• Introduction to the degree program and the learning environment
• Overview of the curriculum and study program
• ECTS system and workload planning
• Milestone planning and semester structure
• Risk management and buffer times in the curriculum
• Team building and communication rules in the year group
• Setting up learning networks and collaboration platforms
• Portfolio work to document subject specialization

• The students build targeted learning networks at the new learning location, define roles, communication channels and collaboration rules in their year team.

• Students analyze the curriculum and course of study, derive workload and milestone planning and create a semester plan (ECTS comparison, risk and buffer times), which they iteratively evaluate and adapt in a reflection loop.

• Students set up a learning goal-oriented portfolio for process documentation of their subject specialization.

• Interactive introductory session
• Group work / team building
• Peer learning
• Workshop on study planning
• Portfolio work
• Reflection sessions
• Blended learning (optional for materials)

Continuous assessment

• Organization and structure of the human organism
• Repetition of basic anatomical knowledge
• Structure-function relationships and their interpretation
• Anatomical variants vs. standard findings
• Networking of anatomical knowledge with medical-therapeutic specialties
• Clinical relevance of anatomical structures

• Students repeat and consolidate their basic knowledge of the structure of the human organism.

• Students critically interpret structure-function relationships and classify anatomical variants in relation to standard findings.

• The students network their knowledge with the specialist areas of the medical, therapeutic and diagnostic health professions.

• Blended learning (digital modules, self-study)
• Interactive learning platforms
• Case-based exercises (structure-function relationships)
• Peer learning / group work

Final exam

• Causes of disease and underlying mechanisms (etiology, pathogenesis)
• Analysis of etiology-pathways
• Morphological tissue changes of important diseases
• Interpretation of histological and imaging findings
• Classification of pathological patterns (e.g. forms of necrosis, degrees of dysplasia)
• Linking pathological changes with diagnostic results
• Significance of various diseases for patients
• Selection of diagnostic and therapeutic options from guidelines

• Students systematically repeat and consolidate their understanding of disease causes and underlying mechanisms, critically analyze etiology-effect pathways.

• Students repeat and consolidate their knowledge of the pathogenesis and morphological tissue changes of important diseases, interpret histological and imaging findings, classify patterns (e.g. forms of necrosis, degrees of dysplasia) based on defined criteria.

• Students repeat and consolidate the assessment of the significance of various diseases for patients, select diagnostic and therapeutic options from guidelines on a case-by-case basis and argue the selection in a comprehensible manner.

• Students repeat and consolidate the link between pathological changes and diagnostic results.

• Lecture
• Case discussions and interactive discussions
• Problem-Based Learning (PBL)
• blended learning
• Peer learning / group work
• Digital image analysis

Final exam

• Basic concepts of physiology
• Structure and function of the human organism
• Physiological processes in the organ systems
• Structure-function relationships
• Anatomical variants and their functional significance
• Linking physiological principles with diagnostic applications

• Students systematically repeat and consolidate the basic parameters of the structure and function of the human organism.

• Students repeat and consolidate the interdisciplinary classification of physiology in a targeted manner. They derive the significance within the medical, diagnostic and therapeutic health professions.

• Students repeat and consolidate physiological principles, taking into account the requirements of profession-specific diagnostics.

• Lecture
• Interactive discussions
• Blended learning (digital modules presence)
• Problem-Based Learning (PBL)
• Peer learning / group work
• Case studies on the application of physiological principles

Continuous assessment

• Derivation and justification of scientific questions
• Structuring research questions (e.g. PICO)
• Systematic literature research in subject-specific databases
• Critical selection and documentation of relevant literature
• Reflection on the opportunities and limitations of AI-supported research

• Students formulate clearly structured scientific or clinical questions from practical or theoretical problems and justify their relevance in the respective subject context.

• Students plan and carry out targeted literature searches in subject-specific databases and reflect on the use of AI-supported research tools with regard to traceability, bias and limitations.

• Students justify the selection of relevant specialist literature in relation to the respective research question and document their research and selection process transparently, without claiming completeness or systematic synthesis of evidence.

• Problem-oriented learning
• Research-based and self-directed learning
• Guided literature research exercises
• Moderated peer learning
• Reflection tasks / learning journal

Module exam

• Fundamentals of evidence-based practice
• Evidence hierarchies and study designs
• Critical evaluation of scientific studies
• Evidence assessment methods (e.g. GRADE)
• Creation of structured CATs
• Derivation of practice-relevant conclusions and critical reflection on the quality of evidence

• Students explain and reflect on the basic principles of evidence-based practice and the significance of different types of evidence in the context of clinical and profession-specific issues.

• Students assess the methodological quality and informative value of individual scientific studies on the basis of specified criteria and present their assessment in a comprehensible manner.

• The students create a Critically Appraised Topic (CAT) on a clearly defined question, in which relevant evidence is summarized in a structured way and presented as well-founded decision support for the respective practical context.

• Structured literature discussion
• Guided Critical Appraisal
• Project-oriented learning (CAT creation)
• Self-directed learning
• Presentation and feedback formats
• Collegial peer feedback

Module exam

Data collection-documentation, anamnesis etc.,
Role plays, case studies

• Students analyze complex anamnesis situations in a clinical-diagnostic context, identify communicative challenges and evaluate their influence on diagnostic decision-making and the further clinical process.

