Training activity information
Details
Dissect a range of skin specimens received for basal cell carcinoma, squamous cell carcinoma and/or malignant melanoma:
- Non-orientated
- Orientated
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.
Considerations
- Local SOPs
- Specimen orientation, inking, block sampling and macroscopic description
- Quality of blocks
- RCPath cancer datasets
- Macroscopic pathological features specific to the disease entity
- NICE guidance
- Molecular testing strategies and national guidance
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 specific challenges might arise with non-orientated versus orientated specimens?
- What do you hope to achieve in terms of your dissection technique and understanding of skin cancer pathology during this activity?
- Discuss the different types of skin cancer (basal cell carcinoma, squamous cell carcinoma, malignant melanoma) with your training officer to ensure you understand their key macroscopic features and the principles of dissecting specimens for each.
- Review local laboratory policies regarding the handling and dissection of skin cancer specimens.
- What are the standard procedures for orientating and inking skin specimens for dissection?
- Consider the specific insights you hope to gain regarding the macroscopic features of different skin malignancies and their presentation in resection specimens.
- Think about what you already know about skin anatomy and how this relates to the dissection process.
- What practical skills in specimen handling, orientation, and tissue sampling do you hope to develop or improve?
- Consider possible challenges you might face during the dissection of different types of skin specimens (e.g., small lesions, lesions with unclear margins) and think about how you might handle them.
In action
- What actions are you taking to orientate (if applicable), ink, and dissect the specimen?
- Why are you choosing these specific dissection planes and techniques?
- What decisions are you making regarding the number and location of blocks to take as you dissect?
- What factors (e.g., size, margins, visible lesions) are influencing these decisions?
- Are the steps for handling non-orientated versus orientated specimens feeling more or less natural?
- What aspects require more focused attention?
- How well is your dissection revealing key anatomical structures and potential tumour extensions?
- Are you encountering any difficulties in visualising or accessing certain areas?
- What immediate learning points are emerging as you handle different types of skin cancers?
- How does the gross appearance relate to what you know about these malignancies?
- Are there different ways you could be approaching the dissection to better assess margins or tumour depth?
- Are you considering seeking immediate advice on challenging cases?
- Are you confident that your dissection and block selection will provide the necessary information for accurate microscopic diagnosis?
On action
- What were the key macroscopic features of the different skin specimens you dissected (basal cell carcinoma, squamous cell carcinoma, and/or malignant melanoma)?
- What differences did you observe between dissecting non-orientated and orientated specimens?
- What specific techniques did you use for inking and block sampling each type of specimen?
- How did the clinical history correlate with the macroscopic findings?
- What challenges did you encounter during the dissection of these skin specimens?
- How did you address them?
- What did you learn about the importance of orientation in skin specimens for accurate diagnosis and staging?
- Did your approach to dissection evolve during the activity? If so, how? How will this experience inform your future dissection of skin specimens?
- What specific techniques for skin specimen dissection do you want to further refine?
- How will you ensure you consistently consider orientation when dissecting relevant skin specimens?
- Do you need to seek further guidance on any specific aspects of skin specimen dissection?
Beyond action
- How does your experience of dissecting these skin specimens compare with your experiences from other dissection experiences (e.g., gastrointestinal, gynaecological)?
- What practices have you assimilated into your own practice as a result of these different experiences?
- Looking back at your reflections on skin specimen dissection, and considering subsequent experiences, what learning or actions have you identified as part of a review of the module?
- Consider if your view of the challenges and complexities of orientating and dissecting different types of skin cancer has changed as a result of analysing this with peers or colleagues through professional storytelling.
- How has the knowledge and skill gained from dissecting these skin specimens impacted your approach to dissecting other specimen types? How have you applied this knowledge since the original experience? How have you developed your dissection skills further?
- Identify clear actions for continued development of your skin specimen dissection skills.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 2 |
Outcome
Dissect the most common malignant specimens from a range of organ systems. |
| # 3 |
Outcome
Employ the appropriate specimen preparation, orientation, inking, block sampling and dissection rationale based on the clinical history for malignant specimens. |
| # 5 |
Outcome
Practice safely in accordance with quality management and accreditation standards. |