Courses

Analysis of Nucleic Acids

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Medical technical officers
• Healthcare scientists
• Nurses
• Pharmacists
• Doctors
• Allied health professionals

When you have completed this course, you will be able to:

• Demonstrate critical ability in the understanding of eukaryotic and prokaryotic mutation and their relevance to human health and disease
• Demonstrate an awareness of the methods of molecular biology
• Critically appraise suitable methods in molecular biology
• Demonstrate a critical awareness of current methods for mutation detection and their applications
• Use the Internet as a communication tool as well as a tool to find and evaluate relevant information
• Produce reports according to professional standards
• Produce materials for public presentations

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle.
• Explore the Moodle tools.

Introduction to molecular genetics

• Use URLs to access information on molecular biology and genetics.

Mutation

• Recognise the mechanisms by which mutations occur.
• Differentiate between different mutation classes and types.

General methods

• Appreciate that nucleic acids can be isolated from a wide variety of materials.
• Use restriction enzymes to cleave specified sequences of DNA.
• Differentiate between Northern and Southern blotting and understand when they are used.
• Demonstrate a critical awareness of the role of hybridisation in molecular biology including the labelling of use of probes to detect nucleic acids.
• Design primers for a specific polymerase chain reaction (PCR) reaction and be aware of the key role of PCR in the revolution in molecular genetics.

DNA sequencing

• Use DNA databases to identify a DNA sequence.
• Appreciate the role of DNA sequencing techniques in the understanding of gene structure.

Advanced PCR

• Appreciate the contribution of PCR to contemporary advances in biomedical science laboratories.
• Identify carriers for specific genetic conditions and diagnose trisomy in amniotic fluid.

Techniques for mutation scanning

• Differentiate between mutation scanning and mutation detection.
• Understand the principles of mutation scanning methods.
• Develop a critical appraisal of different mutation scanning methods and determine when each should be used.

Techniques for the detection of specific mutations

• Understand the principles of mutation detection methods.
• Determine when different mutation detection methods should be used.

Antibiotics

This course has been designed for:

• Biomedical Scientists
• Infection Control Nurses – Link Nurses
• Modern Matrons
• Doctors including GPs
• Those embracing management of the broader aspects of a pathology service

When you have completed this course, you will be able to:

• Explain the rationale that advocates for selective use of antibacterial agents
• Develop strategies for prescribing antibiotics based on understanding of the main classes of antibiotics, their modes of action, different mechanisms of resistance and development of resistance
• Demonstrate knowledge of the current antibiotic sensitivity testing methods in use, understand issues that affect interpretation of results and recognise anomalies
• Demonstrate an appreciation of requirements for candidate antibacterial substances that may serve as alternatives to current treatments
• Critically assess and consolidate information from a variety of sources including peer-reviewed scientific publications and then produce reports according to professional standards suitable for public presentations
• Engage in reasoned verbal and written discussion and debate.

Indicative Content:

Introduction to e‐Learning  

• Use and navigate the functions of Virtual Learning Environment (VLE)   
• Explore the VLE tools

Topic 1: Antibiotics and the current context

• Overview of antibiotics

• History – timeline of use and timeline of emergent resistance
• Why are we here and how did we get here?
• Economics
• New classes
• Global resistance picture
• Who is prescribing? – Overuse. What are the current problems and challenges? Over the counter and online purchase
• Behaviours and non-compliance e.g. course completion, compliance, patient expectations

Topic 2: Classes of antibiotics and mode of action

• Classes – what are they?
• How they work
• Includes spectrum

Topic 3: Mechanisms of bacterial resistance and how they develop

• Enzymatic mechanisms
• Physical changes of bacterium, e.g. efflux pumps, changes to binding sites, plasmid sharing/synergy
• Intrinsic (chromosomal) resistance and acquired (plasmid-mediated) resistance
• Structure-function mechanism of resistance

Topic 4: Laboratory methods in  antibiotics activity testing – limitations, strengths

• Global methodologies: EUCAST, CLSI, BSAC, broth dilutions (colistin)
• Disc and antibiotic gradient strip diffusion in agar
• Automated
• Gene probes

Topic 5: Practical considerations in the use of antibiotics

• Patient considerations
• Multidrug impacts
• Long-term impacts on a patient
• Modes of delivery – topical and systemic
• Impact of patient pathways
• Economics
• Are they necessary?
• Review of treatment and cessation
• In country regulation
• User expectations
• Ethical considerations 
• Antibiotic stewardship and expectation management
• Collective responsibilities
• Prescribing, personalised treatment
• Pharmacokinetics
• Immunocompromised patients
• Community resistance
• General health
• Collective responsibilities –from Trust to WHO (Global agreement)

Topic 6: Are there alternatives? 

• Prevention alternatives
• Better health / patient screening / patient awareness
• Alternative treatments
• Use of natural products / nutraceuticals: honey, garlic, cranberry, yoghurt, teas, spices / seeds
• Infection management
• New antibiotics

Applied Haemostasis and Thrombosis - Workplace required

This course has been designed for:

• Biomedical Scientists
• Clinical Scientists
• Haematology Registrars
• Clinical Nurse Specialists

When you have completed this course, you will be able to:

• Demonstrate systematic approach and critical understanding of Normal and Pathological Haemostasis and Thrombosis.
• Recognise the potential uncertainty, ambiguity and limitations of Coagulation Laboratory testing, including factors affecting sample integrity, reagents and automation.
• Relate Coagulation theory to Laboratory and Clinical practice, and demonstrate critical evaluation of Coagulation Results and Reporting in terms of Clinical Presentation.
• Demonstrate understanding of the principles of Quality Control and Quality Assurance in Coagulation.
• Demonstrate extensive understanding of Laboratory investigation of Lupus Anticoagulant.
• Demonstrate understanding of Hereditary and Acquired disorders of coagulation, including defects of Platelet Aggregation and awareness of Rare Coagulation Disorders.
• Produce reports according to professional standards and materials for public presentations.
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate.

Indicative Content:

Introduction to e‐Learning  

• Use and navigate the functions of Virtual Learning Environment (VLE)   
• Explore the VLE tools

Topic 1: Introduction to Applied Haemostasis and Thrombosis

• Overview of Haemostasis and Thrombosis:
• Primary Haemostasis
• Secondary Haemostasis
• Fibrinolysis

• Case Based Review of Haemostasis and Thrombosis:
• Bleeding Disorders
• Thrombotic Disorders
• Acquired Disorders

• New developments in Haemostasis and Thrombosis:
• Emicizumab
• Platelet Function testing and Quality Control / Assurance
• Automation of Platelet Function Testing
• DOAC Stop
• Student Suggestions

Topic 2: Hereditary Platelet Disorders – performance and interpretation

• Platelet Disorders (Hereditary)
• Classification, Genetics, Severity
• Includes spectrum
• Screening tests, Platelet count, Morphology, PFA, Multiplate
• Platelet Function Assays, Light Transmission Aggregometry, Lumi-Aggregometry, Platelet Nucleotides Assays
• Problems with Diagnosis and Laboratory Assays
• Management, Treatment
• Acquired Platelet Disorders

Topic 3: Rare Bleeding Disorders – performance and interpretation

• Rare Bleeding Disorders
• Factor Deficiencies other than FVIII, FIX, VWD
• Factor XI deficiency
• Combined FV and FVIII deficiency
• Factor XIII deficiency
• Disorders of Fibrinolysis
• A/Hypo/dysfibrinogenaemia
• Hereditary Haemorrhagic Telangiectasia

Topic 4: Laboratory Aspects of Antiphospholipid Syndrome and Lupus Anticoagulant

• Antiphospholipid syndrome (APS) Lupus Anticoagulant (LA) (See Guidelines)
• Primary and Secondary APS
• Solid Phase Assays (Anticardiolipin Antibodies, Anti Beta-2 glycoprotein 1)
• Dilute Russell’s Viper Venom Time
• Dilute APTT (SCT, Werfen)
• Kaolin Clotting Time (Exner Curves)(No longer recommended, but may be useful to demonstrate non-specific inhibition)
• Dilute Thromboplastin Inhibition Test (No longer recommended)
• Textarin:Ecarin ratio (Useful for patients on VKA’s or DOACs)
• Problems with Laboratory Tests

Topic 5: Acquired disorders of Haemostasis and Thrombosis

• Disseminated Intravascular Coagulation (DIC)
• Signs and Symptoms
• Causes of DIC
• Pathophysiology
• Diagnosis, clinical or laboratory
• Management, Treatment

• Heparin Induced Thrombocytopenia and Thrombosis (HITT)
• Clinical features of HITT
• Pathogenesis of HITT, antigen, antibody and thrombotic mechanisms
• Diagnosis, HITT Score, 4Ts
• Laboratory Tests (Aggregation, Immunological)
• Management, Treatment (Argatroban, Danaparoid, Lepirudin)

• Thrombotic Thrombocytopenic Purpura (TTP)
• Signs and Symptoms
• Causes, Autoimmune, Genetic, Secondary
• Diagnosis
• ADAMTS13
• Management, Treatment

• Thrombotic Microangiopathy (TMA)
• Signs and Symptoms
• Causes
• Alternative treatments
• Differential Diagnosis, Haemolytic Uraemic Syndrome
• Management, Treatment

• Vitamin K Deficiency
• Signs and Symptoms
• Causes
• Role in Haemostasis

• Liver and Renal Disease
• Signs and Symptoms
• Uraemia, Liver enzymes, Albumin
• Thrombocytopenia and Platelet Dysfunction (Primary Haemostasis)
• Blood Coagulation and Fibrinolysis

• Acquired coagulopathy of trauma (Trauma-Induced Coagulopathy TIC)
• Mechanisms of Coagulopathy, Inflammation, Shock
• TIC and DIC
• Endothelial cell Damage

• Massive Blood Transfusion (Major Haemorrhage) and Coagulation
• Effect on Platelets
• Relevant Coagulation Testing, including Near Patient Testing
• Management, Treatment (Blood Transfusion Guidelines)

Blood Film Morphology - Workplace required - This module is full for the April intake

Blood Film Morphology is the corner stone of Haematological evaluation and often leads to further diagnostic testing. It is important in diagnostic decision making, adding value to automated results, and confirming the presence / absence of machine flags.

The World Health Organization (WHO) classification highlights the importance of morphological aspects, quantitative as well as qualitative, for the diagnosis and follow-up of Haematological Malignancies: therefore the microscope still remains a very important tool in the integrated diagnostic process of haematological diseases.

Ensuring proficiency in this skill is a priority for haematology laboratories.

