TEACHER’ S RESOURCE PACKET - What's My · PDF fileTeacher’s Resource Packet...

TEACHER’S RESOURCE PACKET

Furnished by ASCP

TABLE OF CONTENTS

Lesson At-A-Glance ...………………………………………...……………..…..……. Page 3 Lesson Plan ……………………….……………………………………………….……. Pages 4 - 16 Glossary of Terms ..…………………………………………………………..…..…….. Pages 17 - 19 Student Worksheet Answer Key ..………...…………………..…………………….. Pages 20 - 21 Student Worksheet ...………………………………………………………………….. 2 - 23

INTRODUCTION

Thank you for your interest in learning more about Medical Laboratory Professions! This Teacher’s Resource Packet contains everything you’ll need to successfully teach this lesson in a classroom or a computer lab.

At the end of this packet, you’ll find a Glossary with definitions of the relevant terminology used in the Lab Hero Challenge. It’s best to print one copy per group/pair of students prior to the beginning of the lesson as a reference tool.

The student worksheet and answer key can also be found at the end of the resource packet. Please print one worksheet per student to ensure active participation throughout the lesson. You also may want to print a copy of the answer key for your own reference.

TOTAL TIME ESTIMATE: 45 min

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LESSON AT-A-GLANCE

SESSION OBJECTIVE

Students are introduced to the inner workings of a pathology laboratory and learn what medical lab professionals do on a daily basis.

PRE-SESSION PREP • Familiarize yourself with

the website.• Read through this Teacher’s Resource Guide.• Prepare definitions for words that your class

may be unfamiliar with, e.g., “pathology,”“accessioning,” “grossing.” These will becovered in the material, but it could be helpfulto discuss them early in the session to ensure amore complete understanding.

• Confirm all computers are functional with

MATERIALS

• Student Worksheet + Answer Key

• Glossary Page

• Projector and Computer

• Internet Connection

TIMING BREAKDOWN

Welcome and Orientation……………………………………….………………….…..…2 minutes

Introduction to Module………………………………………………………….…...……..2 minutes

Introduction of Patient & Lab Heroes…………………………...………………..………8 minutes

Our Lab-Tastic Journey……………………………………………...……………..………20 minutes

Wrap-Up…………………………………………………………………...……………..…….5 minutes

SET-UP NOTE

Some of the following directions are written for a situation with a computer and projector for the full class to see and read the screen. There are also adapted directions for a computer lab with one computer per 1-2 students. Please use the directions relevant to your environment.

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FACILITATOR INSTRUCTIONS

WELCOME AND ORIENTATION (2 minutes) Introduce students to the lesson: “Today we’ll be doing the Lab Hero Challenge to investigate careers as medical lab professionals. Medical lab professionals help diagnose many cancers and diseases, saving lives as modern-day heroes.”

CLASSROOM ENVIRONMENT

• Orient the students by saying, “Up on the screen, you’ll see we’re atthe WhatsMyNext.org website. This is a great source for moreinformation about these jobs and how to start a career, and it’s alsowhere we’ll complete the Lab Hero Challenge today.”

• Click on the ‘Test Your Skills’ button at the top of the page and thenchoose Lab Hero Challenge.

COMPUTER LAB ENVIRONMENT

• Instruct students to navigate to the WhatsMyNext.org website.

• Explain, “This is a great source for more information about these jobsand how to start a career, and it’s also where we’ll complete the LabHero Challenge today.”

• Instruct students to click on the title page to bring up the introductionscreen.

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INTRODUCTION TO MODULE (2 minutes)

The narration of the module will introduce the class to clinical laboratory professionals and what they’ll be doing in the e-learning module.


Click “BEGIN” and then listen to the following three screens.


Instruct students to click “BEGIN” and listen to the following three screens.

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INTRODUCTION OF PATIENT & LAB HEROES (8 minutes)

The module will introduce the class to an example breast cancer patient, as well as the three Lab Heroes.


• Proceed through the screens about the patient, Jodie, and the “MeetOur Lab Heroes” screen.

• Karen, Darren, and Dr. Watanabe come on screen next; interact withthe screen to learn more about each Lab Hero.


• Give students time to make their way through the pop-up on the titlepage, the instructions, the section about the patient, Jodie, and the“Meet Our Lab Heroes” section.

• Students should familiarize themselves with the patient and the LabHeroes.

• Instruct students to pause after learning about Dr. Watanabe.

• Bring the class back together after 8 minutes by calling on threestudents to identify something about each Lab Hero that helpshim/her do a good job.

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• Ask a student to read Karen’s Background and Qualifications fromthe screen.

• Click on each black-and-white icon to bring up her “Powers.”

• Ask another student to point out something they notice about Karenthat helps her do a good job.

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• Ask a student to read Darren’s Background and Qualifications fromthe screen.

