Training activity information
Details
Annotate and assess embryo development morphokinetics using time lapse technology
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
- Internal and external quality assurance (NEQAS)
- Evidence base surrounding morphokinetic assessment of embryos
- Importance of different morphokinetic variables
- Benefits and limitations of time lapse
- Application of emerging technologies
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
- How will this activity contribute to your understanding of how time lapse technology aids in embryo assessment and selection?
- Do you have access to timelapse within your clinic? If not, consider visiting a clinic that does use timelapse or use the online NEQAS assessment.
- What are the key morphokinetic parameters that are typically annotated and assessed using time lapse systems? What are the specific features and functions of the time lapse system used in your clinic? Are there Standard Operating Procedures (SOPs) or guidelines available for the annotation and assessment process? What are the different stages of pre-implantation embryo development that you will be observing?
- How will you improve your ability to recognise and annotate key developmental events captured by the time lapse system? What insights do you expect to gain into the relationship between morphokinetic parameters and embryo viability? What challenges do you foresee in accurately annotating and interpreting time lapse data? How do you think this activity will enhance your skills in evaluating embryo quality?
- Have you reviewed relevant literature or training materials on embryo morphokinetics and time lapse technology? Have you discussed the annotation and assessment protocols with your training officer or experienced colleagues? Will you familiarise yourself with the specific time lapse system and its software before starting the activity?
In action
- Pay attention to the specific morphokinetic parameters you are currently annotating (e.g., timing of cleavage events, blastocyst formation). How are you defining these events based on the time lapse images? Why are you focusing on these particular parameters? What decisions are you making as you progress through the time lapse sequence of an embryo (e.g., when to mark a specific event, how to interpret ambiguous visual cues)? What aspects of the annotation process feel intuitive based on your current knowledge, and which require more conscious effort or reference to guidelines?
- How efficiently are you able to annotate the key morphokinetic events? Are there any stages that are taking longer or proving more challenging to interpret? What challenges are you encountering as you assess the morphokinetic data (e.g., image quality, subtle variations in development)? What are you learning in the moment about the patterns of embryo development as you observe the time lapse videos? How does this align with what you already know? How does this activity connect to your understanding of embryo quality and its potential to inform clinical decisions?
- Are there alternative ways you could be approaching the annotation or interpretation of certain morphokinetic events? Do you need to seek clarification or guidance from a senior embryologist on any aspects of the assessment? Are you ensuring that your annotations and assessments are in line with the clinic’s SOPs and any relevant guidelines?
On action
- Begin by summarising the key morphokinetic events you annotated for the embryos you assessed. Were there any particular patterns or timings that stood out? What aspects of the time lapse technology interface or the annotation process were easier or more difficult than you anticipated? Did you notice any discrepancies or ambiguities in the visual cues of embryo development?
- What new insights did you gain into the timing and patterns of early embryo development through the use of time lapse technology? Did you improve your ability to identify and annotate specific morphokinetic parameters (e.g., timing of cleavage events, blastocyst formation)? Were there any unexpected challenges during the annotation process (e.g., poor image quality, variability in development)? What did you learn from these challenges? How did your reflection-in-action (the decisions you made while annotating) influence your overall assessment of the embryos? How does this experience relate to the requirements for evaluating embryo quality to inform clinical decisions?
- What areas for continued development have you identified in your ability to annotate and interpret embryo morphokinetics? How can you apply the knowledge and skills gained from this activity to future embryo assessments using time lapse technology? What further support or resources might you need to further develop your skills in this area? What are your next steps to consolidate your learning?
Beyond action
- Consider evaluating and re-evaluating your initial reflections on annotating and assessing embryo morphokinetics. Has your understanding of the significance of specific morphokinetic events evolved since undertaking this training activity? Compare your experience with this training activity to any subsequent experiences involving embryo assessment, whether through time-lapse or static morphology. Revisit your reflect-on-action notes from this training activity. Have any new insights emerged based on your subsequent training or reading? Have you discussed your experience with peers or colleagues? Has their perspective changed your view of the challenges or learning opportunities presented by this activity?
- How has the knowledge gained from this training activity about embryo development timelines and patterns influenced how you currently approach embryo grading and selection in general? Have the skills developed in annotating and interpreting time-lapse data been transferable to other aspects of your work, such as analysing research data or interpreting other types of visual information?
- Identify any transferable skills, such as attention to detail or systematic analysis, that were developed through this activity and how these might benefit your future roles or responsibilities. What clear actions for continued development in the area of advanced embryo assessment have been highlighted by reflecting on this experience in the context of your ongoing training?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Evaluate embryo quality and development to inform clinical decision. |
| # 6 |
Outcome
Identify and appreciate the emergence of new technologies and clinical advances for embryo selection and how these should be communicated to patients. |