This course has been designed for:

• Biomedical scientists
• Clinical Scientists
• Haematology Registrars
• Clinical and medical Nurse Specialists

When you have completed this course, you will be able to:

• Demonstrate a systematic, standardised approach to, and critical understanding of, Blood Film Morphology in the diagnosis of hereditary and acquired clinical conditions in all ages.
• Recognise the potential uncertainty, ambiguity, and limitations of Blood Film Morphology reporting, including factors affecting sample integrity, staining methods, automation, and future developments such as Artificial Intelligence.
• Relate a wide variety of Red Blood Cell and Platelet Morphologies to the Diagnosis of hereditary and acquired clinical conditions.
• Correlate complex White Blood Cell Morphology to the Diagnosis of clinical conditions such as Haematological Malignancies or Sepsis.
• Demonstrate a thorough understanding of the principles of Quality Control and Quality Assurance in Blood Film Morphology practice, including the ability to troubleshoot problems encountered in the laboratory.
• Assess and consolidate information on Blood Film Morphology from different sources and be able to present it in a variety of formats.

Indicative Content:

Introduction to e‐Learning 

• Use and navigate the functions of Virtual Learning Environment (VLE). 
• Explore the VLE tools.
• Use of TEAMs.

Topic 1: Introduction – Peripheral Blood Sampling, Blood Film Preparation and Examination

• Introduction – Indications for a Peripheral Blood Film
• Obtaining a Peripheral Blood or Bone Marrow Samples – Quality Issues
• Making a Peripheral Blood Film
• Fixation, Staining Methods, Mounting and Storage
• Setting Up and Using Microscopes
• Peripheral Blood Film Examination, Interpretation and Reporting Comments
• Standardisation and Guidelines
• Internal and External Quality Assessment Schemes
• Definitions and Useful Websites

Topic 2: Normal (Healthy) Peripheral Blood and Bone Marrow Cells

• Normal Haematopoiesis
• Bone Marrow Cells
• Normal Blood Film and Bone Marrow Morphology
• Red Cells (Erythrocytes)
• White Cells (Leucocytes), Granulocytes, Lymphocytes, Monocytes
• Platelets (Thrombocytes)
• Reference (Normal) Ranges for Adults, Children and Neonates

Topic 3: Quantitative and Qualitative Peripheral Blood Cell Presentation

• Recognising and Correcting Full Blood Counts Errors and Artefacts
• Errors in Automated White Cell Counts and Differentials
• Errors in Haemoglobin Measurement and Red Cell Indices
• Errors in Platelet Counting
• Errors in Automated Reticulocyte Counts

• Automated Flags
• Absolute Numbers of Cells
• Anaemia, Polycythaemia
• Leucocytosis and Leucopenia
• Thrombocytosis and Thrombopenia

• Red Blood Cells (Erythrocytes)
• Variations in Size and Colour
• Variations in Shape and Distribution
• Inclusions in Erythrocytes
• Reticulocytes and Circulating Erythroblasts

• White Blood Cells (Leucocytes)
• Nuclear and Cytoplasmic Changes
• How to recognise Reactive and Leukaemic Cells
• Large Granular Lymphocytes
• White Blood Cell Inclusions
• Immune Cells

• Differential Diagnosis of Microcytic, Macrocytic Anaemias including Nutritional Anaemias
• Miscellaneous
• Bone Marrow Failure
• Congenital Dyserythopoietic Anaemia
• Leucoerythroblastic Blood Picture
• Pancytopenia
• Plasmacytosis
• The Mast Cell
• Damaged and Dying Cells including Necrotic Bone Marrow Cells
• Non‐haemopoietic Cancer Cells / Tumour Cells
• Megakaryocytes
• Bacterial and  Viral Infections including Infectious Mononucleosis

Topic 4: Red Cell and Platelet Disorders and Associated Morphology

• Haemoglobin Variants (Qualitative)
• Alpha and Beta Thalassaemia (Quantitative)
• Haemoglobin H Disease
• Haemoglobin Bart’s
• Delta Beta Thalassaemia
• Hereditary Haemolytic Anaemias
• Enzyme Abnormalities
• Membrane Abnormalities
• Acquired Haemolytic Anaemias

• Miscellaneous Haemoglobin Disorders
• Acquired Disorders associated with Red Cell Morphology Changes
• Platelet Disorders associated with changes to Platelet Morphology

Topic 5: White Cell Disorders and Associated Morphology

• Reactive Blood Cell Morphology
• Abnormal Blood Film and Bone Marrow features suggestive of Haematological Malignancies
• Myeloid Malignancies – Neoplasms
• Acute Myeloid Leukaemia
• Chronic Myeloid Leukaemia
• Myeloproliferative Neoplasms
• Myelodysplastic Syndromes

• Lymphoid Malignancies – Neoplasms
• Acute Lymphoblastic Leukaemia
• Chronic Lymphocytic Leukaemia
• Lymphoma
• Myeloma

• Non-Malignant Disorders
• Lysosomal Storage Disease such as Gaucher Disease

Topic 6: Miscellaneous

• Automated Digital Cell Morphology Identification Systems
• Artificial Intelligence and Blood Film Morphology
• Neonatal / Paediatric Blood Film Morphology
• Microorganisms in Peripheral Blood
• Malaria (Plasmodium Species)
• Trypanosomes
• Babesia
• Bacteria
• Fungi

• Malaria (Plasmodium Species)
• Trypanosomes
• Babesia
• Bacteria
• Fungi

• Non-Haematopoietic Tumours in the Blood (Carcinocythemia)
• Non-Human Blood Films
• Miscellaneous Staining Techniques
• Supravital
• Cytochemical
• Kleihauer

Blood Transfusion - Workplace required

Blood transfusion is a field where there have been, and continue to be, significant advances in science, technology and most particularly governance. This course aims to provide you with a comprehensive overview of both the scientific and managerial aspects of blood transfusion. The course is intended to equip both those with a transfusion background and those from other fields with practical tools to allow for an informed entry into the sphere of blood transfusion management.

This is a professional course aimed at individuals from various healthcare backgrounds and aims to enable you to add to your existing knowledge of blood transfusion and related issues. There is a strong practical element to the course which will require good organisational skills and the ability to communicate effectively with staff in a number of different roles.

Please note: our Blood Transfusion course is designed for students who are currently involved in transfusion, either from a laboratory or clinical perspective. The course does not support students in gaining a basic understanding of transfusion, it moves students from a basic work at the bench level (with an understanding of transfusion) through to a more advanced level for service delivery.

This course has been designed for:

• Biomedical scientists seeking to become transfusion practitioners
• Those embracing management of the broader aspects of a pathology service or moving into managerial positions
• Other healthcare professionals, including nurses and doctors involved in transfusion.

When you have completed this course, you will be able to:

• Demonstrate the strategic importance of reporting errors and incidents in Blood Transfusion against current guidelines and legislation in terms of safeguarding the health and safety of the Public and fulfilling the standards set by the Medicines and Healthcare products Regulatory Agency (MHRA).
• Demonstrate an ability to evaluate requirements and implement a communication strategy aimed at improvements in the provision of a Blood Transfusion service.
• Critically evaluate the therapeutic use of blood products.
• Explain how Patient Blood Management Strategies can support the appropriate use of blood components, and how the application of these strategies to blood transfusion can inform approaches for improvement in Blood Transfusion.
• Produce reports according to professional standards and materials for public presentations.
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate.

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle.
• Explore the Moodle tools.

Blood group serology

• Introduction
• The structure and function of antigens and antibodies
• ABO system
• Other Clinically significant blood Group Systems
• Manual Blood Grouping and Antibody Screening
• Automated blood grouping methods

The role of National Health Service Blood and Transplant (NHSBT)

• Introduction
• Blood Components
• Specialised blood products
• Principles and practice of donor screening
• The role of the blood service as a reference centre
• Tissue and cord banking
• Research into new areas

Blood stocks management and conservation

• Who needs transfusion and the potential risks of transfusion?
• The Risks of Transfusion
• Blood components: Their shelf lives and storage conditions
• Blood component inventory management and the Maximum Blood Order Schedule
• Blood Stocks Management scheme
• Appropriate Use and Alternatives to Transfusion

Blood transfusion management

• Blood Transfusion Management
• The Role of the National, Regional and Hospital Transfusion Committees
• The Hospital Transfusion Team
• The Transfusion Consultant, Transfusion Practitioner and Blood Bank / Transfusion Laboratory Manager
• Policies and Procedures
• Emergency Contingency and Major Incident Planning

Education training and competency

• Why Education and Training in Blood Transfusion is essential
• The Training Policy
• The staff groups involved in delivery of Blood transfusion
• Competency Assessment
• Delivery of the Training
• Recording of Training and Competency Assessment Records

Legislation, standards and guidelines

• Legislation, Standards and Guidelines
• The Blood Safety and Quality Regulations 2005
• The Operational Impact Group (OIG)
• Laboratory Standards
• Inspections and Assessments
• Circulars and Notifications

Haemovigilance and Clinical Governance

• Haemovigilance
• Reporting to SABRE
• Reporting to SHOT
• Clinical Governance
• Clinical audit
• Clinical audit in transfusion

Change Management in Healthcare Settings (previously Implementing Advanced Quality Management) - Workplace required

This is a professional course for individuals involved with managing quality systems in the laboratory. It aims to enable you to organise, co-ordinate and manage quality systems, including supporting and training the quality team. The course is practice-based and you need to be able to work within a quality team to complete the activities. The course is ideally suited to students who have completed the BioMed Quality Systems Management course or a similar quality training course.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Laboratory and hospital managers
• Health service managers
• Nurses
• Pharmacists
• Medical technical officers

On completion of this course, students will understand how to:

• Demonstrate an advanced ability to plan, organise and manage a quality management system
• Demonstrate an in-depth understanding of the position of the improvement cycle within QMS and use methods to identify and implement areas for improvement
• Exhibit competency in the delivery of training in QMS
• Set quality objectives, plan, monitor performance, support and train, in order to successfully integrate a quality management system
• Perform effectively within a team environment, and recognise and utilise other people’s contributions in group processes; perform team delegation, development and management within an environment where change occurs
• Plan and manage your own professional development
• Communicate effectively, using a range of media, including preparing strategic plans and reports; including listening to, negotiating with, and persuading and influencing others
• Demonstrate self-direction and clarity in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional level

 

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

Introduction

• Personal development planning – skills and processes
• Analysis of a quality manager’s job description
• Self-assessment of generic and management skills
• Personal development planning

Designing and Implementing a Quality Management System in Your Laboratory

• Organising and integrating a quality management system in your laboratory
• The process-based approach to quality management systems
• The different processes involved in a quality management system
• Standards and accreditation
• Approaches and methods to integrate processes of a quality management system and documentary evidence required to meet compliance
• Development of a strategy to implement QMS including project management methods to organise and co-ordinate the work

Making Change Happen

• Making change happen
• The process of evaluation as part of QMS
• Managing evaluation activities
• The management and control of documents
• The process of continual improvement as part of QMS
• Approaches to managing change
• Identifying areas for improvement through different processes
• Models of change
• Developing a case for improvement

Multidisciplinary Approach to Diagnosis

• Working together
• Working as team leader and team member
• How to develop and support groups
• Establishing and maintaining co-operative working relationships
• Developing people: coaching
• Running effective meetings
• Training others
• Designing and running workshops

Putting It All Together

• Putting it all together
• Consolidation review and reflection of personal development
• Consolidation, review and reflection of quality management knowledge and skills

Chromatography-Mass Spectrometry Analysis in Healthcare Settings

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Medical technical officers
• Healthcare scientists
• Allied health professionals

On completion of this course, you will understand:

• Physiochemical principles that are involved in chromatography and mass spectrometry
• A critical appreciation of the parameters which contribute to a validated analysis and those which may be responsible for poor performance
• Sensitivity and specificity. This course aims to explain how these requirements are obtained in practice

When you have completed this course, you will be able to:

• Demonstrate a critical insight and comprehensive understanding of the physiochemical principles that are involved in chromatography and mass spectrometry
• Show a critical appreciation of the parameters which contribute to a validated analysis and those which may be responsible for poor performance within healthcare
• Demonstrate a clear understanding of the two vital aspects of these analyses; sensitivity and specificity
• Critically evaluate the validation of an analytical procedure according to principles set out by regulatory authorities, typically those published by the EU and the USA. A clear understanding of the measurements required is essential
• Read application methods, published results of investigations and regulatory documents in a critical and informative manner
• Ensure that those who are performing routine clinical analyses will be more confident in their ability to maintain good practice
• Decide on an appropriate method for a defined analysis, have the wherewithal to make a correct decision on which route to follow

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle.
• Explore the Moodle tools.

