General Information
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.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: BMED12-118 Subject title: Laboratory Medicine Subject level: Undergraduate Semester/Year: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forums
- Tutorial: x12 (Total hours: 24) - Weekly Tutorial
- Science Lab: x4 (Total hours: 8) - Science Lab
- Personal Study Hours: x12 (Total hours: 64) - Recommended Study Hours
Attendance and learning activities: Attendance at workshops/tutorials is compulsory. Students are required to attend a minimum of 75% of the workshops/tutorials in order to pass the subject. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | BMED12-118 |
| Subject title: | Laboratory Medicine |
| Subject level: | Undergraduate |
| Semester/Year: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
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| Attendance and learning activities: | Attendance at workshops/tutorials is compulsory. Students are required to attend a minimum of 75% of the workshops/tutorials in order to pass the subject. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
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):
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Define the general terminology used in laboratory medicine
- Describe the basic concepts underlying the relation between normal physiology and pathological processes
- Explain the basis of common tests used in laboratory medicine
- Perform some common diagnostic tests and interpret the results
- Describe how pathological injury is detected and disease is monitored using pathology tests
- Evaluate the impact of pre-analytical and analytical error in laboratory tests
- Outline contemporary issues in population screening.
- Explain the significance of biological variation and its impact on the interpretation of pathology results
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Closed) Online test - MCQ and SAQ 50.00% Final Examination Period 1,2,3,5,6,7,8 Computer-aided Test (Closed) Test 15.00% Week 6 1,2,3,5,6,7,8 Laboratory Report 2 x Laboratory Reports due weeks 5 and 7 each worth 10% 20.00% Progressive 1,2,3,4,5,6,8 Case Study 2 x PBL based activities due weeks 9 and 11 15.00% Progressive 1,2,3,4,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Closed) | Online test - MCQ and SAQ | 50.00% | Final Examination Period | 1,2,3,5,6,7,8 |
| Computer-aided Test (Closed) | Test | 15.00% | Week 6 | 1,2,3,5,6,7,8 |
| Laboratory Report | 2 x Laboratory Reports due weeks 5 and 7 each worth 10% | 20.00% | Progressive | 1,2,3,4,5,6,8 |
| Case Study | 2 x PBL based activities due weeks 9 and 11 | 15.00% | Progressive | 1,2,3,4,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Biological Variation, Reference Intervals, QC, QA, QI
• Understand assay performance and how it is assessed – CVa/CVb • Describe the systematic and random analytical error • List the different stages of the report request cycle • Understand the different types of errors that occur in each stage • Explain the processes used to identify and mitigate against each of these errors • Know the common QC rules and QC concepts.
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Investigating Liver Disease
• Understand the normal structure of the liver and the changes that occur during acute and chronic injury • Interpret Liver Function Tests including bilirubin • Know the serum markers used in viral hepatitis • Understand the pathologies of alcoholic liver disease, cholangitis, Wilson’s disease and haemochromatosis and what laboratory findings would be present in each disease. • Be aware of some of the major consequences of liver disease such as cirrhosis, portal hypertension and jaundice.
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Anemia
• Discuss the major causes of anaemia • Describe RBCs based on their morphology • Understand the aetiology, pathogenesis and diagnostic findings of iron deficiency anaemia, spherocytosis, sickle cell anaemia, and pernicious anaemia. • Describe the reciprocal relationships between ABO antigens and antibodies for blood types O, A, B, and AB • Identify the frequencies of the four major types in the population • Explain the formation of H, A, and B antigens on the red blood cells • Interpret the results from ABO typing.
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White Blood Cell abnormalities
• Understand the major abnormalities of lymphoid cells • Describe the common causes of leukopenia and leukocytosis • Explain the difference between lymphoid and myeloid neoplasms • Understand the difference between leukaemias and lymphomas • Describe the pathogenesis and diagnosis of acute myeloid and chronic lymphocytic leukaemia • Explain the differences between Hodgkins & Non-Hodgkins lymphoma.
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Investigating Renal Disease
• Describe the main pathology tests used to investigate kidney function and damage • Understand how kidney diseases can affect these tests • Discuss the causes of glomerulonephritis and the tests used to investigate this disease • Describe the laboratory main findings in pyelonephritis and cystitis and how they can be differentiated • Understand the pathogenesis of nephrosclerosis • Explain the kidney changes occurring in early and late-stage diabetic nephropathy.
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Calcium and Bone Disorders
• Understand calcium homeostasis • Understand the main causes of hyper and hypocalcaemia • Know the major causes of magnesium & phosphate abnormalities • Describe the aetiology, pathogenesis and laboratory findings in osteoporosis, rickets/osteomalacia and renal osteodystrophy.
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Investigating Metabolic Syndrome & Hypertension
• Understand Metabolic Syndrome (MS), the mechanisms that contribute to development of MS and how it is diagnosed • Know the common causes of hypertension (HT) and how they are investigated • Understand why adrenal diseases cause HT • Understand the investigation of adrenal disorders.
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Electrolyte Disorders
• Describe the causes of hypo and hyper- natreamia and kalaemia • Understand how we test for sodium and potassium in blood and urine and what the tests results indicate. • Understand the mechanisms regulating acid-base balance • Describe the tests in the blood gas panel • Recognise results of blood gas panel in relation to acid-base imbalances • Explain the pathogenesis and laboratory findings in renal tubular acidosis, pneumonia and COPD.
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Investigating Malabsorption
• Understand malabsorption and the typical symptoms experienced by patients • Name the three phases of digestion and a malabsorption disease that affects each phase • Describe the laboratory tests used to investigate malabsorption • Understand the cause and pathogenesis of exocrine pancreatic insufficiency, Whipple’s disease, Celiac disease, lactase deficiency • Describe the laboratory findings in each of these diseases that can be used to help diagnosis.
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Molecular Diagnostics
• Describe the different types of genetic testing & their applications • Explain the laboratory techniques & their limitations used to test for chromosomal abnormalities • Explain the laboratory techniques & their limitations used to test for common & private gene mutations.
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Skin Cancers
• Describe the three main types of skin cancer (BCC, SCC & MM) and other skin lesions • Discuss the cause & associated risk factors for developing skin cancer • Explain how skin cancer can be diagnosed, prevented & treated.