such as identifying system interdependencies—require more conscious, focused effort?

How are you progressing with the activity?

• How effective are your current analytical actions in moving towards a definitive interpretation of the device’s performance?
• What technical challenges are you facing in this moment—such as equipment drift or inconsistent readings—and what are you learning from these as they unfold?
• In what ways do your current actions connect to your existing knowledge of clinical care pathways and the accuracy requirements of the department?

How are you adapting to the situation?

• Are there alternative analytical models you should consider if the initial data suggests unexpected levels of variation?
• What immediate support or guidance do you need from a senior colleague to resolve an interpretative ambiguity in your statistical results?
• How are you ensuring that your actions and recommendations remain strictly within your professional scope of practice as you evaluate these clinical tools?

On action

What did you notice?

• How would you summarise the key points of the study, specifically regarding the performance of the device or group of devices under investigation?
• What specific technical details or data interactions did you notice were most significant during the study, such as a particular condition that triggered measurement failure?

What did you learn from the activity?

• What specific skills or knowledge did you develop regarding the ability to select, perform, and critique statistical analyses on these clinical datasets?
• In what ways did your reflection-in-action—such as adjusting a technique mid-study due to inconsistent results—influence the final quality of your conclusions?
• How does the experience of accurately diagnosing a performance issue relate to the requirements for your future post-programme practice as a Clinical Scientist?

What will you take from the experience moving forward?

• What specific areas for continued development in statistical methods or technical troubleshooting have you identified as a result of this activity?
• How can you apply the learning from this repeatability study (e.g., more rigorous QC metrics) to your routine practice within the department?
• What are the specific ‘next steps’ you will now take, such as mastering new analysis software or drafting a process improvement plan, to support the assimilation of what you have learned?

Beyond action

Have you revisited the experiences?

• How have you re-evaluated your initial recommendations in light of subsequent learning regarding system performance or feedback from multidisciplinary colleagues?
• Comparing this study with your Observed Training Activities (OTAs), what specific observable behaviours in technical precision and professional communication have you now fully assimilated?
• In what ways has professional storytelling with peers regarding your study design changed your view on how to navigate complex or ambiguous technical datasets?

How have these experiences impacted upon your current practice?

• How has this repeatability activity supported your development in wider areas, such as writing technical reports or providing equipment advice to the MDT?
• In what ways has the cumulative learning from this activity supported your preparation for ‘in-person’ assessments, such as Case-Based Discussions where you must justify technical choices?

How might these experiences contribute towards your future practice?

• What transferable skills in system exploration and diagnostic planning have you developed that will help you evaluate and adopt new clinical technologies in the future?
• How will your mastery of statistical interpretation help you contribute to future service improvements or innovations as clinical data becomes more integrated into patient pathways?

Relevant learning outcomes

#	Outcome
# 1	Outcome Explore and explain relationships between elements in a system.
# 2	Outcome Select, perform and critique statistical analyses and interpretations on clinical and operational datasets.