Introduction

• Introduction to Chromatography
• Instrument types

HPLC

• Introduction to HPLC
• HPLC Equipment
• Isocratic Elution
  • Isocratic Elution
  • Why Separation Occurs
  • Factors Affecting Resolution in HPLC
• HPLC Columns
  • HPLC Columns
  • HPLC Separation Mode
  • Column Size and Flow Direction
• Gradient Elution
  • Gradient Elution
  • Understanding Gradient Elution
  • High Pressure Mixing and Low Pressure Mixing
  • Gradient Profiles
• Guide to Detectors used in Hospital Labs
  • Guide to Detectors used in Hospital Labs
  • UV‐VIS Detectors
  • Fluorescence Detection
  • Electrochemical Detection
  • Understanding the Concepts
• Introduction to Integration
  • Introduction to Integration
  • Peak Table Parameters
  • Calibration of an HPLC Method
  • Limit of Detection and Limit of Quantitation

Gas Chromatography

• Gas Chromatography
• Parts of a Gas Chromatograph
• Principles of separation
  • Parameters defining separation
• Injection
• Column and mobile gas phase
• Temperature control and gradient: the GC oven
• Detection (non‐ms)
• Retention Index (Kováts index]
• Linking Gas Chromatography to Mass Spectrometry
• Sample Preparation
• Resulting Chromatograms
• Library Searching and the AMDIS application

Mass Spectrometry: Instrumental Techniques

• Introduction
• Ionisation source
• Analyser
• Ion Detection
• The Mass Spectrum
• Stable Isotopes and Mass Spectra
• Selected Ion Monitoring (SIM)
• Tandem Mass Spectrometry (MSMS)

Mass Spectrometry: Data and Spectra

• Running an LC‐MS Experiment
• Data and spectral manipulation
• EI Library searching
• Multiple charges on an ion, transformation
• Elemental composition from accurate mass and isotope determination
• EI, in‐source, and tandem MS fragment mass spectra
• Four ways of doing an MSMS experiment

Mass Spectrometry: Quantitative Analysis

• Optimisation of sensitivity and specificity
• Choice of Internal Standard
• Choice of Analyser
• Matrix Effects
• Method Validation
• Quantitative Analysis using Chromatography‐Mass Spectrometry
• Calibration Curve
• Validation parameters

Mass Spectrometry: Clinical Applications to Metabolite analysis

• Diagnosis of Inborn Errors of Metabolism from Blood Spots
• HPLC/MS Quantitative Analysis of Vitamin D Metabolites
• Clinical Applications to Metabolite Analysis
• Clinical Applications to Metabolite Analysis

POCT and developments in Mass Spectrometry and Chromatography

• Chromatography nearer the patient and concepts of point of care testing
• Applications of bench top mass spectrometry in clinical biochemistry

Clinical Data Interpretation

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Laboratory, hospital and health service managers
• Other healthcare professionals, including nurses, pharmacists and medical technical officers.

On completion of this course, you will be able to:

• Communicate effectively with the multidisciplinary clinical team in a variety of healthcare settings
• Understand the spectrum of tests available
• Make recommendations for given tests
• Interpret the data for effective doctor-patient actions
• Have an appreciation of clinical data best practice & legislation & its applicability to laboratory medicine
• Apply statistical process control rules to a set of data and take corrective action and interpret ROC curves and appreciate their significance
• Take critical oversight of how pre-analytical, analytical and post-analytical variables of patient samples may impact on data outcomes and their interpretation
• Devise an approach to assess human error
• Identify the process associated with history taking and examination of the patient and the range of test options
• Explain how different tests contribute to a diagnosis and recommend any additional tests that could be undertaken to support that diagnosis
• Demonstrate an understanding of how laboratory investigation informs treatment using external protocols
• Demonstrate an awareness of the current standards and legislation that an organisation must meet in relation to information governance and show how they apply to patient data
• Produce reports according to professional standards and materials for public presentations
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools

Introduction

• Introduction
• Introduction to the Medical History
• Consultation Models
• Assessing Patients in an Emergency

Multidisciplinary Teams

• Multidisciplinary Teams
• Integrated Care Pathways

Associated Diagnostic Tests

• Associated Diagnostic Tests
• Radiography
• CAT Scans
• Endoscopy
• Echocardiography
• Ultrasound
• PET Scanning
• MRI scanning
• Electrocardiography

The Expanding Role of Clinical Diagnostics

• The Expanding role of clinical Diagnostics
• The Differential Diagnosis
• Blood Sampling Considerations & Phases
• Staff Competencies & Levels of Authorisation
• Understanding the Normal Range & Reference Intervals
• Reporting IT & Autovalidation
• Quality control & Chart Interpretation
• WECO, Westgard & Other Control Rules Sets
• Sensitivity, Specificity & ROC Curves
• What makes a good test?
• Sources of Valid & Reliable Information
• Putting it all Together

Governance & Confidentiality

• Governance & Confidentiality
• Records Management

Presentation and Self-Evaluation

• Presentation
• Self-Evaluation

Diabetes and the Clinical Laboratory

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Laboratory, hospital and health service managers
• Other healthcare professionals, including nurses, pharmacists and medical technical officers.

On completion of this course, you will be able to:

• Describe the incidence and likely trends of DM and to fully appreciate the laboratory and point-of-care analytical methods used in the diagnosis and monitoring of DM and their limitations
• Demonstrate a critical assessment of the various forms of DM, the genetic and environmental factors associated, disease classifications, different treatment regimens available and complications of DM with respect to laboratory needs to support these with expected clinical monitoring and outcomes
• Show how potential future developments could improve Diabetes Management
• Make scientific and technical contributions to the Diabetes Multi-Disciplinary team (MDT) and others, using a basis of best available practice, ensuring the MDT is fully apprised of new monitoring techniques and possibilities
• Be able to perform literature-based research and evaluation to produce scientific reports to professional standards suitable for presentations using a variety of ICT tools
• Perform effectively within a team environment and recognise and utilise other people’s contributions in group discussion and provide valued input into group discussions

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools

Introduction

• Introduction
• Carbohydrate Metabolism revisited and its regulation in normal subjects
• Hormonal controls, and a brief outline of Diabetes

Analytical methodologies in DM

• Methodology Introduction
• Glucose clinical laboratory and POCT methods
• Ketones clinical laboratory and POCT methods
• HbA1c clinical laboratory and POCT methods

Diagnostic criteria and Incidence of DM type 1

• Diabetes incidences
• T1DM, including familial and genetic factors
• Diabetic Ketoacidosis background
• Clinical Management of DKA
• Hypoglycaemia
• T1DM and Coeliac disease

Diagnostic criteria and Incidence of DM Type 2

• Pre-diabetes / Impaired Fasting Glucose / Impaired Glucose Tolerance
• T2DM, including familial, environmental and genetic factors
• Hyperglycaemic Hyperosmotic T2DM
• Ketotic T2DM
• LADA and type 1½ Diabetes
• Monogenic Diabetes
• Gestational Diabetes
• Exocrine Pancreas
• Glycaemic Markers

DM Therapies

• Introduction
• Insulins
• Other DM Therapeutic agents
• Current drug delivery systems

The investigation and monitoring of consequences of DM including

• Introduction to damage mechanisms
• Diabetic Nephropathy
• Diabetic Neuropathy
• Diabetic Retinopathy
• Diabetes Fertility effects
• Diabetes and Charcot foot

Future Developments

• Artificial Pancreas
• Smart Pumps
• New Self-monitoring systems
• New Therapeutic agents
• New Drug delivery systems
• Potential New Biochemical markers

Presentation and Self-Evaluation

• Presentation
• Self-Evaluation

Diagnosis of Breast Cancer

There have been many advances in the understanding of breast cancer in recent years together with an increase in the diagnostic tools available to the histopathologist in order to aid diagnosis. This course aims to introduce the student to some of these state-of-the-art advances in addition to a comprehensive view of breast disease, particularly breast cancer. Students will gain a general understanding of breast disease, of basic histological techniques, of the importance of various methods used to diagnose breast disease and the role of genetics and molecular biology in breast cancer as a whole, and in the diagnosis of breast cancer.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Allied health care professionals
• Doctors, especially trainee pathologists
• Nurses, especially breast care nurses
• Radiographers, especially mammographers

On completion of this course, you will be able to:

• Demonstrate a critical understanding of the nomenclature and histopathological features of benign and malignant breast disease
• Demonstrate a critical appreciation of current methods of breast cancer diagnosis and their background
• Understand the current view of the genetic basis of breast cancer
• Use the Internet as a communication tool as well as a tool to find and evaluate relevant information
• Produce reports according to professional standards
• Produce materials for public presentations

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools

Introduction

• Normal breast development, anatomy and histology
• Epidemiology, risk factors and carcinogenesis of breast cancer
• Methods of detection of breast cancer including clinical signs and asymptomatic detection

Pathology of Breast Cancer

• Handling of breast specimens, histological techniques
• Benign breast disease
• Breast cancer types and nomenclature
• Metastasis

Diagnostic Techniques

Diagnostic techniques including imaging, Fine Needle Aspiration (FNA), Wide bore needle biopsies (WBN) and the surgical approach to breast cancer

Specialist Diagnostic Techniques I

• Specialist diagnostic techniques concentrating on immunohistochemical methods
• To include current procedures to detect HER-2, oestrogen and progesterone receptors
• Future diagnostic techniques to include tissue microarrays

