Joy Elizabeth Martindale

1. Joy Elizabeth Martindale Specialist Biomedical Scientist Cellular Pathology

2. Specialist Portfolio (Specialist Diploma) • To be eligible for assessment, candidates must have minimum one year in IBMS membership since award of Certificate of Competence • All modules must be completed • Generic section now removed • Portfolios issued between 1st February and 31st August 2011 do not need to complete generic section • Evidence of Achievement section will have three standard requirements for evidence • Time limit of 3 years introduced for completion of portfolio (with effect from September 2011) • Discipline-specific external assessor will review the portfolio and establish confidence that the benchmark standard of specialist practice has been achieved.

3. Evidence for Specialist Diploma • One lever arch file • Filed in order of standard • Indexed appropriately • Employer must put together a training programme for completion of the portfolio • Enables trainee to receive appropriate support • Ensures training is based on current practice for in-house training and CPD • Evidence of achievement signed internally to show completion of each standard • On completion, portfolio should contain a completed and signed record of laboratory training in the designated speciality e.g. Cellular Pathology

4. Evidence of Achievement • Three standard requirements: • Observed by trainer to carry out specific function/ investigation (signature as evidence) • Answered questions set by trainer (single piece of evidence to demonstrate this) • Single piece of evidence chosen by the candidate (not the trainer) to reflect an aspect of the training • Reflective log to describe training experiences and cross-reference to their chosen piece of evidence

5. Evidence of Achievement • Audit trail results • Annotated photographs • Copies of QC logs • Copies of EQA records • Maintenance schedules • Error logs • Essays (e.g. CPD or from university) • Quizzes • Notes • PowerPoint presentations • Annotated kit inserts • Annotated journal papers • Training records (competency logs) • Witness testimonies • Assessment logs • Reflective learning • Case studies

7. Case Study Example of Evidence

8. Metastatic prostate cancer in the humerus Tumour (malignancy) Bone marrow Necrosis • Things required: • Further fixation • Decalcification • Block selection

9. (Potential) Mitotic Figure Normal Bone Apoptotic Cell Mucin

10. Further Tests for Case Study • PAS ± Diastase: shows mucin (allows for differential diagnosis of adenocarcinoma) • Alcian Blue: shows mucins in adenocarcinoma • Immunocytochemistry panel • CK-MNF-117: useful to identify carcinomas • p63: distinguishes between squamous cell carcinoma (positive) and adenocarcinoma (negative) • PSA: prostate specific antigen (positive)

11. Standards Met in Case Study • 7.1a: Fixation • 7.1b: Tissue selection • 7.1c: Decalcification • 7.1e: Microtomy • 7.2b: Haematoxylin and eosin staining • 7.2c: Pathological tissues • 7.2d: Inflammation, fibrosis and malignancy • 7.2i: Carbohydrates and mucins: be able to demonstrate a range of carbohydrates in tissue sections • 7.4b: Stain tissue sections using immuno-enzyme methods; know the value of panels in immunocytochemistry for the diagnosis of disease • 7.6b: Demonstrate understanding of the use of cameras for macroscopic and microscopic imaging of cellular pathology specimens

12. Advice for Training Officers • Meet regularly with student to discuss/ review work • Ensures portfolio progresses at a reasonable rate • Sign things off as they are completed • Perhaps introduce tutorial sessions for question/answer sessions • Make notes on the student’s work • e.g. have discussed this with… have you thought about… • Encourage discussion • Set small goals to achieve completion • e.g. questions, case study, taking pictures etc • Listen and support! • Invest in your students: they will become your most valuable resource!

13. Advice for colleagues • Make time for discussion • Allow them to pick your brains • Ask questions to make them think about the procedures they are doing • WHY?? • Encourage and support them, especially when they feel overwhelmed! • Remember you were a student once too! • Be patient!!!

14. Advice for Students • Ask questions • Your colleagues are your most valuable resource for learning • Reflect on what you are doing and why you are doing it • Write down things you have learned and annotate • Get competency logs completed as soon as you learn something new, or to show continuing competence after Registration Portfolio • Consider identifying case studies to follow through the lab (covers multiple standards) • Seek opportunities to visit other labs/ sections • Index, index, index! • DON’T PANIC!!!

15. Personal Reflections • Hard work • Completing competencies for the standards take time and energy (usually outside of work) • Sometimes you have to repeat requests for help and support • Can be frustrating • Definitely worth it! • Creates more confidence in your own abilities • Allows a greater understanding of your work • Allows you to improve your skills • Builds better relationships with colleagues • Opens up new avenues for developing protocols and procedures • Great sense of achievement and pride once it is completed

17. Questions?