• Students develop structured, target group-oriented anamnesis strategies by selecting specific interviewing and questioning techniques, justifying their application in a patient-centered setting and reflecting on their diagnostic added value.

• Students evaluate the quality of anamnesis interviews using scientifically based communication models and systematically evaluate factors such as comprehensibility, empathy, relationship building, conversation management and non-verbal signals.

• Students develop innovative, evidence-based communication and anamnesis concepts to improve quality in functional diagnostics practice and argue their importance for professional standards, interdisciplinary cooperation and patient orientation.

E-learning, blended learning/delivering and activating form, flipped classroom

: Practical examination and reflection discussion

Repetition of the contents of the ILV Functional Diagnostics in the Bachelor's program, additionally BGA

• Students analyze the methodological principles of body plethysmography, electroencephalogram, electrocardiogram and blood gas analysis and evaluate their diagnostic significance on the basis of defined quality and interpretation criteria.

• Students carry out body plethysmography, electroencephalogram and electrocardiogram measurements independently, taking into account safety standards, indications and contraindications, and evaluate the resulting findings with regard to typical pathological patterns.

• Students compare cardiac, pulmonary and neurological clinical pictures with regard to their key diagnostic findings and critically deduce clinically relevant correlations between pathophysiology and measurement results.

• Students assess indication-specific applications of the three measurement methods and make well-founded decisions on the diagnostic approach to complex, multidisciplinary issues.

Scripts, flipped classroom, presenter and activating form

Final exam

Patient positioning, ergonomic working

• Students analyze ergonomic principles and evaluate their importance for safe and efficient patient positioning in different clinical situations.

• Students reflect on risks and stress factors for patients and staff during positioning processes and argue evidence-based solutions.

• Students apply advanced patient positioning techniques in practice, taking into account ergonomic standards, and evaluate their effectiveness in terms of safety and comfort.

• Students develop practice-oriented concepts for optimizing storage processes and improving quality.

• Students discuss the use of technical aids and digital assistance systems to support ergonomic positioning and transfer their potential to clinical scenarios.

Blended learning, flipped classroom, delivering and activating form

Continuous assessment

Patient education and step-by-step diagnostics, sources of error

• Students analyze current international concepts and guidelines on patient safety and evaluate their applicability in different clinical and organizational contexts.

• Students reflect on the ethical, legal and economic dimensions of safety strategies and argue their influence on decision-making processes in the healthcare sector.

• Students develop criteria for assessing safety culture and evaluate their significance for continuous quality improvement in interprofessional teams.

• Students design a theoretically sound model for the integration of risk and error management in complex care systems and justify its relevance for sustainable patient safety.

• Students discuss innovative approaches such as digital technologies or AI-supported systems for error prevention and transfer their potential into practice-oriented scenarios.

E-learning, scripts

Continuous assessment

• Introduction to the degree program and the learning environment
• Overview of the curriculum and study program
• ECTS system and workload planning
• Milestone planning and semester structure
• Risk management and buffer times in the curriculum
• Team building and communication rules in the year group
• Setting up learning networks and collaboration platforms
• Portfolio work to document subject specialization

• The students build targeted learning networks at the new learning location, define roles, communication channels and collaboration rules in their year team.

• Students analyze the curriculum and course of study, derive workload and milestone planning and create a semester plan (ECTS comparison, risk and buffer times), which they iteratively evaluate and adapt in a reflection loop.

• Students set up a learning goal-oriented portfolio for process documentation of their subject specialization.

• Interactive introductory session
• Group work / team building
• Peer learning
• Workshop on study planning
• Portfolio work
• Reflection sessions
• Blended learning (optional for materials)

Continuous assessment

• Organization and structure of the human organism
• Repetition of basic anatomical knowledge
• Structure-function relationships and their interpretation
• Anatomical variants vs. standard findings
• Networking of anatomical knowledge with medical-therapeutic specialties
• Clinical relevance of anatomical structures

• Students repeat and consolidate their basic knowledge of the structure of the human organism.

• Students critically interpret structure-function relationships and classify anatomical variants in relation to standard findings.

• The students network their knowledge with the specialist areas of the medical, therapeutic and diagnostic health professions.

• Blended learning (digital modules, self-study)
• Interactive learning platforms
• Case-based exercises (structure-function relationships)
• Peer learning / group work

Final exam

• Causes of disease and underlying mechanisms (etiology, pathogenesis)
• Analysis of etiology-pathways
• Morphological tissue changes of important diseases
• Interpretation of histological and imaging findings
• Classification of pathological patterns (e.g. forms of necrosis, degrees of dysplasia)
• Linking pathological changes with diagnostic results
• Significance of various diseases for patients
• Selection of diagnostic and therapeutic options from guidelines

• Students systematically repeat and consolidate their understanding of disease causes and underlying mechanisms, critically analyze etiology-effect pathways.

• Students repeat and consolidate their knowledge of the pathogenesis and morphological tissue changes of important diseases, interpret histological and imaging findings, classify patterns (e.g. forms of necrosis, degrees of dysplasia) based on defined criteria.