Specialist Diagnostic Techniques II

• Molecular pathology of breast cancer
• To concentrate on assessment of p53 status and BRCA1/2 genes
• Methodology to include in-situ hybridisation, PCR and DNA sequencing
• Future diagnostic techniques to include proteomics and molecular profiling

Diagnostic Haemostasis and Thrombosis - Workplace required

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Allied health care professionals

On completion of this course, you will be able to:

• Demonstrate systematic knowledge and critical understanding of Normal and Pathological Haemostasis and Thrombosis
• Recognise the potential uncertainty, ambiguity and limitations of Coagulation Laboratory testing
• Demonstrate critical evaluation of Coagulation results and reporting in terms of Clinical Presentation
• Demonstrate a thorough understanding of the principles of Quality Control and Quality Assurance in Coagulation
• Relate Coagulation theory to Laboratory and Clinical practice, including factors affecting sample integrity, reagents and automation
• Demonstrate extensive understanding of Laboratory control of anticoagulant, thrombolytic and antiplatelet therapy and associated complications
• Demonstrate extensive understanding of Hereditary and Acquired disorders of coagulation, including patterns of inheritance
• Produce reports according to professional standards and assess and consolidate information from a variety of sources including peer-reviewed scientific publications
• Produce materials for public presentations and engage in reasoned verbal and written discussion and debate

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools

Normal and Pathophysiological Haemostasis and Thrombosis

• Primary haemostasis
• Secondary haemostasis
• Fibrinolysis
• Bleeding Disorders
• Thrombotic Disorders
• Acquired Disorders
• Manual Clotting
• Clotting (End point Detection, Optical, Electro-mechanical)
• Immunological
• Chromogenic
• Chemiluminescent
• Light Transmission Aggregometry
• Whole Blood
• Miscellaneous Assays, clot solubility, snake venom

Coagulation Screening Tests – performance and interpretation

• Pre-analytical variables (Sample Quality)
• Coagulation screening tests (How they work, what the results mean)
• Investigation of an Abnormal Coagulation ScreenSecond-Line Investigations (How they work, what the results mean)
• Platelet Screening Tests
• Global Screening Tests
• Calibration and Quality Control / Assurance

Laboratory Aspects of Hereditary and Acquired Bleeding disorders

• Haemophilia A, B and C
• von Willebrand Disease

Laboratory Aspects of Thrombophilia Testing and Anticoagulation

• Hereditary Thrombophilia
• Anticoagulation (Laboratory and Point of Care)

Genomics - This module is full for the April intake

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Allied health care professionals

On completion of this course, you will be able to:

• Demonstrate critical understanding and systematic knowledge of core elements of genomics and genomic technology relevant to the healthcare sector
• Demonstrate an awareness of the types of genetic variation which can be identified using different technological approaches, and the clinical usefulness of each approach
• Critically evaluate a range of up-to-date genomic techniques and apply knowledge, skills, and understanding to independently research issues involving genomics in the healthcare sector
• Demonstrate an awareness of the complexities in the interpretation of genomic data identified using genomics techniques
• Engage in reasoned verbal and written discussion, and debate on topics related to genomics, such as issues related to ethics and communicating genomic information to patient and wider family
• Critically assess and consolidate information from a variety of sources including peer-reviewed scientific publications and then produce reports according to professional standards suitable for public presentations related to an application of genomics in the healthcare sector

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools

What is genomics and why is it important?

• Introduction
• History of genomics
• Genome variation
• What is the epigenome?
• Germline vs somatic
• What is genomic medicine?

Topic 2: Genomic medicine

• Errors in the genome
• Patterns of inheritance
• Tailoring treatments – pharmacogenomics
• Predictive vs diagnostic testing
• From niche to mainstream
• Pathogen genomes

Topic 3: Genomics techniques

• An overview of current techniques used in the healthcare sector, including micro- array testing, genome-wide association studies, next generation sequencing (whole exome and whole genome sequencing)

Topic 4: Bioinformatics, interpretation and data quality assurance in genome analysis

• Data quality and statistical analysis
• Aligning the genome to a reference genome
• Use of databases

Topic 5: Ethics and communication

• Whose data is it? (individual vs family, insurance, information & privacy)
• Direct-to-consumer genetic testing
• What to do with incidental findings

Governance and Risk Management

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Laboratory, hospital and health service managers
• Health care professionals including matrons, nurses, paramedics and pharmacists
• Quality managers
• Health and safety managers
• Risk and governance managers.

On completion of this course, you will be able to:

• Demonstrate a critical insight and comprehensive understanding of the concept of governance, the scope of its applicability and how governance is managed practically in an organisation
• Demonstrate a critical awareness of the current standards and legislation that the organisation must meet in relation to governance and risk and discuss how the organisation achieves those standards
• Develop a practical toolkit for assessing, managing and reducing risks, ensuring business continuity and investigating incidents and complaints and implementing remedial, corrective and preventive actions
• Explore and critically evaluate the discipline of risk management and to demonstrate how this contributes to the health and safety culture of an organisation
• Produce formal reports according to professional standards and effectively communicate them using appropriate presentation skills and ICT tools
• Demonstrate self-direction and clarity in approaching tasks and assignments

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle.
• Explore the Moodle tools.

What is Governance?

• What are governance & risk management?
• Establishing a Culture of Governance
• Aspects of Risk & Governance
• Introduction to Standards and Guidelines
• Regulators and Inspectors

A Culture of Governance

• A Culture of Governance
• Organisational structures / responsibilities
• Board assurance framework
• Managing complaints

The Human Element

• Risk Management: Human Errors
• What is risk management?
• Human errors – active and latent failures – system failures
• Understanding the risk management process: Airline industry -a model of best practice?
• Safety in the workplace
• Risk management in healthcare: how is it achieved?

Legal Aspects of Risk Management

• The Law: legislation and reporting
• Accessing Legislation
• Key UK Legislation
• Making and Keeping the Workplace Safe
• European Union Directives
• Authorities and Agencies

Statutory Reporting

• Statutory Reporting and the Monitoring of Risk
• Mitigating the risk
• Key lines of Enquiry (KLOE)

Risk Management in Practice: the tools

• Introduction: Tools for Risk Management
• Risk assessment
• Grading a Risk
• Types of Risk Assessment
• Incident reporting procedures
• Root cause analysis tool
• Report writing and Action Plan (Corrective/Preventive Actions)
• Assurance

Final Report

• PowerPoint presentation
• Public contributions to the course

Haemoglobinopathies - Workplace required

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Haematology Registrars
• Clinical Nurse Specialists

On completion of this course, you will be able to:

• Demonstrate systematic approach and critical understanding of Haemoglobinopathies
• Recognise the potential uncertainty, ambiguity and limitations of Haemoglobinopathy testing, including factors affecting sample integrity, reagents and automation
• Relate Haemoglobinopathy theory to Laboratory and Clinical practice, and demonstrate critical evaluation of Haemoglobinopathy Results and Reporting in terms of Clinical Presentation
• Demonstrate understanding of the principles of Quality Control and Quality Assurance in Specialist Haematology Practice, including the ability to troubleshoot problems encountered in the laboratory
• Demonstrate awareness of the Antenatal Screening programme
• Produce reports according to professional standards and materials for public presentations
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle.
• Explore the Moodle tools.

Topic 1 Introduction to Haemoglobinopathies

• Introduction
• Definitions
• Guidelines

Topic 2 Haemoglobin Variants

• Haemoglobin Variants (Qualitative)
• Haemoglobin S (Haemoglobins with reduced solubility)
• Haemoglobin C
• Haemoglobin E (thal)
• Other variants (Hb O Arab, Lepore .....)

• Unstable Haemoglobins
• Heat Stability Test
• Isopropanol Stability Test

• Haemoglobins with Altered Oxygen Affinity
• Haemoglobin M

Topic 3 Thalassaemias

• Globin chain variants (Quantitative)
• Alpha Thalassaemia (Alpha Plus, Zero)
• Beta Thalassaemia
• Delta Beta Thalassaemia
• Haemoglobin H Disease

Topic 4 Laboratory Investigation of Haemoglobinopathies

• Laboratory methods used to investigate Haemoglobinopathies
• Blood Count and Blood Film (Including Red Cell Inclusions)
• Blood Collection and Preparation of Haemolysates
• Sickle Solubility
• Electrophoresis
• Cellulose Acetate
• Agarose gel
• HPLC
• Capillary Electrophoresis
• Isoelectric Focusing
• Quantification of Haemoglobin A2
• Quantification of Haemoglobin F
• Assessment of Iron Status
• Mass Spectrometry
• Molecular Analysis

Topic 5 Differential Diagnosis, Screening & Management

• Differential Diagnosis of Common Haemoglobin Variants
• Antenatal Screening Programme
• Neonatal (New-born) Screening
• Patient Management
• Treatment
• Complications

Haemolytic Anaemias - Workplace required

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Haematology Registrars
• Clinical Nurse Specialists

On completion of this course, you will be able to:

• Demonstrate systematic approach and critical understanding of Haemolytic Anaemias
• Recognise the potential uncertainty, ambiguity and limitations of Haemolytic Anaemia testing, including factors affecting sample integrity, reagents and automation
• Relate Haemolytic Anaemia theory to Laboratory and Clinical practice, and demonstrate critical evaluation of Haemolytic Anaemia Results and Reporting in terms of Clinical Presentation
• Demonstrate understanding of the principles of Quality Control and Quality Assurance in Specialist Haematology Practice, including the ability to troubleshoot problems encountered in the laboratory
• Demonstrate awareness of Enzyme and Membrane abnormalities
• Produce reports according to professional standards and materials for public presentations
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle.
• Explore the Moodle tools.

