Training Experiences

I have been a qualified embryologist for over a year now…how has that happened?! In fact, it’s closer to 2! I can’t believe how quickly it has gone!

And, although I was lucky enough to stay at the same clinic, which means working with the same fabulous, well-functioning, tight-knit team of embryologists who supported me through my training, I do feel as though things have changed for me. I have become a more confident, independent, and capable embryologist ever since completing the STP – probably more so.

I always assumed that by the end of the STP, I would be an all-singing, all-dancing, fully-fledged embryologist – and on paper, I was almost there (apart from ICSI). This meant that I really started feeling the pressure towards the end of my training. I had high expectations that I should, of course, complete all the required Uni and professional assessments, but also be able to deal with all sorts of complicated scenarios that may one day present themselves: difficult patient complaints, exporting patient samples abroad, failing dewars, etc etc. It took me a little while to regain perspective as a newly qualified embryologist and stop comparing myself to other embryologists with 10, 15, 20+ years of experience!

Looking back, writing the IACC was a helpful tool in reflecting on my progress through the STP, but also planning how to bridge the gap between being a trainee and being newly qualified. However, the prospect of such a serious, in-depth reflection was daunting at first. In a nutshell, the IACC is split into 6 sections of reflection that mirror the 5 professional practice domains and a global statement, whilst citing OneFile submissions. It was tricky to find a balance between demonstrating my development but also actively highlighting professional limitations. Ultimately, it fulfilled its purpose as a reflective exercise and I gained insights that would help with my transition into a “patient-focussed and safe, newly qualified, threshold level Clinical Scientist”. And it helped to re-enforce that that was the purpose of the STP and what I was working towards.

The list of things to do on the STP is very long, along with all the professional learning that isn’t easily seen on paper. It’s easy to focus on the visual progress, i.e the competency dial on OneFile which just seems to crawl along, but for me the most beneficial learning was the day-to-day; reviewing patient cases with colleagues, discussing treatment with patients, contributing to team meetings, making service improvement suggestions and, in general, building confidence so you can make meaningful contributions to all the above! I can see that through the STP, and since, I have become more decisive as I have gained experience. However, I am still a strong believer that different perspectives within a team culminate in a valuable wealth of knowledge and experience so always respect the contribution of my more experienced colleagues when available. Remember – learning does not end with the STP!

When I first began working as an Andrology Practitioner, I wished to gain a greater theoretical and practical knowledge of solely Andrology and so this is where the ARCs logbooks were perfect!

I began by completing Module 1; this was a much bigger module with 14 sections. It began with questions on sample collection such as patient instructions and the importance of acceptance/rejection criteria. It also explored laboratory equipment and maintenance as well as the biology of spermatogenesis, retrograde ejaculation and how the various findings of semen analysis can affect fertility.

The module also consisted of many practical elements to aid in the understanding of the underlying biology, for example performing experiments on the effect on motility and pH with increased time. Furthermore, it included structured training logs for side-by-side comparisons to my senior colleagues. It also allowed me to experiment with techniques not routinely used in my laboratory, for example comparing sperm concentrations when using a Makler or Horwell chamber or using HOS for vitality in comparison to Eosin/Nigrosin staining.  After submitting the paper element, I then completed a VIVA. This involved 2 assessors ensuring the knowledge and practical skills had been learnt and put into practice.

I then completed the Module 4 logbook which focused on sperm banking for fertility preservation. This included theoretical questions on the reasons why people freeze, the referral process, patient information and screening and the importance of record keeping.

It included a large section on informed consent, including which consent to take in various scenarios as well as structured training in how to take informed consent. This was invaluable for me as I had just begun consent training and thus was able to document my interactions both supervised and unsupervised using this logbook as evidence. It then finished with case studies presenting differing scenarios for sperm banking and fate of the specimens, this allowed me to put my learnt knowledge into practice.

Overall, both logbooks have been invaluable in providing the theory and practical skills required each day as an Andrology Practitioner, I have now decided to apply for STP equivalence in Andrology and these have therefore helped to provide a wealth of evidence towards that.