• Students repeat and consolidate the assessment of the significance of various diseases for patients, select diagnostic and therapeutic options from guidelines on a case-by-case basis and argue the selection in a comprehensible manner.

• Students repeat and consolidate the link between pathological changes and diagnostic results.

• Lecture
• Case discussions and interactive discussions
• Problem-Based Learning (PBL)
• blended learning
• Peer learning / group work
• Digital image analysis

Final exam

• Cell, tissue and organ structure
• Structure-function relationships
• Histology and histopathology (incl. cytology)
• Pathological changes and interpretation of findings
• Microscopic differentiation of cell and tissue structures
• Analysis of organ preparations

• Students systematically repeat and consolidate sound knowledge of cell, tissue and organ structure, critically analyze structure-function relationships and classify histological findings in a well-founded manner.

• Students repeat and consolidate the derivation of relationships between organic structures and their functions in a targeted manner.

• Students repeat and consolidate their theoretical knowledge of the microscopic differentiation of cell and tissue structures and organ preparations.

• Self-study modules & e-learning courses
• Digital learning platform with materials
• Asynchronous online lectures
• Discussion forums / online tutorials

Final exam

• Derivation and justification of scientific questions
• Structuring research questions (e.g. PICO)
• Systematic literature research in subject-specific databases
• Critical selection and documentation of relevant literature
• Reflection on the opportunities and limitations of AI-supported research

• Students formulate clearly structured scientific or clinical questions from practical or theoretical problems and justify their relevance in the respective subject context.

• Students plan and carry out targeted literature searches in subject-specific databases and reflect on the use of AI-supported research tools with regard to traceability, bias and limitations.

• Students justify the selection of relevant specialist literature in relation to the respective research question and document their research and selection process transparently, without claiming completeness or systematic synthesis of evidence.

• Problem-oriented learning
• Research-based and self-directed learning
• Guided literature research exercises
• Moderated peer learning
• Reflection tasks / learning journal

Module exam

• Fundamentals of evidence-based practice
• Evidence hierarchies and study designs
• Critical evaluation of scientific studies
• Evidence assessment methods (e.g. GRADE)
• Creation of structured CATs
• Derivation of practice-relevant conclusions and critical reflection on the quality of evidence

• Students explain and reflect on the basic principles of evidence-based practice and the significance of different types of evidence in the context of clinical and profession-specific issues.

• Students assess the methodological quality and informative value of individual scientific studies on the basis of specified criteria and present their assessment in a comprehensible manner.

• The students create a Critically Appraised Topic (CAT) on a clearly defined question, in which relevant evidence is summarized in a structured way and presented as well-founded decision support for the respective practical context.

• Structured literature discussion
• Guided Critical Appraisal
• Project-oriented learning (CAT creation)
• Self-directed learning
• Presentation and feedback formats
• Collegial peer feedback

Module exam

Physiological specimens from selected organ systems are to be treated theoretically
Physiological specimens from selected organ systems are to be microscoped practically

• Students analyze the physiological structure and function of selected organ systems on a cellular and histological level, classify them in higher-level functional contexts and reflect on their significance for diagnostic questions.

• Students independently and methodically correctly microscope physiological preparations of selected organ systems, identify and critically interpret characteristic structures and validate their observations by comparing them with theoretical models.

• Students evaluate microscopic findings of physiological preparations with regard to norm variants and differentiation from pathological changes and integrate these findings in a well-founded manner into further diagnostic considerations.

Distance learning
Moodle course with learning videos
Self-assessment with MC quizzes
Flashcards

Module exam

Selected pathological specimens should be treated theoretically
Selected pathological specimens must relate to physiological specimens treated in the course "Histological Morphology Physiology" (e.g. colon -> colon adenoma)
Selected pathological specimens should be microscoped practically

• Students analyze selected pathological specimens on a theoretical level, systematically relate them to the corresponding physiological reference specimens (e.g. colon - colon adenoma) and evaluate the morphological changes in the context of pathophysiological processes.

• Students microscope selected pathological specimens independently and methodically correctly, identify and interpret characteristic deviations from the physiological norm and compare these critically with the specimens covered in the course "Histological Morphology Physiology".

• Students integrate theoretical and practical findings on physiological and pathological preparations, analyze complex morphological constellations of findings and derive well-founded diagnostic conclusions for further clinical-pathological questions.

Distance learning
Moodle course with learning videos
Self-assessment with MC quizzes
Flashcards

Module exam

• Basic concepts of macroscopic anatomy
• Importance of clinical information
• Topographical orientation on relevant organ preparations
• Anatomical orientation structures for macroscopic diagnostics
• Differences between submitted materials: biopsies, surgical specimens
• Overview of extraction techniques: curettage, conization, other surgical techniques and their macroscopic consequences
• Diagnoses and questions posed by clinicians including effects on cutting (e.g. hysterectomy after conization)

• Students integrate in-depth knowledge of macroscopic anatomy and topographical orientation structures in the analysis of complex organ preparations in order to classify clinical questions in the diagnostic context in a targeted manner.

• Students evaluate different types of material and collection techniques (e.g. biopsies vs. complex resectates) with regard to their diagnostic value and critically analyze their influence on further macroscopic assessment.