Topic 1 Introduction to Haemolytic Anaemias

• Introduction
• Definitions
• Guidelines

• Normal Haemoglobin
• Formation
• Structure
• Function
• Genetics (Reprise)

• Red Cell Glycolytic Pathways
• Pentose Phosphate Pathway (Aerobic)
• Embden-Meyerhof Pathway (Anaerobic)

Topic 2 Hereditary and Acquired Haemolytic Anaemias

• Hereditary Haemolytic Anaemias
• Enzyme Abnormalities
• G6PD Deficiency (Pentose Phosphate Pathway)
• Pyruvate Kinase Deficiency
• Glutathione (GSH)
• 2,3-Diphosphoglycerate

• Membrane Abnormalities
• Hereditary Spherocytosis
• Hereditary Elliptocytosis
• Hereditary Stomatocytosis
• Other Inherited Membrane Abnormalities

• Acquired Haemolytic Anaemias
• Immune Haemolytic Anaemias
• Drug Induced Haemolytic Anaemias
• Microangiopathic and Mechanical Haemolytic Anaemias
• Paroxysmal Nocturnal Haemoglobinuria (PNH)

Topic 3 Laboratory Methods used to Investigate Haemolytic Anaemias

• Laboratory Methods used to Investigate Haemolytic Anaemias
• Plasma Haemoglobin
• Serum Haptoglobins
• Serum Haemopexin

• Methaemalbumin
• Schumm Test
• Spectrometry

• Demonstration of Haemosiderin in Urine
• Chemical Tests for Haemoglobin Catabolism
• Serum Bilirubin
• Porphyrins
• Abnormal Haemoglobin Pigments

• Laboratory Tests for Acquired Haemolytic Anaemias
• Direct Antiglobulin Test (DAT)

Topic 4 Laboratory Methods used to Investigate Enzyme Abnormalities

• Laboratory Methods used to Investigate Enzyme Abnormalities
• Screening Tests for G6PD Deficiency
• Fluorescence Screening Tests for G6PD Deficiency
• G6PD Assays
• Methaemoglobin Reductase Test
• Cytochemical Tests
• Pyrimidine-5-Nucleotidase Screening Test
• Red Cell Enzyme Assays
• Pyruvate Kinase Assay
• Glutathione Stability Test
• 2,3-Diphosphoglycerate Test
• Oxygen Dissociation Curve

Topic 5 Laboratory Methods used to Investigate Membrane Abnormalities

• Laboratory Methods used to Investigate Membrane Abnormalities
• Osmostic Fragility test
• Flow Cytometric (Dye-Binding) Test
• Glycerol Lysis Time
• Cryohaemolysis
• Autohaemolysis
• Membrane Protein Analysis

• Investigation of PNH
• Acidified Serum Lysis Test (Ham Test, plus modification)
• Sucrose Lysis Test
• Flow Cytometric Analysis

Topic 6 Differential Diagnosis and Patient Management

• Differential Diagnosis of Haemolytic Anaemias
• Patient Management
• Treatment
• Complications
• New Developments

Haematological Malignancies - Workplace required

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Haematology Registrars
• Clinical Nurse Specialists

On completion of this course, you will be able to:

• Demonstrate a critical understanding of and systematic approach to the classification of Haematological Malignancies and aetiology
• Recognise the potential uncertainty, ambiguity and limitations of methods used to investigate Haematological Malignancies; including factors affecting sample integrity, reagents and automation
• Relate Haematological Malignancies theory to Laboratory and Clinical practice, and demonstrate critical evaluation of the Results and Reporting in terms of Clinical Presentation
• Demonstrate understanding of the principles of Quality Control and Quality Assurance in Specialist Haematology Practice, including the ability to troubleshoot problems encountered in the laboratory
• Display a critical understanding of current and potential future treatments applicable to haematological malignancies
• Assess and consolidate information on haematological malignancies from different sources and be able to present it in a variety of formats

Indicative Content:

Use and navigate the functions of Virtual Learning Environment (VLE)

• Use and navigate the functions of Virtual Learning Environment (VLE)
• Explore the VLE tools

Topic 1 Introduction to Haematology Malignancies

• Normal Haematopoiesis
• Normal Leucopoiesis
• Bone marrow Cells and Immune Cells
• Normal Blood Film and Bone Marrow Morphology
• Reactive Blood Cell Morphology
• Genetic Drivers of Haematological Malignancies
• Abnormal Blood Film and Bone Marrow features suggestive of Haematological Malignancies
• Classification of Haematological Malignancies
• Definitions
• Guidelines

Topic 2 Myeloid Malignancies / Neoplasms

• Introduction to Myeloid Malignancies / Neoplasms
• Acute Myeloid Leukaemia (AML) and related Neoplasms
• Myeloproliferative Neoplasms (Ph negative) and Chronic Myeloid Leukaemia
• Myelodysplastic Syndromes (MDS)
• Myeloproliferative / Myelodysplastic Syndromes

Topic 3 Lymphoid Malignancies / Neoplasms

• Introduction to Lymphoid Malignancies / Neoplasms
• Precursor Lymphoid Neoplasms (ALL)
• Mature B-Cell Neoplasms (Including Non-Hodgkin’s Lymphomas) (Part 1)
• Mature B-Cell Neoplasms (Part 2)
• Mature T-Cell Neoplasms
• Hodgkin Lymphoma

Topic 4 Laboratory Methods used to Diagnose Haematological Malignancies

• Microscopy
• Immunohistochemistry
• Flow Cytometry and immunophenotyping
• Fluorescence in Situ Hybridisation (FISH)
• Cytogenetics
• Cytochemical Tests
• Polymerase Chain reaction (PCR)
• Gene Expression Profiling including next generation sequencing

Topic 5 Clinical Aspects of the Management of Haematological Malignancies

• Differential Diagnosis of Haematological Malignancies
• Patient Management
• Drugs Used in the Treatment of Haematological Malignancies
• New Developments

Healthcare Law and Ethics

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Other healthcare professionals, including nurses, pharmacists, and medical technical officers

On completion of this course, you will be able to:

• Demonstrate a critical understanding and systematic knowledge of core aspects of substantive law and key concepts of ethical practice relevant to the healthcare sector
• Demonstrate ability to bring core legal and ethical principles to bear in a healthcare setting
• Apply knowledge, skills, and understanding to independently research issues related to law and ethics in the healthcare sector
• Critically appraise a case study within their setting, providing exploration of the rationale for the approach taken, producing a report on an issue related to law and ethics in the healthcare sector

Indicative Content:

Use and navigate the functions of Virtual Learning Environment (VLE)

• Use and navigate the functions of Virtual Learning Environment (VLE)
• Explore the VLE tools

Topic 1 Introduction to Healthcare Law and Ethics

• Basic law relevant to healthcare
• Regulation of healthcare practitioners
• Ethical principles in healthcare
• Navigating ethical dilemmas
• Introduction to core topics (consent, confidentiality, and negligence)

Topic 2 Consent

• Importance of consent in healthcare
• What is valid consent?
• Competence
• Informed
• Voluntary
• Consent by others
• Consent forms

Topic 3 Confidentiality

• Duty of confidentiality
• When is there a duty of disclosure?
• When can (confidential) information be shared with third parties?
• Health records
• Data Protection Act 2018
• GMC guidance on Confidentiality 2017

Topic 4 Medical negligence

• Duty of care
• Standard of care
• Proof
• Causation
• Defences
• Criminal negligence

Topic 5 Law around donation and transplant of human tissues and fluids

• Difference between deceased donation and living donation
• The Human Tissue Act 2004
• The Human Tissue Authority
• Human Tissue Regulations 2007
• Legal directions and codes of practice
• Opt-in or opt-out donation

Topic 6 Clinical research / research on human subjects

• Helsinki declaration
• Therapeutic research
• Non-therapeutic research (eg research on healthy volunteers)
• Clinical trials - Medicines for Human Use (Clinical Trials) Regulation 2004 and EU Clinical Trials Regulation 2014
• Epidemiological studies
• Research Ethics Committees
• GMC guidance
• Research in global health emergencies/Responding to global health emergencies

Topic 7 The genetic revolution

• Types of genetic disease
• Genetic counselling and foetal testing for genetic disease
• Legal and ethical responses to the familial nature of genetics
• Other parties’ interests in genetic information (insurance, employers, police, family members)
• Gene therapy and gene editing
• Direct-to-consumer genetic testing
• What to do with incidental findings? (e.g. unexpected findings thrown up by whole genome sequencing)

Topic 8 Embryo research, stem cells, and emerging biotechnologies

• Embryo research
• Stem cell therapies
• Pre-implantation genetic diagnosis
• Neurotechnologies
• Human enhancements

Immunocytochemistry in Diagnostic Cellular Pathology - Workplace required

Immunocytochemistry (ICC) has become a critically important area of diagnostic pathology services, adding crucial information that guides patient pathways in primary diagnosis, prognostication and prediction of therapy response.

Staff groups working in ICC service laboratories require an extensive knowledge-base and skill-mix to enable them to work effectively and deliver a safe and effective service. Much of this knowledge and these skills are specific to ICC but it is also recognised that ICC-generated results are critically dependent upon pre-analytical processes and procedures carried-out on patient samples. This course endeavours to ensure that students who undertake it gain a comprehensive understanding of current ICC methodologies and applications, and also the fundamental cellular pathology processes (including the above mentioned pre-analytical steps) that underpin them.

The course will complement the existing portfolio of courses especially in Diagnosis of Breast Cancer, Lung Disease, Renal Disease and Robotics and Automation.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Research scientists
• Laboratory service managers
• Other healthcare professionals, including assistant medical officers and assistant practitioners.

On completion of this course, you will be able to:

• Demonstrate an understanding of how factors such as fixation, processing, section cutting and slide drying critically influence ICC in histological and cytological preparations
• Demonstrate a critical appreciation of ICC methodology including its historical perspectives, the use of modern ICC techniques, antigen retrieval procedures, the use of antibodies as tools in the clinical diagnostic setting, and the value and limitations of automated staining systems
• Interpret and critically evaluate data obtained from internal quality assurance systems and external quality assessment programmes
• Demonstrate a critical understanding of the utility and central importance of ICC in disease diagnosis and patient treatment stratification and make informed interpretations based on staining
• Produce reports according to professional standards and materials for public presentations
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

The Fundamentals of Histological Preparation

• Fixation in the preparation of sections for histological diagnosis
• Processing of tissues to paraffin wax
• Understand the importance of good microtomy and slide drying in the preparation of sections for immunocytochemical analysis
• Identify artefacts in paraffin sections which cause problems in the interpretation of immunocytochemical sections

Antibodies as ICC Tools

• Antibody structure and function.
• Monoclonal and polyclonal antibodies: the principles behind the production of these reagents, and their advantages and disadvantages when used as ICC tools.
• Antibody binding mechanisms with reference to molecular structure and their relationship to the concepts of avidity, affinity, sensitivity and specificity.
• Antibody cross-reactivity and causative factors.
• Appropriate handling and storage requirements of antibodies and other labile ICC reagents, and reagent audit trail requirements of laboratory accreditation bodies.
• Antibody titre, dilution, antibody incubation time and temperature and their effect on ICC staining quality.
• Primary antibody selection, validation and optimisation and the critical differences between concentrates and ready-to-use reagents.

ICC staining techniques

• Historical context in which modern ICC staining methods have their basis.
• Mechanisms involved in the universally used staining methods, to include avidin-biotin complex and labelled polymer based methods, and the advantages and disadvantages of each.
• Critical appraisal of techniques.
• Troubleshooting of problems in an evidence-based manner.

Antigen retrieval

• Importance of antigen retrieval techniques.
• Hypotheses regarding the mechanism and rationale of antigen retrieval methods.
• Enzymatic digestion and heat mediated antigen retrieval methods.
• Identification of over and under antigen retrieved ICC preparations.
• Critical evaluation of the effect of a comprehensive range of antigen retrieval solutions.

