This subject introduces students to the practical application of clinical laboratory medicine in the diagnosis and monitoring of disease. It is designed to complement students' study of subjects such as pathophysiology, microbiology, biochemistry and critical reasoning by applying this knowledge base to the investigation of disease. The content links the differential diagnosis of various common acute and chronic diseases including renal failure, hepatitis, type 2 diabetes mellitus, skin cancer, anaemia and urine tract infection, with the testing that is commonly used, and illustrates the strengths and weaknesses of laboratory testing. The concepts of biological and analytical variation as they apply to the determination of reference intervals and the interpretation of results are explored. The problems associated with population and case based screening, diagnostic sensitivity, and the principles of evidence based medicine are also discussed.
|Faculty||Faculty of Health Sciences & Medicine|
1. Define the general terminology used in laboratory medicine
2. Describe the basic concepts underlying the relation between normal physiology and pathological processes
3. Explain the basis of common tests used in laboratory medicine
4. Perform some common diagnostic tests and interpret the results
5. Describe how pathological injury is detected and disease is monitored using pathology tests
6. Evaluate the impact of pre-analytical and analytical error in laboratory tests
7. Outline contemporary issues in population screening.
8. Explain the significance of biological variation and its impact on the interpretation of pathology results
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
Assumed Prior Learning (or equivalent):