• Students design and control complex macroscopic sections using standardized procedures and document the findings using suitable strategies (e.g. photo documentation and macroscopy texts) independently and in a quality-assured manner.

• Students reflect on preliminary clinical findings and interdisciplinary diagnoses (e.g. hysterectomy after conization) in order to make well-founded decisions on the methodological approach to cutting and further sample processing.

• Students develop and evaluate quality assurance measures for the macroscopic work process, proactively identify potential sources of error and communicate their results to the right target group in a professional environment.

• Asynchronous online lectures
• Self-study modules & e-learning courses
• Digital learning platform with materials
• Discussion forums Online tutorials

Module exam

Systematic sectioning in general and organ-specific processing in thematic blocks (including gynecological and urological preparations)
Photo documentation
Application of standardized macroscopy texts                                         Error source analysis and quality assurance

• Students plan and analyze the systematic sectioning of specimens in general as well as organ-specific (including gynecological and urological specimens), evaluate the diagnostic objective and implement structured processing concepts in a professionally justified manner.

• Students create a complete and quality-assured photo documentation of macroscopic preparations, evaluate their diagnostic relevance and integrate the image documentation comprehensibly into the macroscopic work and diagnostic process.

• Students apply standardized macroscopy texts correctly and appropriately to the situation, reflect on their importance for traceability, quality assurance and interdisciplinary communication and adapt them to complex findings in a professionally justified manner.

• Classroom lecture / online lecture
• Online self-study units
• Documentation and writing training
• Case work

Module exam

Preanalytics, fixation, sample handling, incl. tissue preservation

Artifacts and their diagnostic relevance

Manual vs. automated histology workflows

Overview of special stains & histochemical reactions

Basic knowledge of multiplex, IHC and ISH methods

H&E, PAS, Giemsa, trichrome, silver, elastica staining

- Staining automation: procedure & validation

- Troubleshooting: artifacts, incorrect staining

- First multiplex IHC demonstrations

- Preparation evaluation according to quality criteria

• Students evaluate and control complex pre-analytical processes and tissue preservation strategies and develop quality assurance measures to optimize the quality of diagnostic preparations on the basis of critical analyses.

• Students compare and validate manual and automated histological workflows and staining procedures (routine and special staining) with regard to their efficiency and susceptibility to errors in order to make well-founded decisions on the appropriate use of methods.

• Based on their in-depth knowledge of histochemical reactions and modern detection methods (IHC, ISH, multiplex methods), students select further analyses and argue their use for specific diagnostic questions.

• Students assess the quality of histological preparations on the basis of defined criteria, systematically differentiate artifacts from morphological structures and apply structured troubleshooting strategies to ensure that results can be found.

• Students reflect on the methodological limits and potential of modern staining and detection methods in a diagnostic context, document the results in accordance with subject-specific standards and evaluate their influence on the diagnostic significance.

Lecture with image and video examples

Case-based discussions

Online self-study modules (image material, artifact quiz)

Laboratory practical (carry out individual staining)

- Microscopic analysis exercises

- Digital preparations via virtual microscope

- Peer review of staining results

Module exam

Antigen-antibody principle

Chromogenic and fluorescent systems

ISH basics: CISH, SISH, FISH

Multiplex approaches and titration

Elementary evaluation (score systems)

ISO 15189: Requirements for histopathology

- Validation & verification

- Documentation standards

- Influence of quality on diagnostics

- Critical case analysis

• Students analyse the antigen-antibody principle and the physicochemical principles of in situ hybridization and argue for the targeted use of chromogenic and fluorescent detection systems (CISH, FISH, multiplex) for complex diagnostic questions.

• Students design, evaluate and document validation and verification processes for histopathological methods in accordance with applicable standards and reflect on their significance for legal certainty and continuous quality assurance.

• Students interpret and transform the requirements of ISO 15189 into standard-compliant measures for the specific workflow of histopathology and evaluate their relevance for diagnostic process reliability.

• Students apply complex evaluation and scoring systems for IHC- and ISH-based procedures safely, evaluate the results critically in the context of potential quality deficiencies and reflect on their influence on clinical decision-making.

• Based on the analysis of critical case studies, students develop well-founded strategies for error prevention and troubleshooting in order to ensure the diagnostic validity of specialized procedures in the long term.

Demonstration laboratory

Online annotation of staining

Short group analyses

Seminar with case studies

- Online reflection

- Group work for troubleshooting

Module exam

What is digital pathology/cytology?
Whole slide imaging
File formats & data management
Technical requirements for digitization
Process measures in the histological/cytological workflow prior to digitization

• Students analyze the concept of digital pathology and cytology, explain how whole slide imaging (WSI) works and critically classify digital procedures in comparison to conventional microscopy in terms of benefits, limitations and areas of application.

• Students evaluate technical requirements for the digitization of histological and cytological preparations, analyze file formats, storage and data management strategies and assess their effects on image quality, workflow efficiency and diagnostic significance.

• Students analyse and design process measures in the histological and cytological workflow prior to digitization, identify quality-relevant influencing factors, argue necessary adjustments in a technically sound manner and assume responsibility for a quality-assured, comprehensible implementation of digital diagnostic processes.