Quality assurance

• Principles and importance of internal quality control and quality assurance systems.
• External quality assessment schemes and their value in quality management.
• Procedure for introducing new primary antibodies, reagents and methodologies, including in-house validation and evaluation, and the use of appropriate control material.
• Internal audits, the checking control slides and making amendments to the standard operating procedures.
• Problems of non-specific, inappropriate staining and artifacts; identification of their causes and undertaking corrective trouble-shooting procedures for their reduction or elimination.
• Appropriate storage requirements of antibodies and reagents, the significance of expiry dates, and the importance of batch to batch validation.
• Problems associated with prolonged section storage and effects on antigen preservation.
• Forms of certification and control to include: Conformité Européenne (CE) marking, Food and Drugs Administration (FDA) approval and In-vitro diagnostic (IVD) medical device directive.

Automation

• General and specific principles, and the advantages and disadvantages of automated ICC systems.
• Types and modes of action of automated immunostainers; their advantages and disadvantages.
• Future developments in automated ICC.

Immunocytochemical applications in practice

• Primary antibody panels.
• Informed interpretations and reporting of staining results.
• Principles and importance of ICC in four major areas of diagnostic pathology:
  • tumours of unknown type
  • carcinomas of unknown origin
  • breast pathology diagnosis, prognosis and treatment stratification
  • haematopathology diagnosis

Pulmonary pathology is the basis for lung disease, and clinical manifestations and complications are a direct result of pulmonary pathology. This course will provide an invaluable insight into pulmonary disease processes for doctors and medical students, nurses, physiotherapists, researchers and pharmacologists with a special interest in lung disease. From a different perspective, many aetiological agents may produce pathogenesis effects that result in pulmonary pathology. The course would therefore be immensely helpful for epidemiologists, legal professionals with an interest in industrial lung diseases, and physiologists. Finally, biomedical scientists and allied health care professionals would greatly benefit in understanding pulmonary pathology, including the close inter-relationship between aetiology, pathogenesis, and complications in contributing to the overall histopathological features and rationale for special investigations.

Respiratory disease and lung disorders constitute a significant proportion of disease states in the general population. This course includes an overview of lung function tests together with their significance, using case studies to illustrate the findings. Correlation between the pathophysiologic mechanisms, pathologic features, clinical symptoms and signs, pulmonary function and diagnostic tests is made. General treatments are considered. A number of specific conditions are considered in order to show the importance of correlating pathophysiology and pulmonary function and diagnostic testing in pulmonary disease states.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Allied health professionals
• Doctors, especially junior/trainee pathologists
• Nurses
• Paramedics

When you have completed this course, you will be able to:

• Recognise the aetiological processes and risk factors of pulmonary pathology
• Comprehend pathogenetic mechanisms whereby aetiological factors and risk factors contribute to histopathological processes of disease
• Critically assess and evaluate histopathological features of respiratory disease
• Critically assess appropriate investigative tools, disease progression and outcomes
• Critically evaluate the findings of a small scale enquiry and formulate an innovative proposal
• Use the Internet as a communication tool as well as a tool to find and evaluate relevant information
• Produce reports to professional standards
• Produce materials for public presentations

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

Basic medical sciences

This will provide a background to relevant pathological disorders of the lung, and their pathogenesis.

• Anatomy
• Physiology
• Embryology

Congenital disease

The congenital diseases of the lung will be examined systematically and in-depth, and include:

• Macroscopic features
• Microscopic features
• Relevant pathophysiology

Diseases include:

• Pulmonary Agenesis or Hypoplasia
• Bronchopulmonary Abnormalities
• Pulmonary Abnormalities
• Mucus Secretion Abnormalities
• Pulmonary Vessel Abnormalities
• Respiratory Distress Syndrome in the Newborn
• Idiopathic

Obstructive airways disease

A detailed analysis of obstructive airways disease will be presented. This will include the aetiology, pathogenesis, macroscopic and microscopic appearance of the disease processes, and potential complications that may be clinically manifested.

Examples will be drawn from:

• Emphysema
• Acute Bronchitis
• Chronic Bronchitis
• Asthma
• Bronchiectasis
• Atelectasis vs Collapse

Pneumonia

The different forms of pneumonia will be categorised and examined. This will include:

• Aetiological factors and pathogenesis of the disease processes
• Relevant macroscopic and microscopic appearances
• Complications that may be clinically manifested

Disease types include:

• Acute Bacterial Pneumonia
• Aspiration Pneumonia
• Viral Pneumonia
• Chronic Bacterial Pneumonia
• Non – Infective Pneumonia
• Mycoplasma and Rickettsial Infections
• Pulmonary Mycoses
• Protozoa
• Helminths

Interstitial lung disease

This complex and evolving subject will be systematically evaluated and categorised. The aetiology, pathogenesis, macroscopic and microscopic features, and complications of the disease processes will be presented. Mention will be made of controversial areas, particularly concerning aetiology and pathogenetic mechanisms.

• Background
• Known Causes
  • Infections
  • Chronic Occupational Diseases
  • Diffuse Alveolar Damage
  • Iatrogenic causes
• Unknown Causes
  • Interstitial Pneumonias
  • Helminths
  • Connective Tissue Diseases
  • Sarcoidosis
  • Pulmonary Langerhans Cell Histiocytosis
  • Alveolar Proteinosis
  • Eosinophilic Pneumonia
  • Goodpasture’s Disease
  • Lymphangioleiomyomatosis
  • Idiopathic Pulmonary Haemosiderosis
  • Idiopathic Pulmonary Fibrosis

Vasculitis and vascular disorders

A detailed overview and analysis of vasculitis disorders will be systematically evaluated. This will include the aetiology, pathogenesis, macroscopic and microscopic features of the disease processes.

Disease types:

• Large Vessel Vasculitis
• Medium Size Vessel Vasculitis
• Small Vessel Vasculitis
  • ANCA-associated
  • Immune Complex-associated
• Paraneoplastic Small Vessel Vasculitis
• Lymphoproliferative Disorders
• Pulmonary Hypertension
• Pulmonary Infarction

Pulmonary infiltrates with eosinophilia

This complex and evolving subject will be systematically evaluated and categorised. The aetiology, pathogenesis, macroscopic and microscopic features and complications of the disease process will be presented.

Mention will be made of:

• Controversial areas, particularly concerning aetiology and pathogenesis.
• The plethora of different disease processes that can produce pulmonary infiltrates with eosinophilia will be explored, and correlated with relevant pathological entities in other chapters of this course.

Neoplasms of the lung

The neoplasms of the lung will be analysed including the concepts of benign, malignant and secondary tumours. The aetiology, precursor lesions, macroscopic and microscopic features, and spread will be described. Finally, evaluation of the clinical options in sampling for diagnostic material and patterns of immunocytochemistry for diagnosis shall be analysed.

• Benign Tumours
• Malignant Tumours
  • Primary Tumours
    • Squamous Cell Carcinoma
    • Adenocarcinomas
    • Neuroendocrine neoplasia
    • Large Cell Carcinoma
    • Adenosquamous Carcinoma
    • Other Primary Tumours
  • Secondary Tumours

The pleura

The macroscopic and microscopic disease entities of pleura will be examined, including aetological factors. For malignant tumours of the pleura:

• Pleural Effusion
• Pneumothorax
• Pleural Plaques
• Pleural Tumours
  • Benign
  • Malignant
  • Metastatic

Management of Healthcare Associated Infection

The profile of hospital-acquired infection, and the related topic of antimicrobial resistance, has never been higher.

This course aims to introduce the student to the fascinating rubric of interactions between the patient, the microbes and the factors in the hospital environment that can result in an increased risk of hospital acquired infections. It will also provide an understanding of the role of the infection control team in preventing and controlling these infections and of how standards of infection control are becoming a very useful litmus test for assessing the quality of patient care for the whole healthcare organisation.

This course has been designed for:

• Infection control link staff
• Modern matrons
• Biomedical scientists, Clinical scientists
• Doctors
• Nurses
• Health service managers
• Paramedics
• Allied health professionals

On completion of this course, you will be able to:

• Demonstrate current knowledge of the spread and prevention of healthcare associated infection in clinical practice
• Perform risk assessments and critically discuss what is involved in investigating outbreaks and the interruption of transmission
• Implement correct principles of infection prevention, to improve quality and the contribution of external bodies to this process
• Critically appraise and discuss the concepts and processes of disinfection and sterilisation, recognising what they achieve and where they can and should be applied
• Evaluate various change management theories in relation to the prevention of healthcare associated infection
• Integrate current knowledge into practice by drawing on the expertise of infection prevention specialists
• Consolidate and extend knowledge and understanding of research within the specialist subject of infection prevention
• Demonstrate an ability to organise and convey thoughts and ideas on infection prevention through oral presentation
• Use the Internet as a communication tool and as a tool to find and evaluate relevant information
• Produce reports according to professional standards

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

Current affairs in infection control

• The current global and national infection control issues, recognition and understanding of the complexity of disease control including economic, political, and philosophical issues.

Identity & spread of microorganisms

• The microorganisms relevant to healthcare associated infection and their prevention and control, the various infections they cause their sources and routes of transmission.

Investigation, prevention and control of healthcare associated infection

• The investigations that are needed in a known or suspected outbreak.
• The principles of prevention and control of healthcare associated infection.

Principles of infection control in clinical practice

• The rationale for employing the principles of infection control and to apply theory to practice.

Change management in infection control

• The mechanisms of change within the healthcare setting and the complex process of change.

Disinfection & sterilisation

• The methods of decontamination used to sterilise or disinfect items of equipment, the environment, patient’s skin and mucosa and healthcare workers’ hands.
• The relative advantages and applications of different disinfection and sterilisation methods.

The infection control team

• The multidisciplinary role of the Infection Control Team in the prevention and control of infection, how this has developed over time, how it identifies problems, initiates actions based on evidence, follows up issues and how it critically considers the ways in which infection control knowledge is disseminated and integrated into practice.

Managing Learning and Development in Healthcare - Workplace required

This is a professional and practise-based course and aims to support your development of skills, knowledge and attitudes as a member of the learning and development team, and, specifically to enable you to:

• Analyse learning and development in your organisation and manage the provision of training and development interventions

• Align learning and development to organisational, departmental and individual needs

• Develop your own skills and reflective practise as a training professional through the use of a portfolio.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Laboratory, hospital and health service managers
• Training managers.

