Diagnostic Cellular Pathology
Run by School of Medical Sciences
10 Credits or 5 ECTS Credits
Organiser: Mrs Bethan Davies Jones
Overall aims and purpose
The aim of this module is to develop an up-to-date advanced theoretical knowledge base of Cellular Pathology underpinning the Histopathological and Cytological laboratory diagnosis and clinical management of both neoplastic and non-neoplastic diseases.
Please note This module is a core component of the School of Medical Sciences accredited Biomedical Sciences degree programs. As such students without appropriate pre-requisite background knowledge and understanding of histology and histochemistry, human physiology, anatomy, and cellular biology may find the module content and assessments challenging.
To enhance learning and understanding, lectures are recorded using the Panopto system.
Lectures Lectures will explore
- Population screening
- The importance of the pathology report in patient management
- Key areas of diagnostic pathology
- Diagnostic uses of IHC, ISH, and other molecular techniques
Tutorial The module will conclude with a tutorial to prepare for the end of module exam.
Practical The practical will provide a hands-on experience in interpreting photomicrographs of pathological preparations, interpreting molecular data, and to advise referral/treatment for 'patients'.
Category A (70%-100%):
Completed assessments present very accurate relevant taught material, integrated with numerous directed outside core text-reading and some self-researched information sources. Essays, answers, and reports present very coherent and well-organised arguments that demonstrate excellent overall knowledge and understanding of all module material.
Evidence of in-depth critical thinking and wider reading are important for grades of A+ and above
Category B (60%-69%):
Completed assessments present overall good accurate relevant taught material, integrated with some directed core text outside-reading. Essays, answers, and reports are well organised and structured, contain good coherent arguments, and demonstrate good overall knowledge and understanding of all module material.
Category D (40%-49%):
A threshold student should have a basic knowledge of the essential facts and key concepts presented in this module. Written answers should demonstrate an ability to organise relevant lecture material into a coherent argument. The answer may contain errors and knowledge gaps.
C- to C+
Category C (50%-59%):
Completed assessments present relevant accurate taught material but may lack explanation and context. Statements are largely correct but not further supported. Essays, answers, and reports are sufficiently coherent and well presented to demonstrate a sound understanding of module material.
Critically discuss selected key areas of diagnostic cellular pathology
Critically evaluate the limitations of methods used in gynaecological and non-gynaecological-cytology.
Critically evaluate the limitations of the most common methods utilised in immunocytochemistry and in-situ hybridisation.
Summarise the major cell types investigated in gynaecological cytology.
Case study based report.
|EXAM||End of Module Exam||
Essay based exam. Choose two questions out of 4.
Teaching and Learning Strategy
Directed and self-directed reading around the topic to supplement lecture material and to prepare for the practical session. Revision for final exam.
1 x 2-hour session. Revision for final exam
The core of the module consists of 8 lectures.
Lectures may convey substantial elements of the subject content, provide core themes and explanations of difficult concepts, as well as set the scene for and inspire students' independent learning. Lectures encourage and enable students to develop skills in listening and selective note-taking, to appreciate how information is structured and presented, and to understand the means by which scientific information is obtained. Where appropriate, lectures include reference to experimental evidence and arguments for and against specific hypotheses. The traditional format may be enhanced through the use of computer-based or other learning aids and interactive student participation in groups or by communication networks.
|Practical classes and workshops||
Laboratory classes support learning. They illustrate scientific approaches to discovery, provide opportunities for acquisition of subject-specific technical and transferable skills and reinforce the taught curriculum. This may be associated with appropriate methods to deal with data handling and statistics.
Another objective is to help students to consolidate, deepen and extend the knowledge and understanding that they have previously acquired. Above all, such classes train students in the practical skills and competencies required of their chosen subject area.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
Biomedical Science benchmarks:
The programme aims to give students a comprehension of scientific investigation of Diagnostic Cellular Pathology. (benchmarks: 5.1; 5.3; 5.5)
On successful completion of the course, students will be able to engage with essential facts, major concepts, principles and theories associated with Diagnostic Cellular Pathology and to understand the biological mechanisms underlying human pathological conditions and the basis of the analytical techniques used to diagnose and monitor these conditions. (benchmark: 6.4)
Graduates will be able to apply their knowledge to a professional, evidence-based approach to research into the pathogenesis and origins of disease processes. (benchmark: 6.2)
Biomedical science graduates are aware of the current laboratory methods to investigate and diagnose human diseases in clinical and research environments. This includes an appreciation of research and the development of new technologies. (benchmark: 6.3)
Biomedical sciences graduates should recognise and apply subject-specific theories, paradigms, concepts or principles to reach evidence-based decisions. (benchmark: 4.2)
To be able to receive and respond to a variety of sources of information (textual, numerical, verbal, graphical), carry out sample selection, produce record scientific records & analyse data within a statistical context (an understanding of statistical significance and statistical power), and to communicate the outcomes to a variety of audiences using a range of formats, media and approaches including the avoidance of plagiarism. (benchmark: 4.4; 4.5)
Graduates should develop the skills necessary for self-managed and lifelong learning, have an appreciation for the role and impact of intellectual property, and identify and work towards targets for personal, academic, professional and career development. (benchmark: 4.7)