- Self-study modules & e-learning courses

- Digital learning platform with materials

- Asynchronous online lectures

- Discussion forums Online tutorials

- Case-based exercises (structure-function relationships)

Module exam

IT basics in digital pathology/cytology
Introduction to AI and machine learning in pathology/cytology
Technical requirements for using AI
Practical work with QuPath
Opportunities, risks & limitations of AI in digital pathology/cytology

• Students analyze IT basics of digital pathology and cytology, explain concepts of artificial intelligence and machine learning and critically classify their possible applications, prerequisites and fields of application in the pathological and cytological context.

• Students work practically with digital image analysis tools (e.g. QuPath), use basic AI-based analysis functions, interpret quantitative analysis results and evaluate the dependence of the results on data quality, annotation and technical framework conditions.

• Students evaluate the opportunities, risks and limitations of AI systems in digital pathology and cytology, reflect on technical, methodological and ethical challenges, argue the responsible use of AI in a professionally sound manner and assume joint responsibility for the quality-assured, transparent use of digital decision support systems.

Learning videos, script, self-tests
Live demonstrations of digital pipelines Practical exercises with real slides
Hands-on in QuPath; scanner testing - Scanning different slides - Testing parameters (resolution, focus, Z-stack, scan mode) - Comparison of different scan qualities - Discussion: What influences image quality?                    Group work
Case studies

Module exam

• Introduction to the degree program and the learning environment
• Overview of the curriculum and study program
• ECTS system and workload planning
• Milestone planning and semester structure
• Risk management and buffer times in the curriculum
• Team building and communication rules in the year group
• Setting up learning networks and collaboration platforms
• Portfolio work to document subject specialization

• The students build targeted learning networks at the new learning location, define roles, communication channels and collaboration rules in their year team.

• Students analyze the curriculum and course of study, derive workload and milestone planning and create a semester plan (ECTS comparison, risk and buffer times), which they iteratively evaluate and adapt in a reflection loop.

• Students set up a learning goal-oriented portfolio for process documentation of their subject specialization.

• Interactive introductory session
• Group work / team building
• Peer learning
• Workshop on study planning
• Portfolio work
• Reflection sessions
• Blended learning (optional for materials)

Continuous assessment

• Organization and structure of the human organism
• Repetition of basic anatomical knowledge
• Structure-function relationships and their interpretation
• Anatomical variants vs. standard findings
• Networking of anatomical knowledge with medical-therapeutic specialties
• Clinical relevance of anatomical structures

• Students repeat and consolidate their basic knowledge of the structure of the human organism.

• Students critically interpret structure-function relationships and classify anatomical variants in relation to standard findings.

• The students network their knowledge with the specialist areas of the medical, therapeutic and diagnostic health professions.

• Blended learning (digital modules, self-study)
• Interactive learning platforms
• Case-based exercises (structure-function relationships)
• Peer learning / group work

Final exam

• Repetition of the physiological basics
• Structure-function relationships and their interpretation
• Physiological processes and circuits of action
• Norm variants and their significance
• Networking of anatomical knowledge with medical-therapeutic specialties
• Clinical/sonographic relevance of physiological processes and circuits of action

• Students repeat and consolidate the basics of the function of cells and different tissue types. According to the field of sonography, starting from embryonic development to the adult with regard to their organ systems, topography and the associated blood supply.

• Students relate the physiological principles from embryonic development to the adult according to the function/regulatory cycle and recognize deviations

• Students are able to correctly classify the inter- and multi-professional dimension and the significance of physiological principles in the sonographic meaning/radiological findings.

Blended learning (digital content, self-study)

Interactive learning platform

peer learning/group work

Module exam

• Repetition of basic sonomorphological knowledge
• Structure-function relationships and their interpretation
• Anatomical variants vs. standard findings
• Networking of anatomical knowledge with medical-therapeutic specialties
• Clinical/sonographic relevance of anatomical structures

• Students differentiate physiological from pathological structures with correctly applied clinical and sonographic wording, within the framework of relevant quality standards.

• Students analyze sonographic cross-sectional images and interpret sonomorphological patterns in an organ-specific manner, using precise technical terminology in anatomy, physiology and pathology.

• Students synthesize sonomorphological findings with preliminary findings and relevant clinical data and formulate structured brief findings for interprofessional communication in accordance with documentation and data protection regulations.

Blended learning (digital content, self-study)

Interactive learning platform

Peer learning/group work

Module exam

• Causes of disease and underlying mechanisms (etiology, pathogenesis)
• Analysis of etiology-pathways
• Sonomorphologic tissue changes of important diseases
• Interpretation of histological and resulting typical sonographic patterns
• Classification of pathological patterns (e.g. forms of necrosis, degrees of dysplasia)
• Linking pathological changes with diagnostic results
• Significance of various diseases for patients
• Selection of diagnostic and therapeutic options from guidelines

• Students systematically repeat and consolidate their understanding of disease causes and underlying mechanisms, critically analyze etiological pathways

• Students repeat and consolidate their knowledge of the pathogenesis and morphological tissue changes of important diseases, interpret histological and imaging findings, classify patterns (e.g. forms of necrosis, degrees of dysplasia) on the basis of defined criteria.