On completing this course successfully you will be able to:

• Critically reflect on your capabilities as a member of the learning and development team
• Understand the organisational requirements of the administration and management of learning and development
• Identify the learning and development needs of the department to meet organisational requirements at occupational and individual level
• Plan how the identified learning needs might be met
• Manage the delivery of training by selecting appropriate learning interventions and resources in a timely and cost effective way
• Measure training effectiveness and communicate the results within your organisation
• Understand the changing role of learning and development in the organisation and the changing role of the training professional
• Use self-assessment methods including critical reflection to identify personal objectives to plan and monitor performance and to support and improve own learning, give and receive feedback to support own development and that of colleagues
• Prepare detailed plans involving listening to, negotiating with, and persuading and influencing others; Select and use a range of different information gathering methods to analyse data; communicate effectively, including through professional conversations and reports

Indicative Content

Two face-to-face workshops

• Workshop 1: introduction to the course, the VLE Platform (Moodle) and your tutor.
• Workshop 2: Managing and delivering training
• Guided online study which is structured in the following topics:

Getting started

• Introduction
• Organising your study
• TerminologyCourse map
• My portfolio
• Building portfolios
• Summary

Exploring the role of the training officer

• Introduction
• Profiling yourself
• Opportunity to build on strengths
• The role of the training officer
• The Training Team
• The role of the mentor
• Summary

Learning needs analysis

• Introduction
• What is learning needs analysis?
• Why conduct a learning needs analysis?
• Reasons to conduct a learning needs analysis
• How to conduct a learning needs analysis
• Summary

Diversity, equal opportunities and human rights

• Introduction
• What is equality and diversity?
• Why is equality and diversity important?
• Discrimination Institutional discrimination
• Case studies
• The legal context
• Challenging discrimination in the training context
• Human rights
• Summary

Developing the training plan

• Introduction Activities 5.1 and 5.2
• Methods to deliver learning and development
• Activities 5.3, 5.4 and 5.5
• Personal learning requirements
• Documentation and administration management
• Assessment
• The role of feedback and reflection in professional development
• Summary

Measuring effectiveness

• Introduction
• Why measuring effectiveness?
• Methods of Evaluation
• Measurable performance indicators
• Summary

The role of learning and development in the changing organisation

• Introduction
• Activities 7.1, 7.2 and 7.3
• The changing role of the training professional
• Your changing role: final progress report
• Summary

Medical Mycology

Aims

• To provide a comprehensive overview of medical mycological infections worldwide
• To explain why these infections are of significance
• To demonstrate the range of presentations of these infections and hence explain why they are difficult to prevent and treat
• To explain the different growth requirements and characteristics of medically important fungi and understand how these may lead to tissue localisation
• To provide practical guidance on the identification of medically important fungi using key laboratory diagnostic methods such as phenotypic, proteomic and genotypic assessment
• To give students an understanding of how to interrogate clinical symptoms in the clinical setting to carry out appropriate testing and hence successfully identify fungi from different samples and tissues

When you have completed this course, you will be able to:

• Demonstrate a comprehensive awareness of fungal infections present in different areas of the world and the interpretation of clinical details including travel history
• Demonstrate an understanding of mycological clinical presentations and sources of infections
• Demonstrate the ability to identify infectious fungi, including the challenges and pitfalls involved, by using critical evaluation of available methods
• Demonstrate and interpret the complexities of patient treatments with antifungal drugs
• Evaluate the different modalities necessary for the management and treatment of mycological infections and suggest future options
• Critically assess and consolidate information from a variety of sources including peerreviewed scientific publications and then produce reports according to professional standards suitable for public presentations
• Engage in reasoned verbal and written discussion and debate

Indicative Content:

Introduction to e‐Learning  

• Use and navigate the functions of Virtual Learning Environment (VLE)   
• Explore the VLE tools

Topic 1: Introduction to Medical Mycology

• What yeasts and fungi are and the diversity of organisms in this group
• Overview of common and uncommon infections and their clinical significance
• Key sites of infection
• Modes of infection
• Links to environmental and animal vectors and travel issues
• Focus on specific patient groups including cystic fibrosis patients, the immunocompromised and those on long term or multiple antibiotic treatment

Topic 2: Yeasts and Fungi in Depth

• Review of the different groups of organisms covered under the term “mycology”
• Clinical presentations of these organisms

Topic 3: Culture Methods

• Sampling techniques
• Sample preparation
• Media selection
• Microscopical techniques

Topic 4: Practical Identification Methods

• Colonial appearance
• Microscopic features
• Use of stains
• Biochemical techniques
• Molecular techniques
• Mass spectroscopic methods

Topic 5: Treatments

• Drug treatments
• Side effects
• Susceptibility testing and antifungal drug resistance
• Future developments

Parasitology

Aims

• To provide a comprehensive overview of parasitic infections worldwide
• To explain why parasitic infections are of such significance
• To illuminate the complex life cycles of many parasites and hence explain why they are difficult to prevent, treat and eradicate
• To explain the different methods of detection and current developments in the field
• To give students an understanding of how to interrogate clinical symptoms provided in order to carry out appropriate testing and hence successfully identify parasites from different samples and tissues

When you have completed this course, you will be able to:

• Consolidate knowledge of which parasites are linked with parasitic infections in different parts of the world, with understanding of clinical presentation and details including travel history in order to interpret the significance and implications
• Explain the social, medical and economic impacts of parasitic infections
• Identify a wide range of parasites and the applicable methods to do this
• Identify a wide range of parasites and demonstrate awareness of the challenges and pitfalls involved in the identification of similar organisms
• Describe the laboratory techniques used in the detection and identification of parasites and evaluate the use of traditional and modern methods in different settings
• Evaluate varying approaches to the management and treatment of parasitic infections and suggest future options
• Produce reports according to professional standards and be able to critically assess and consolidate information from a variety of sources including peer-reviewed scientific publications
• Produce materials for public presentations and engage in reasoned verbal and written discussion and debate

Indicative Content:

Introduction to e‐Learning  

• Use and navigate the functions of Virtual Learning Environment (VLE)   
• Explore the VLE tools

Topic 1: Parasites in context

• Definition of endo- and exoparasites and introductory examples
• Different body tissues and the parasites found within these
• Links with farming, environment and vectors
• Lifecycles with key examples
• Impact of travel and migration
• Social and economic significance including livestock, agriculture and aquaculture

Topic 2: Clinical

• Modes of transmission and lifecycles with key examples
• Environmental and hygiene factors
• Medical manifestations and clinical symptoms including congenital infections
• Immune system interactions
• Multiple infections

Topic 3: Detection Methods and When to Use these

• Faecal direct and concentration methods
• Films: faecal and blood
• Fluids, tissue samples and tissue sections
• ELISA and PCR methods
• Imaging
• Challenges to identification including measurement uncertainty, artefacts, sample and stain quality
• EQA, IQC and traceability

Topic 4: Anti-parasite measures

• Drug treatments
• Physical barriers
• Environmental management
• Vector management
• Education programmes
• Genetics

Topic 5: Current and Future Issues

• Economics of drug development, affordability and accessibility
• Chemoprophylaxis
• Local, national and WHO initiatives
• Blood donor testing
• Vaccines

Point of Care Testing

Biomedical laboratories and the Pathology Services in particular, has become the subject of major modernisation proposals. These proposals recognise

• The need for centralised laboratory services supported by laboratory information management systems and semi- and full automation robotics to cope with the predicted increasing demand from GPs for routine tests of low complexity.
• Technological advances that will make it increasingly feasible to do many tests at the bedside or outpatient clinic, as well as to perform more specialised tests associated with molecular biology and DNA testing.

POCT is thus a rapidly expanding area in both the range of investigations available and the complexity of the service to be provided.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Allied health professionals
• Pharmacists

On completing this course successfully you will be able to:

• Critically select, organise and manage a POCT solution within a hospital environment or primary care setting: use this understanding to prepare an innovative proposal for acquisition of a POCT solution
• Demonstrate an awareness of the variety of POCT analyses available for both primary and secondary care. Have a detailed knowledge of the analytical principles of these analyses: use this knowledge to critically evaluate the clinical usefulness of POCT solutions and their limitations
• Demonstrate an awareness and understanding of accreditation as it affects and is affected by POCT. Use knowledge of and be able to critically assess the relevant standards developed for this
• Demonstrate an awareness and understanding, in the context of POCT, of the concepts of electronic data acquisition, record management and connectivity. Use detailed knowledge of and be able to critically assess the relevant industry protocols developed for this
• Use the Internet as a communication tool and as a tool to find and evaluate relevant information
• Produce reports according to professional standards
• Produce materials for public presentations

Indicative Content

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

Introduction to POCT

What is Point of Care Testing?

A description of POCT as a diagnostic tool. This will include:

• Why POCT should be used;
• Its advantages, disadvantages and limitations;
• The concept of test clusters;

How to select, organise and manage any POCT solution with particular reference to recent Medical Devices Agency bulletins. What tests can be done in a POCT setting?

• What POCT analyses are available?
• The range of analyses employed within traditional categories (Biochemistry, Haematology and Microbiology) and clinically centred test clusters (Diabetes, Critical care, Cardiac care, Drug investigations).
• Where and why they are used.
• Whether they are suitable or not for their potential use.
• What the basic analytical principle of these analyses is.

POCT and Accreditation

• POCT and Accreditation

Connectivity and Interconnectivity

• Data acquisition in POCT.
• The rationale for data acquisition, in particular electronic acquisition.
• A brief description of connectivity and interconnectivity.
• Options for positive patient identification of results, electronic transfer of results to a central record and the development of industry standards to facilitate this.

Conclusion

• Putting it all together

Project Module

The Project provides an opportunity for students to demonstrate their capacity for advanced independent learning and serves to develop students’ critical skills and capabilities. The overarching aim is to develop the candidate’s ability to make an innovative contribution to applied research within the discipline of Biomedical Science and to assess the candidate’s ability to work independently in the pursuit of the analysis of a novel problem. In general, the project comprises a practical investigation of an appropriate subject. Focusing the project on the solution of an applied problem facilitates the identification of a suitable topic and the necessary data / analysis that is needed for successful completion.

On completing this course successfully you will be able to:

• Demonstrate originality in the application of knowledge and skills to the solution of a specific problem / problems.
• Critically evaluate current research and advanced scholarship in the discipline and select, review, and discuss appropriate publications and documents relevant to the identified problem(s) by use library and web-based / electronic / IT resources effectively.
• Demonstrate self-direction in tackling and solving problems and act autonomously in planning and implanting tasks at a professional level.
• Understand and apply the principles of research design / procedures.
• Manage, evaluate, present, and critically interpret a range of clinical or other relevant data.
• Develop effective communication skills (including presentation) and to communicate conclusions clearly to specialist and non-specialist audiences.
• Develop independent learning skills, showing initiative and personal responsibility, deal with complex issues systematically and creatively, and managing time effectively by working to deadlines.

Indicative Content

Students are required to devise the initial concept for their project, usually in consultation with a line/training manager/potential workplace supervisor and to submit a proposal between 1,250 and 2,000 words in length to the Biomed Quality Group for approval. The proposal summarizes the background and intended methodology and approach and is perceived as an element of self-development and the exercise of initiative and personal responsibility.

There must be sufficient scope within the project for the student to demonstrate critical thought, creativity and independent work. In particular, the project topic should be chosen to enable students to demonstrate the following:

• The investigation, and if appropriate, the solution, of a real problem in ‘biomedical science’ including healthcare
• A critical evaluation and appraisal of relevant published literature
• The planning and design of a practical research project
• A creative response to a novel ‘problem’
• Competence in the execution of the procedures
• The ability to analyse and interpret results and draw reasoned, evidence-based conclusions

It is expected that the project would normally be carried out in the student’s workplace.