• Click on each black-and-white icon to bring up his “Powers.”

• Ask another student to point out something they notice about Darrenthat helps him do a good job.

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• Ask a student to read Dr. Watanabe’s Background and Qualificationsfrom the screen.

• Click on each black-and-white icon to bring up his “Powers.”

• Ask another student to point out something they notice about Dr.Watanabe that helps him do a good job.

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OUR LAB-TASTIC JOURNEY (20 minutes)

The module walks the class through a lab’s rooms and processes. The Accessioning Area is first, then the Grossing Station.


• Continue the narration until the first Challenge, “Hand Me That,” is onthe screen.


• Direct students to walk through the full “Our Lab-Tastic Journey.”

• Remind students to keep notes on their worksheet of answers tochallenges, as well as any questions that arise.

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Lead the class through each step in deciding which tool should be used for each step in the Grossing process.

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• Continue to the section entitled “How’s your spatial thinking?” andaccess the inking diagram to show the class how the sample wasoriented and learn the terms.

• Lead the class through the Inking Challenge, “3D Thinking.”

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• The narration continues from “Time for a good long soak” to the“Histology Lab,” and then “Embedding Center.”

• Lead the class through the “Choose the Tool” Challenge.

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• Play the narration from “Sectioning, Mounting & Staining” through thesection featuring Dr. Watanabe.

• Lead the class through the “What can you spot?” Challenge.

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• The narration will continue through “Reporting & Consulting” and “OurLab Heroes.”

• Lead the class through completion of the “Can you remember the path?”Challenge.


• Direct the students to complete the “Can you remember the path?”Challenge and then reconvene the class.

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WRAP-UP (5 minutes)

• Ask if the class has any questions to discuss.

• Call on 2-3 students to share something they learned duringthe module.

• Encourage the class to access the website again to learn about theeducation needed to succeed in lab careers.

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FIGHTING BREAST CANCER

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GLOSSARY

accessioning: entering the demographics for a particular patient’s analysis into an information system; logging or documenting a specimen coming in to the lab.

anatomic pathology laboratory: a medical facility responsible for the handling, processing, and diagnosis of tissue specimens received from the operating room and outpatient surgery centers.

anterior: an anatomic orientation term meaning situated nearer the front part of the body. For example, the anterior surface of the heart is toward the breast bone (the sternum). Anterior is the opposite of posterior.

ASCP: The American Society for Clinical Pathology

biopsy: a tissue sample removed from the body for microscopic examination, usually to establish a diagnosis.

BS: Bachelor of Science degree

ductal carcinoma in situ (DCIS): a cluster of malignant cells in the mammary ducts that has not spread to surrounding breast tissue. DCIS is the most common noninvasive breast cancer and accounts for 25% of all breast cancer diagnoses. If left untreated, as many as 50% of patients with DCIS will develop invasive cancer. Because these cells grow in the ducts, they develop without forming a palpable mass. In its early stage, this condition can be diagnosed through the use of mammography.

embedding: in histology, the process of surrounding a specimen with a firm and sometimes hard medium such as paraffin, wax, celloidin, or a resin, to make possible the cutting of thin sections for microscopic examination.

eosin: any of several red dyes used in histology, often in conjunction with hematoxylin. It is attracted to cytoplasm, which stains pink.

formalin: a 37% aqueous (water) solution of formaldehyde (a pungent gas). Formalin is used as a histologic fixative for histology.

grossing: a short term for gross examination, which is the observing and recording of aspects of tissue that are visible to the naked eye, i.e., without magnification by a microscope.

hematoxylin: a crystalline compound (C16H14O6) agent widely used in histology, often in conjunction with eosin. It has an affinity for cell nuclei, which stain a deep blue.

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histology: a branch of anatomy that deals with the minute structure of animal and plant tissues as discernible with the microscope; also called microscopic anatomy.

histotechnician: a health professional who prepares sections of body tissue for examination by a pathologist, including the preparation of tissue specimens for diagnostic, research, or teaching purposes. The histotechnician processes tissue by fixation, dehydration, embedding, sectioning, decalcification, microincineration, mounting, and routine and special staining.

HT: a Histology Technician

inferior: an anatomic orientation term meaning the undersurface; below or toward the feet. For example, the heart is inferior to the brain. Inferior is the opposite of superior.

lateral: an anatomic orientation term meaning toward the left or right side of the body, i.e., the side that is farther from the middle or center of the body. Lateral is the opposite of medial.

lumpectomy: the surgical removal of a tumor and the immediately adjacent tissue from the breast. If cancer is identified in the lump or in neighboring lymph nodes, adjunctive therapies may be recommended, e.g., chemotherapy or radiation therapy.

medial: an anatomic orientation term meaning in or toward the middle; nearer the middle of the body. For example, the medial side of the knee is the side closest to the other knee whereas the lateral side of the knee is the outside of the knee. Medial is the opposite of lateral.

microtome: an instrument for preparing thin sections of tissue for microscopic study.