• Students repeat and consolidate the assessment of the significance of various diseases for patients, pathological, disease-related and traumatic processes as well as the associated clinical signs and symptoms can be described professionally using sonography. Apply critical, evidence-based assessment skills when identifying incidental findings

• Students repeat and consolidate the link between pathological changes and sonographic image results. When identifying incidental findings, they apply critical, evidence-based assessment skills.

• Lecture
• Case discussions and interactive discussions
• Problem-Based Learning (PBL)
• blended learning
• Peer learning / group work
• Digital image analysis

Module exam

• Based on the knowledge of the Bachelor's degree program in Radiology Technology/Study of Human Medicine, in-depth study of the physical state-of-the-art fundamentals of medical ultrasound diagnostics and the interaction with human tissue
• Correct handling of transducers, basic transducer technology, new developments
• Patient safety, safe handling of contrast media for contrast-enhanced ultrasound (CEUS),
• State-of-the-art examination techniques and equipment
• Technical quality management

• Students analyze and evaluate the medical-physical fundamentals of diagnostic ultrasound (e.g. sound generation, propagation, interactions with tissue, Doppler techniques) with the inclusion of digital and AI-based systems and derive consequences for image quality, safety and clinical application, always including ALARAP.

• Students assess and apply different sonographic procedures (various modes and Doppler techniques) in medical diagnostics in an evidence-based manner, reflect on state-of-the-art technologies, AI-supported developments and contrast-enhanced ultrasonography (CEUS) and evaluate their diagnostic potential and limitations.

• Students analyze and optimize the use of sonographic devices and, in particular, transducers for signal transmission, reception and display and validate their correct use in a diagnostic context, taking digital workflows into account.

• Students evaluate and take responsibility for the safe use of contrast media in the context of CEUS, integrate physical, technical, legal and safety-relevant aspects (ALARP principle) and derive quality assurance measures.

• Students independently implement and evaluate planned technical quality management in sonography that is currently being researched, use digital and AI-supported tools for quality assurance and reflect on economic, entrepreneurial and regulatory framework conditions.

Presenting and activating form (VO 40%, UE 60%)

Presenter: Lecture, demonstration, video, simulation

Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work

Blended learning: integration of face-to-face and online learning

Module exam

State-of-the-art examination techniques and equipment

Innovative examination techniques and equipment/features of ultrasound devices

Differences are identified

Apply innovative techniques, reflect critically

Apply AI techniques, reflect critically

Use of new technical developments in the skills lab/excursion hands-on

• Students are able to name the latest technological developments in sonography and identify them on different types of ultrasound equipment

• Students are able to identify the technical parameters required for the various examination settings and adapt the parameters to different examination situations in the interests of patient safety

• Students are able to work with and reflect on state-of-the-art (AI) techniques, new technical developments and devices, and are aware of how these interact with human tissue

Excursion

State-of-the-art and innovations in sonography at the General Electrics Healthcare plant - Zipf ultrasound site

In addition to an ultrasound museum, students gain an insight into the development and production of an ultrasound device and can assess the latest developments of devices on the market in a hands-on setting using tasks set by the lecturer responsible for the module. This includes, in particular, the use of AI techniques and automated functions in the respective systems.

Module exam

• Practical exercises for carrying out hemodynamic (Doppler) examinations of the carotid/vertebral vessels in accordance with national and international guidelines and standards
• Effects and interpretation of image artifacts
• Physiology/pathology in the hemodynamic (Doppler) examination, including knowledge of etiology, incidence, laboratory tests, sonographic appearance and differential diagnosis
• Analysis of the ultrasound examination (images) including Doppler techniques/specialist discussion
• Preparation of radiological findings/wording/specialist terminology
• Systematic analysis for reporting in the interprofessional team

• Students analyze and differentiate normal sonographic appearances, norm variants and pathological findings of the carotids, taking into account etiology, incidence, laboratory parameters and differential diagnoses, and evaluate their clinical relevance in an evidence-based manner, taking into account diagnostic uncertainties and limitations of sonography.

• The students apply all relevant sonographic techniques of vascular sonography of the carotids, including Doppler and, if applicable, CEUS procedures, critically interpret artefacts and hemodynamic effects with regard to their impact on diagnostic significance and decision-making processes and optimize device settings in accordance with national and international guidelines.

• Students assess medical referrals and available clinical information (e.g. laboratory values, previous findings, other imaging) based on the indication, identify ambiguities or contraindications and responsibly adapt the examination procedure in consultation with the inter- or multi-professional team.

• Students perform vascular ultrasound examinations of the carotid arteries independently, in a patient-centered and ALARP-compliant manner, select materials, transducers and device settings on a well-founded basis and reflect on their professional actions, also with regard to the use of resources and quality of care, patient safety, ethics and sustainability.

• Students develop, use and evaluate checklists for the systematic initial interpretation and documentation of carotid examinations, analyze examination results in a structured manner, prepare them for interprofessional reporting in an appropriate manner and discuss case studies in a team.