Employers / managers are expected to provide their employee with appropriate support mechanisms, so that the project may be effectively managed within the workplace environment. Arrangements for research to be conducted by a student are to be agreed, in advance of the project, with an employer representative within the appropriate authority. Appropriate regular interaction between workplace-based supervisors and University-based supervisors is required to ensure the project is properly managed. In cases where assurance of confidentiality of any results is required, sufficient information must be made available for the University’s assessment and examining procedures to occur.

Quality Systems Management

With the increasing emphasis on accountability within the public sector, and the requirement to satisfy the accreditation criteria of several scrutinising bodies, it is imperative that organisations adopt a systematic approach to quality management. Hitherto the emphasis on achieving accreditation has meant that the concept of quality and quality systems in general have received less attention. However a properly managed quality system can form the framework to address many accreditation issues, as well as providing real opportunities for reducing error and fostering a culture of continual improvement.

The success of a quality management system depends on the involvement of staff at all levels. This course covers the meaning of quality, the basis of accreditation requirements, the role of internal audit. It also gives practical guidance on the design and performance of audit, process analysis, and managing non-compliance.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Laboratory, hospital and health service managers
• Other healthcare professionals, including nurses, pharmacists and medical technical officers
• Quality managers
• Health and safety managers
• Risk and governance managers.

On completion of this course, you will have an understanding of:

• Show how quality management systems, quality management frameworks and quality principles relate to a given area of healthcare
• Show critical awareness of some of the key tools and techniques of quality management and their use in healthcare and to critically evaluate the use of statistical process control in a healthcare setting
• Identify the costs associated with good and poor quality and the tools and techniques employed in their area of healthcare to ensure that a high quality, cost effective service is provided
• Perform internal audits, raise non-compliance and improvement action notes, and to critically assess their use in healthcare to ensure continual improvement. Be able to produce and deliver a public presentation based on the outcome of research into internal auditing and the findings of your audits
• Identify the customers served by their area of healthcare (both internal and external), critically assess customer satisfaction, including how this can be measured, and produce a professional report analysing the data to identify areas of good practice for shared learning and areas for improvement
• Critically assess and consolidate information from a variety of sources including peer-reviewed scientific publications and then produce reports according to professional standards suitable for public presentations, as well as to participate in online discussion and debate

 

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of the Virtual Learning Environment (VLE) and explore VLE tools

Quality and Quality Management Systems

• Quality Management System Definition, Principles and Frameworks.
• The Quality “Gurus”.
• Quality Management Systems Document Hierarchy.

Tools and Techniques

• Risk Management.
• IQA EQA.
• Root Cause Analysis.
• Kaizen and Change Management.
• Human Factors in Healthcare.
• Swiss Cheese Model.
• Statistical Process Control (SPC charts).

The Cost of Quality

• The Cost of Good Quality.
• The Cost of Poor Quality.
• The P‐A‐F Model.
• A Case Study.

Self‐Inspection and External Assurance

• Management Review.
• Accreditation and Certification.
• Internal Audit.
• Audit Activity and Report.

Customer Satisfaction

• Identify Your Customers.
• The Customer Supplier Chain.
• Customer Perception.
• Customer Satisfaction.

Renal Disease

Adequate renal function is vital to the well-being of the body and renal failure is a common cause of morbidity and mortality. The kidney is a complex organ with numerous functions that impinge on the metabolism of the body and the functions of other major organs. Consequently, there are many different diseases that can affect the kidney and these involve many different pathological processes. The study of renal disease is therefore a useful tool in the understanding of basic pathological processes as well as an important means of investigating and subsequently treating debilitating and dangerous human diseases.

This course has been designed for:

• Biomedical scientists
• Clinical scientists
• Allied health professionals
• Doctors, especially junior/trainee pathologists
• Nurses
• Paramedics

When you have completed this course, you will be able to:

• Demonstrate an understanding and be able to explain the changes that occur in renal failure and their effects on the body
• Have a detailed knowledge of the classification and pathology of diseases of the glomeruli, the renal tubulo-intersitium, the renal vasculature, and of the developmental disorders of the kidney
• Have a detailed knowledge of the classification of benign and malignant tumours of the kidney
• Critically evaluate findings of case studies, based on a demonstratable awareness of appropriate investigative tools, and to formulate innovative proposals
• Use the Internet as a communication tool as well as a tool to find and evaluate relevant information
• Produce reports to professional standards

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

The normal kidney

An introduction to the subject covering the anatomy and physiology of the normal kidney. It includes information on the laboratory techniques used in the investigation of renal disease. This topic requires completion before the other topics are revealed.

Renal failure

An introduction to the classification and consequences of renal failure. It includes detailed information on the signs and symptoms of renal failure and why they occur.

Glomerulonephritis

A detailed overview of the classification of these diseases of the glomeruli. It includes the macroscopical and microscopical changes that occur in the kidney in these disease processes.

Glomerular diseases excluding glomerulonephritis

A detailed overview of diabetes mellitus and amyloidosis; the two glomerular diseases that are not part of the spectrum of glomerulonephritis. It includes the macroscopical and microscopical changes that occur in the kidney and other major organs.

Tubulointerstitial diseases

A detailed overview of the classification of these diseases that involve both the tubules and the interstitium of the kidney. It includes the macroscopical and microscopical changes that occur in the kidney in these disease processes.

Vascular diseases

A detailed overview of the classification of these diseases that involve the vessels of the kidney. It includes the macroscopical and microscopical changes that occur in the kidney in these diseases.

Developmental disorders of the kidney

An introduction to general concepts of embryological development and the specifics of renal development. A detailed overview of the classification of developmental disorders that can occur in the kidney. It includes the macroscopical and microscopical changes that occur in the kidney in these disorders.

Tumours of the kidney

An introduction to general concepts of neoplasia. A detailed overview of the classification of renal tumours. It includes the macroscopical and microscopical appearances of the important renal tumours.

Robotics and Automation - Workplace required

Major developments in automation and robotics have been triggered as a result of analytical breakthroughs in the use of non-radioactive labels and immunometric techniques, and these have had a profound effect on the way that clinical chemistry laboratories operate. Robotic components are more robust and reliable and computer control has led to the much better control of processes so that timing, incubation temperatures, addition of reagents and measurement of signals is highly precise.

However whilst robotics and automation have many potential benefits for the laboratory, the ability to be able to make most use of these requires skills in understanding all the steps in processing a sample; identifying which steps can be automated; identifying where the greatest benefits will lie; and understanding how to introduce the steps in a prioritised order into the laboratory.

This course has been created to equip students with the necessary tools to develop an in-depth perspective of the operation and management of an automated laboratory and help them through the process of choosing and purchasing automated systems and robotics.

This course has been designed for:

• Biomedical scientists wishing to get a broader knowledge of automation and robotic systems in pathology;
• Those wishing to gain experience in the evaluation of robotic systems;
• Those wishing to gain management experience in the evaluation, purchase and evaluation of automated and robotic systems;
• Medical students and clinicians moving into pathology departments.

When you have completed this course, you will be able to understand:

• Demonstrate an appreciation of the range of robotic systems currently available for all pathologies
• Demonstrate an appreciation of the range of companies that provide automated and robotic systems
• Demonstrate an appreciation of the planning process for purchasing automated and robotic systems
• Demonstrate an appreciation of the planning process for the installation of automated and robotic systems
• Recognise how to evaluate the efficiency of automated and robotic systems
• Understand the limitations of automated and robotic systems
• Translate current developments into needs for the future
• Assess and consolidate information from a variety of sources including peer-reviewed scientific publications, engage in reasoned verbal and written discussion and debate
• Produce reports according to professional standards and materials for public presentations

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

Introduction

• Introduction: Defining robotics and Automation
• History of robotics and automation

Automation Basics 1

• Automation in Chemistry
• Tube systems
• The sample cycle

Automation Basics 2

• Assessing workflow
• Assessing turnaround time

Automation Basics 3

• Automation in your laboratory
• Automation in Haematology
• Sharing our automation

Automation Basics 4

• Pre-analytical systems
• Automation in Microbiology
• Automation in Histopathology
• Molecular biology

The planning process

• The Business Case for a pre-analytical system
• Examining the business case – Are we impressed?
• Getting committees together
• The tendering process
• Project planning
• Preparing the data
• A decision at last

Total Laboratory Automation

• Total Laboratory Automation (TLA) Systems
• Strengths and Weakness of TLA
• A short list for TLA
• Preparing a project plan
• Installation
• Evaluating the system

Communication

• Communication (Keeping everyone informed)
• Working with companies

Finals

• Final quiz
• Final tests

Sexually Transmitted Infections - - This module is full for the April intake

This course has been designed for:

• Biomedical scientists wishing to get a broader knowledge of Sexually Transmitted Infections
• Clinical scientists
• Medical technical officers
• Healthcare scientists
• Nurses
• Doctors
• Allied health professionals

When you have completed this course, you will be able to understand:

• Demonstrate a comprehensive awareness of microbial infections causing STIs present in different areas of the world and the interpretation of clinical details including travel history
• Demonstrate an understanding of clinical presentations of STIs and sources of infections
• Demonstrate an appreciation of the planning process for purchasing automated and robotic systems
• Demonstrate the ability to identify infectious organisms causing STIs, including the challenges and pitfalls involved, by using critical evaluation of available methods
• Evaluate the different modalities necessary for the management and treatment of infections and suggest future options
• Critically assess and consolidate information from a variety of sources including peer-reviewed scientific publications and then produce reports according to professional standards suitable for public presentations
• Reflect on and contribute to critical debate on issues such as communicating information to patients, managing new outbreaks and the psychological impact and implications following infection with an STI

Indicative Content:

Introduction to Moodle

• Use and navigate the functions of Moodle
• Explore the Moodle tools.

Introduction

• Definitions
• Historic Perspective on STIs
• Development of Global Epidemiology of STIs
• Current UK Situation
• Organisms Causing STIs
• Curable and Incurable STIs
• Modes of Infection

Clinical Considerations

• Clinical Presentations
• Short and Long Term Consequences of STIs; Symptomatic and Asymptomatic Infections
• Psychological Impact and Implications Following Infection with an STI

Diagnosis

• Introduction
• Microbial Identification via Conventional Methods
• Novel Approaches to Microbial Identification Causing STIs
• Detection of Resistance Mechanisms in STIs Causative Organisms

Treatment

• Introduction
• A New Era
• Modern Standard Treatments
• Structures of Some Drugs
• Antiviral Treatments: Additional Commentary
• Modes of Action of Treatments

Vaccination and Prevention

• Introduction
• Management and Identification of Outbreaks
• Prevention Strategies
• Future Developments
• Presentation
• Self-evaluation: Contributions to The Course Using The Communication Tools