MS: Master of Science degree

non-invasive: not tending to spread.

oncologist: a physician who specializes in the diagnosis and treatment of cancer. After a cancer diagnosis is made, it is the oncologist’s role to explain the cancer diagnosis and the meaning of the disease stage to the patient, discuss various treatment options, recommend the best course of treatment, deliver optimal care, and improve quality of life both through curative therapy and palliative care with pain and symptom management.

PA: a Physician Assistant

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pathologist: a physician who identifies diseases and conditions by studying abnormal cells and tissues. The pathologist evaluates or supervises diagnostic tests, and functions as a laboratory consultant to clinicians. He/she may conduct experiments or other investigations to determine the causes or nature of disease changes.

pathologists’ assistant: an intensively trained health professional who provides anatomic pathology services and is qualified to perform all of the surgical and autopsy functions of a pathologist leading up to, but not including, the diagnosis. His/her duties may include preparation and gross description and dissection of human tissue surgical specimens; photography and gross dissection skills for surgical specimens; training other pathology lab personnel; and research and administration.

pathology: the study of the nature and cause of disease, which involves changes in structure and function. Clinical pathology is the analysis of blood and body fluids (e.g., plasma, serum, cerebrospinal fluid, or urine) in the laboratory to aid in the diagnosis and treatment of disease.

posterior: an anatomic orientation term meaning the back, or nearer the back of the body. Posterior is the opposite of anterior.

sectioning: the slicing of thin sections of tissue, cells, microorganisms, or any other material for examination under the microscope.

superior: an anatomic orientation term meaning above; situated nearer the top of the head. For example, the superior surface of the tongue rests against the palate. Superior is the opposite of inferior.

UCLA: University of California, Los Angeles

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STUDENT WORKSHEET ANSWER KEY

1. Karen received a bachelor’s degree in _____, and then completed a two-yearmaster’s degree to become a _____.(science, PA)

2. How long did Darren study in a histotechnician program before hewas certified?(2 years)

3. Dr. Watanabe did NOT have to earn which of the following degrees to becomea pathologist?

a. PhDb. MDc. MSd. BS

(correct answer = A)

4. Which of the following is NOT a room in the Lab-Tastic Journey?a. Receiving and Grossing Roomb. Histology Labc. Gross Accessioning Aread. Pathologist’s Office

(correct answer = C)

5. Why is a tissue specimen inked?(To show how the tissue was positioned in the patient’s body before beingremoved)

6. True or False: Hot paraffin wax is used before the cold console when a tissuespecimen is embedded.(True)

7. Name the two agents used to color the cells and structures of atissue specimen.(hematoxylin and eosin)

8. True or False: Hematoxylin stains acids in the cell nuclei pink and eosin stainsproteins in the cell cytoplasm blue.(False. Hematoxylin stains blue and eosin stains pink.)

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STUDENT WORKSHEET ANSWER KEY

9. Who makes the diagnosis after analyzing a tissue sample that has made its waythrough a pathology lab? What else is included in the final report?(The pathologist; also included is the prognosis and treatmentrecommendations.)

10. Which Lab Hero role is most interesting to you? Why?

21Copyright 2015 ASCP. All Rights Reserved

STUDENT WORKSHEET

1. Karen received a bachelor’s degree in ……………………………, and then

completed a two-year master’s degree to become a ……………………….

2. How long did Darren study in a histotechnician program before hewas certified?

…………………………………….

3. Dr. Watanabe did NOT have to earn which of the following degrees to becomea pathologist?

a. PhDb. MDc. MSd. BS

4. Which of the following is NOT a room in the Lab-Tastic Journey?a. Receiving and Grossing Roomb. Histology Labc. Gross Accessioning Aread. Pathologist’s Office

5. Why is a tissue specimen inked?

…………………………………….…………………………………….…………………………

………….…………………………………….……………………………………………………

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STUDENT WORKSHEET

6. True or False: Hot paraffin wax is used before the cold console when a tissuespecimen is embedded.

…………………………………….

7. Name the two agents used to color the cells and structures of atissue specimen.

…………………………………….

8. True or False: Hematoxylin stains acids in the cell nuclei pink and eosin stainsproteins in the cell cytoplasm blue.

…………………………………….

9. Who makes the diagnosis after analyzing a tissue sample that has made its waythrough a pathology lab? What else is included in the final report?

…………………………………….…………………………………….…………………

………………….…………………………………….…………………………………….

10. Which Lab Hero role is most interesting to you? Why?

…………………………………….…………………………………….…………………

………………….…………………………………….…………………………………….

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