Presenting and activating form (VO 40%, UE 60%)

Presenter: Lecture, demonstration, video, simulation

Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work

Blended learning: integration of face-to-face and online learning

Module exam

• Practical exercises for performing (Doppler) examinations of the entire neck organ/organ region in accordance with national and international guidelines and standards
• Effects and interpretation of image artifacts
• Physiology/pathology in the (Doppler) examination, including knowledge of aetiology, incidence, laboratory tests, sonographic appearance and differential diagnosis
• Analysis of the ultrasound examination (images) including Doppler techniques/specialist discussion
• Preparation of radiological findings/wording/specialist terminology
• Systematic analysis for reporting in the interprofessional team

• Students analyze and differentiate normal sonographic appearances, norm variants and pathological findings of the neck organs and thyroid gland, taking into account etiology, incidence, laboratory parameters and differential diagnoses, and evaluate their clinical relevance in an evidence-based manner, taking into account diagnostic uncertainties and limitations of sonography.

• Students apply all relevant sonographic techniques of sonography of the neck organs and thyroid gland, including Doppler and, if applicable, CEUS procedures, according to indication, and interpret artifacts and physical interactions critically with regard to their effect on diagnostic significance and decision-making processes. They optimize device settings in accordance with national and international guidelines.

• Students assess medical referrals and available clinical information (e.g. laboratory values, previous findings, other imaging) based on the indication, identify ambiguities or contraindications and responsibly adapt the examination procedure in consultation with the inter- or multi-professional team.

• Students carry out ultrasound examinations of the neck organs and thyroid independently, in a patient-centered and ALARP-compliant manner, select materials, transducers and device settings on a well-founded basis and reflect on their professional actions, also with regard to the use of resources and quality of care, patient safety, ethics and sustainability.

• Students develop, use and evaluate checklists for the systematic initial interpretation and documentation of examinations of the neck organs and the thyroid gland, analyze examination results in a structured manner, prepare them for interprofessional reporting in an appropriate manner and discuss case studies in a team.

Presenting and activating form (VO 40%, UE 60%)

Presenter: Lecture, demonstration, video, simulation

Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work

Blended learning: integration of face-to-face and online learning

Module exam

• Practical exercises for carrying out hemodynamic (Doppler) examinations of the entire abdomen/abdominal organ systems in accordance with international guidelines and standards
• Effects and interpretation of image artifacts
• Physiology/pathology in the (Doppler) examination, including knowledge of aetiology, incidence, laboratory tests, sonographic appearance and differential diagnosis
• Analysis of the ultrasound examination (images) including Doppler techniques/specialist discussion
• Preparation of radiological findings/wording/specialist terminology
• Systematic analysis for reporting in the interprofessional team

• Students analyze and differentiate normal sonographic appearances, norm variants and pathological findings of the entire abdominal organ area/abdominal organ systems, taking into account etiology, incidence, laboratory parameters and differential diagnoses, and evaluate their clinical relevance in an evidence-based manner, taking into account diagnostic uncertainties and limitations of sonography.

• Students apply all relevant sonographic techniques of sonography, including Doppler and, if applicable, CEUS procedures, critically interpret artefacts and (haemodynamic) effects with regard to their impact on diagnostic significance and decision-making processes and optimize device settings in accordance with national and international guidelines.

• Students assess medical referrals and available clinical information (e.g. laboratory values, previous findings, other imaging) based on the indication, identify ambiguities or contraindications and responsibly adapt the examination procedure in consultation with the inter- or multi-professional team.

• Students carry out abdominal ultrasound examinations independently, in a patient-centered and ALARP-compliant manner, select materials, transducers and device settings on a well-founded basis and reflect on their professional actions, also with regard to the use of resources and quality of care, patient safety, ethics and sustainability.

• Students develop, use and evaluate checklists for the systematic initial interpretation and documentation of abdominal examinations, analyze examination results in a structured manner, prepare them for interprofessional reporting in an appropriate manner and discuss case studies in a team.

• Presenting and activating form (VO 40%, UE 60%)
• Presenter: Lecture, demonstration, video, simulation
• Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work
• Blended learning: integration of face-to-face and online learning

Module exam

• Analyzing case histories and planning case/care management with handovers, documentation, audit trails
• Applying quality indicators
• Checking legal and ethical requirements, risk assessment with ALARA
• Comparing international benchmarks and creating a recommendation for standardizing a team process
• Demonstrate ergonomic working and reflect on stress/prevention in the team

• 1. students analyze case studies and plan case/care management with clearly defined handovers, documentation standards and audit trails.

• Students apply quality indicators and the PDSA cycle and derive evidence-based improvement measures in the examination process.

• Students check compliance with legal and ethical requirements in sonographic workflows and assess risks to patient safety using the ALARA principle.

• Students compare international benchmarks and prepare a well-founded recommendation for the standardization of an inter- and/or multi-professional team process.

• Students demonstrate ergonomic work at sonography workstations and reflect on stress and prevention strategies in a team context.

• Activating: elaborative methods, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work
• Blended learning: integration of face-to-face and online learning

Module exam

• Introduction to the degree program and the learning environment
• Overview of the curriculum and study program
• ECTS system and workload planning
• Milestone planning and semester structure
• Risk management and buffer times in the curriculum
• Team building and communication rules in the year group
• Setting up learning networks and collaboration platforms
• Portfolio work to document subject specialization

• The students build targeted learning networks at the new learning location, define roles, communication channels and collaboration rules in their year team.

