Training activity information
Details
Perform and interpret electrophoresis including:
- HPLC
- Gel electrophoresis
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
- Guidelines and standards, including EQA and IQC
- Maintenance and basic troubleshooting
- Reference intervals
- Limitations of the methods
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 fundamental principles of electrophoresis, HPLC, and gel electrophoresis, and how do they differ in their applications in a haematology laboratory?
- What specific knowledge of normal and abnormal electrophoretic patterns (e.g., haemoglobin variants, serum proteins) will you need to interpret the results effectively?
- What potential challenges might you encounter during the performance of these techniques, and how will you prepare to troubleshoot them?
- Consider the specific insights you hope to gain, such as understanding the advantages and disadvantages of each electrophoresis method in different diagnostic scenarios.
- Think about what you already know about the principles of electrophoresis, HPLC, and gel electrophoresis, and how this activity will build upon that foundation.
- Discuss the specifics of this training activity with your training officer, ensuring you understand the protocols, equipment, and expected standards.
- Review the theoretical principles behind electrophoresis, HPLC, and gel electrophoresis, focusing on their applications in haematology.
- Consider potential challenges you might face, such as troubleshooting equipment issues or interpreting complex electrophoretic patterns, and think about how you might address them (e.g., reviewing troubleshooting guides, asking for guidance).
- Identify how you feel about undertaking this activity – are you confident, nervous, curious? Acknowledging your feelings can help you focus your preparation.
In action
- As you set up the HPLC or gel electrophoresis, what steps are you taking and why?
- What adjustments are you making based on your initial setup or any issues encountered?
- How effective do you feel your current technique is in achieving a good separation?
- What problems are you encountering (e.g., with sample loading, buffer preparation, running conditions)?
- Are there alternative ways you could be setting up the electrophoresis?
- Do you need to consult a colleague or SOP? Are you confident you are following the correct procedures?
- During interpretation of the electrophoretogram or gel, what features are you focusing on first and why?
- What decisions are you making about the presence or absence of bands/peaks and their significance?
- How well do you think you are interpreting the results in the context of what you know? What ambiguities or uncertainties are you facing?
- What new insights are you gaining about interpreting electrophoresis results? How does this interpretation fit with your existing knowledge of different protein/molecule migration patterns?
- Could you interpret this in a different way? Do you need to ask for a second opinion? Are you interpreting within the expected guidelines and your level of training?
On action
- Describe the process of performing electrophoresis, including both HPLC and Gel electrophoresis.
- What were the key steps involved in each technique?
- What were the visual or data outputs for each method?
- What specific features did you observe in the HPLC chromatograms or Gel electrophoresis bands?
- Were there any unexpected occurrences or challenges during the performance of these techniques?
- How did you approach the interpretation of the results from both HPLC and Gel electrophoresis?
- What parameters or markers did you focus on?
- What new skills or knowledge did you develop or improve in performing HPLC?
- How about Gel electrophoresis?
- How did this activity enhance your understanding of the principles behind these electrophoretic techniques?
- Were there any unexpected findings in your interpretations? What did you learn from these?
- How did the interpretation of results from HPLC compare and contrast with the interpretation of results from Gel electrophoresis for the same or similar analytes?
- What areas of performing or interpreting electrophoresis (HPLC and Gel) have you identified for continued development?
- How can you apply the learning from this activity to future tasks involving electrophoresis in different clinical contexts?
- What specific actions or ‘next steps’ will you take to further your understanding and skills in these techniques?
- What support or resources might you need to further develop your expertise in electrophoresis?
Beyond action
- Has your understanding or interpretation skills changed since you first completed this DTA, perhaps due to subsequent experiences with different sample types or clinical scenarios?
- Compare your reflections and any notes from when you first undertook this training activity with reflections from other training activities involving protein analysis or separation techniques. What observable behaviours or practices related to electrophoresis have you since assimilated into your routine practice?
- Revisit your reflections on this training activity. What key learning points or actions for future development did you identify then, and have you acted upon them?
- How has your experience with performing and interpreting electrophoresis supported your ability to understand subsequent investigations or case studies involving protein analysis?
- How have you applied the knowledge and skills gained from this training activity since the original experience? For example, has it influenced how you approach interpreting electrophoresis results in different clinical contexts or when discussing these results with colleagues?
- Identify the transferable skills you developed through this training activity, such as analytical skills, attention to detail, and the ability to correlate laboratory findings with potential clinical conditions. How might these skills be valuable in future roles or more complex investigations?
- Identify clear actions for continued development related to electrophoresis techniques and interpretation based on your reflections on this past experience.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Select techniques for the investigation of clinical presentations in haematology, haemostasis and transfusion science and medicine. |
| # 2 |
Outcome
Perform the laboratory techniques required for the investigation of clinical presentations in haematology, haemostasis and transfusion science and medicine. |
| # 3 |
Outcome
Interpret the results of the laboratory investigations for cases including red and white cell disorders and haemostatic and platelet disorders, haematological malignancy and transfusion serology. |
| # 4 |
Outcome
Describe the limitations of techniques applied in the investigation of clinical presentations in haematology, haemostasis and transfusion science. |
| # 5 |
Outcome
Apply the principles of internal quality control and external quality assessment and draw conclusions about assay performance. |
| # 6 |
Outcome
Demonstrate appropriate communication skills to present the results of investigations and cases clearly to healthcare professional colleagues. |