Training activity information
Details
Select the correct genetic tests for patients referred with acquired solid tumours, to include:
- Ovarian cancer
- Colorectal cancer
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What are the key genetic tests used in the diagnosis and management of ovarian and colorectal cancer? What specific genes or markers are typically analysed?
- What clinical information or referral details are crucial for determining the appropriate genetic tests for these solid tumours?
- What different sample types might be used for genetic testing of solid tumours, and how might this influence test selection?
- What specific insights do you hope to gain regarding the selection of genetic tests for ovarian and colorectal cancer?
- Are there particular challenges in selecting tests for solid tumours (e.g., tumour heterogeneity, evolving biomarker landscape) that you want to understand better?
- How will this activity contribute to your understanding of the application of genetic testing in sporadic cancers?
- Will you discuss the typical referral pathways and testing algorithms for ovarian and colorectal cancer with your training officer?
- What resources will you consult to ensure you are familiar with the latest guidelines and recommendations for genetic testing in these cancers?
- What potential difficulties might arise in this activity (e.g., interpreting ambiguous clinical information)? How might you handle these?
In action
- How are you currently approaching the selection, and what specific clinical factors (e.g., tumour type, stage, history) and guidelines are you drawing upon right now to decide which genes or panels are most appropriate?
- What challenges or complexities are you encountering—such as managing numerous biomarkers or somatic vs. germline implications—and how effective are your strategies in identifying the most relevant genetic drivers and therapeutic targets?
- How are you adapting to ambiguity or uncertainty, for instance by seeking further clinical details or specialist advice, to ensure your final selection is optimal and aligns with national and local protocols?
On action
- What were the key referral reasons and clinical presentations for the ovarian and colorectal cancer cases? What were the different types of genetic tests available and relevant for these tumour types? Were there any challenges in determining the most appropriate testing strategy based on the information available?
- Did you gain a better understanding of the genetic testing pathways for ovarian and colorectal cancer? Did you learn about specific biomarkers that are crucial for diagnosis, prognosis, or treatment decisions in these cancers? How did considering different patient scenarios impact your understanding of test selection?
- What further learning will you undertake regarding the specific genetic tests and their clinical utility in ovarian and colorectal cancer? How will you approach cases where the optimal testing strategy is not immediately clear? What role do multidisciplinary team discussions play in refining test selection in these contexts?
Beyond action
- Reflecting on this training activity, how does your current understanding of the complexities of genetic testing in solid tumours (e.g., tumour heterogeneity, somatic vs. germline) compare to your initial thoughts?
- Have subsequent experiences, such as analysing results or participating in discussions, changed your perspective on the most crucial genetic tests for ovarian and colorectal cancer?
- In your current work, can you identify situations where the principles of test selection for solid tumours learned here have been applicable to other cancer types?
- How will your understanding of the evolving landscape of biomarker-driven therapies in these cancers inform your future approach to selecting genetic tests?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Apply appropriate sample selection criteria for the commonly referred cancer samples, taking into account the implications of the referral with respect to sample type, sampling mixed cell populations, limits of detection, sensitivity of assay and patient management. |
| # 2 |
Outcome
Select the laboratory testing strategy for the commonly referred cancer samples at all stages of the patient pathway. |