Training activity information
Details
Perform oocyte collection procedures
Type
Entrustable training activity (ETA)
Evidence requirements
Evidence the activity has been undertaken by the trainee repeatedly, consistently, and effectively over time, in a range of situations. This may include occasions where the trainee has not successfully achieved the outcome of the activity themselves. For example, because it was not appropriate to undertake the task in the circumstances or the trainees recognised their own limitations and sought help or advice to ensure the activity reached an appropriate conclusion.
Reflection at multiple timepoints on the trainee learning journey for this activity.
Considerations
- Culture conditions
- Witnessing requirements
- Chain of custody
- In-house standard operating procedures
- Aseptic technique
- Infection control
- Record keeping and traceability
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
- Identify what is expected of you in relation to performing oocyte collection procedures in the lab.
- Consider how the learning outcomes apply, specifically in relation to identifying oocytes and associated cells.
- Discuss with your Training Officer to gain clarity of what is expected of you in relation to the key steps involved in performing oocyte collection.
What is your prior experience of this activity?
- Think about what you already know about the equipment, temperature control and sterile procedures used in oocyte collection.
- Consider possible challenges you might face during the activity, such as identifying empty cumulus.
- Recognise the scope of your own practice for this activity i.e. know when you will need to seek advice or help, and from whom. You may need to seek advice from your Training Officer when required, for example, if you encounter an unexpectedly bloody aspirate or cannot quickly locate oocytes in the follicular fluid.
- Acknowledge how you feel about working in the operating theatre environment.
What do you anticipate you will learn from the experience?
- Consider the specific skills you want to develop, such as handling follicular fluid and identifying oocytes under the microscope.
- Identify the specific insights you hope to gain into the clinical aspects and logistics of the oocyte retrieval process.
What additional considerations do you need to make?
- Consult actions identified following previous experiences of working in a theatre environment or handling time-sensitive biological material.
- Identify important information you need to consider before embarking on the activity, such as the patient’s scan results, the relevant protocols for oocyte collection and handling, and specific HFEA regulations.
In action
Is anything unexpected occurring?
- Are you noticing anything surprising or different from what you anticipate whilst performing procedures related to oocyte collection?
- Are you encountering situations such as:
- The follicular fluid retrieved having an unusual appearance (e.g., bloodier than expected)?
- The cumulus-oocyte complexes (COCs) being difficult to locate or handle within the fluid?
How are you reacting to the unexpected development?
- How is this impacting your actions? For example, are you responding to the situation appropriately? Did you need to adjust your search strategy or handling technique for the COCs?
- Consider the steps you are taking in the moment, such as asking for assistance or clarification from a colleague regarding the challenging fluid.
- How are you feeling in that moment? For instance, are you finding it difficult to work with potentially challenging fluid or COCs during the procedure? Is it affecting your confidence in isolating the COCs?
What is the conclusion or outcome?
- Identify how you are working within your scope of practice. For example, were you able to successfully identify and isolate the COCs? Or are you needing support because the aspirate was unexpectedly bloody and requires senior clinical guidance?
- What are you learning as a result of the unexpected development? For example, are you gaining insight into managing different types of follicular fluid or challenging COC morphology in the moment?
On action
What happened?
- Begin by summarising the key steps you took when assisting with or performing the oocyte collection procedure. What was your specific role and responsibilities?
- Consider specific events, actions, or interactions which felt important, such as how you maintained sterility, communicated with the clinician, or handled the tubes containing follicular fluid.
- Include any ‘reflect-in-action’ moments where you had to adapt to the situation as it unfolded, for instance, rapidly exchanging collection tubes or adjusting the temperature of the collection apparatus.
- How did you feel during this experience, e.g., did you feel focused on managing the workflow or stressed by the theatre environment?
How has this experience contributed to your developing practice?
- Identify what learning you can take from this experience regarding performing or assisting with oocyte collection. What strengths did you demonstrate, e.g., effective organisation and anticipation of the clinician’s needs?
- What skills and/or knowledge gaps were evident, e.g., recognising specific cells in the follicular fluid or managing workflow efficiently?
- Compare this experience against previous engagement with similar activities – were any previously identified actions for development related to oocyte collection achieved? Has your practice improved in performing oocyte collection in accordance with HFEA regulations?
- Identify any challenges you experienced, such as a difficulty with the aspirate or time pressure during tube handling, and how you reacted to this. This might include needing to seek advice or clarification from the clinician or senior embryologist during the procedure.
What will you take from the experience moving forward?
- Identify the actions or ‘next steps’ you will now take to support the assimilation of what you have learnt, including from any feedback you have received, with regards to improving communication flow and speed during the procedure.
- What will you do differently next time you approach performing or assisting with an oocyte collection, for instance, by proactively establishing clearer verbal communication for tube exchange with the clinician?
- Do you need to practise any aspect of the activity further, such as handling tubes under time pressure or key learning outcomes related to identifying oocytes and associated cells?
Beyond action
Have you revisited the experiences?
- How have your subsequent experiences of performing oocyte collection procedures since completing this specific training activity led you to revisit your initial approach or decisions during that activity? For example, how an instance where a subsequent collection required rapid identification of oocytes forced you to re-evaluate the efficiency of your organisation and handling of follicular fluid during your first attempt at this training activity.
- Considering what you understand about oocyte collection logistics, identifying cellular components (e.g., cumulus cells), and techniques now, were the actions or considerations you identified after your initial reflection on this training activity sufficient? How have you since implemented or adapted improvements in your communication with the clinical team and sample handling practices based on further learning and experiences? For example, how you proactively integrated observable behaviours related to efficient time management and sterile technique based on further learning.
- Has discussing challenges during oocyte collection or nuances in retrieval techniques with colleagues, peers, or supervisors changed how you now view your initial experience in this training activity? For example, how professional storytelling with a senior colleague about managing a challenging aspirate refined your understanding of the complexities of the procedure.
How have these experiences impacted upon current practice?
- How has the learning from this initial training activity, in combination with subsequent oocyte collection experiences, contributed to your overall confidence and ability in assisting with collection logistics and handling follicular fluid, particularly in preparing for assessments like DOPS or OCEs? For example, how your accumulated skills developed in sample handling, identifying cellular components (e.g., cumulus cells), and time management now enables you to confidently assist with oocyte collection and identification during a DOPS assessment.
- How has reflecting back on this specific training activity, combined with everything you’ve learned since, shaped your current approach to performing oocyte collection procedures? How does this evolved understanding help you identify when something is beyond your scope of practice or requires escalation? For example, how your evolved approach means you now routinely seek advice from the Training Officer or clinical team immediately if you cannot quickly locate oocytes, recognising this requires immediate procedural guidance.
- Looking holistically at your training journey, how has this initial oocyte collection experience, revisited with your current perspective, contributed to your development in meeting the learning outcomes related to identifying oocytes and associated cells? For example, how this foundational experience has supported your development in precision, sterile technique, and teamwork, skills crucial for procedures involving time-sensitive biological material.
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 3 |
Outcome
Perform oocyte collection. |
| # 7 |
Outcome
Practice in accordance with HFEA regulations. |