• Students analyze the curriculum and course of study, derive workload and milestone planning and create a semester plan (ECTS comparison, risk and buffer times), which they iteratively evaluate and adapt in a reflection loop.

• Students set up a learning goal-oriented portfolio for process documentation of their subject specialization.

• Interactive introductory session
• Group work / team building
• Peer learning
• Workshop on study planning
• Portfolio work
• Reflection sessions
• Blended learning (optional for materials)

Continuous assessment

• Organization and structure of the human organism
• Repetition of basic anatomical knowledge
• Structure-function relationships and their interpretation
• Anatomical variants vs. standard findings
• Networking of anatomical knowledge with medical-therapeutic specialties
• Clinical relevance of anatomical structures

• Students repeat and consolidate their basic knowledge of the structure of the human organism.

• Students critically interpret structure-function relationships and classify anatomical variants in relation to standard findings.

• The students network their knowledge with the specialist areas of the medical, therapeutic and diagnostic health professions.

• Blended learning (digital modules, self-study)
• Interactive learning platforms
• Case-based exercises (structure-function relationships)
• Peer learning / group work

Final exam

• Causes of disease and underlying mechanisms (etiology, pathogenesis)
• Analysis of etiology-pathways
• Morphological tissue changes of important diseases
• Interpretation of histological and imaging findings
• Classification of pathological patterns (e.g. forms of necrosis, degrees of dysplasia)
• Linking pathological changes with diagnostic results
• Significance of various diseases for patients
• Selection of diagnostic and therapeutic options from guidelines

• Students systematically repeat and consolidate their understanding of disease causes and underlying mechanisms, critically analyze etiology-effect pathways.

• Students repeat and consolidate their knowledge of the pathogenesis and morphological tissue changes of important diseases, interpret histological and imaging findings, classify patterns (e.g. forms of necrosis, degrees of dysplasia) based on defined criteria.

• Students repeat and consolidate the assessment of the significance of various diseases for patients, select diagnostic and therapeutic options from guidelines on a case-by-case basis and argue the selection in a comprehensible manner.

• Students repeat and consolidate the link between pathological changes and diagnostic results.

• Lecture
• Case discussions and interactive discussions
• Problem-Based Learning (PBL)
• blended learning
• Peer learning / group work
• Digital image analysis

Final exam

• Cell, tissue and organ structure
• Structure-function relationships
• Histology and histopathology (incl. cytology)
• Pathological changes and interpretation of findings
• Microscopic differentiation of cell and tissue structures
• Analysis of organ preparations

• Students systematically repeat and consolidate sound knowledge of cell, tissue and organ structure, critically analyze structure-function relationships and classify histological findings in a well-founded manner.

• Students repeat and consolidate the derivation of relationships between organic structures and their functions in a targeted manner.

• Students repeat and consolidate their theoretical knowledge of the microscopic differentiation of cell and tissue structures and organ preparations.

• Self-study modules & e-learning courses
• Digital learning platform with materials
• Asynchronous online lectures
• Discussion forums / online tutorials

Final exam

• Derivation and justification of scientific questions
• Structuring research questions (e.g. PICO)
• Systematic literature research in subject-specific databases
• Critical selection and documentation of relevant literature
• Reflection on the opportunities and limitations of AI-supported research

• Students formulate clearly structured scientific or clinical questions from practical or theoretical problems and justify their relevance in the respective subject context.

• Students plan and carry out targeted literature searches in subject-specific databases and reflect on the use of AI-supported research tools with regard to traceability, bias and limitations.

• Students justify the selection of relevant specialist literature in relation to the respective research question and document their research and selection process transparently, without claiming completeness or systematic synthesis of evidence.

• Problem-oriented learning
• Research-based and self-directed learning
• Guided literature research exercises
• Moderated peer learning
• Reflection tasks / learning journal

Module exam

• Fundamentals of evidence-based practice
• Evidence hierarchies and study designs
• Critical evaluation of scientific studies
• Evidence assessment methods (e.g. GRADE)
• Creation of structured CATs
• Derivation of practice-relevant conclusions and critical reflection on the quality of evidence

• Students explain and reflect on the basic principles of evidence-based practice and the significance of different types of evidence in the context of clinical and profession-specific issues.

• Students assess the methodological quality and informative value of individual scientific studies on the basis of specified criteria and present their assessment in a comprehensible manner.

• The students create a Critically Appraised Topic (CAT) on a clearly defined question, in which relevant evidence is summarized in a structured way and presented as well-founded decision support for the respective practical context.

• Structured literature discussion
• Guided Critical Appraisal
• Project-oriented learning (CAT creation)
• Self-directed learning
• Presentation and feedback formats
• Collegial peer feedback

Module exam

Anatomy & Histology

Normal cell images

Age-related changes

Artifacts & sources of error

Preanalytics & basic troubleshooting

Cell types & cytologic morphology

Infections (Candida, Gardnerella, Trichomonas, HPV etc.)

Reactive changes

Differentiation of reactive vs. dysplastic

• Students analyze anatomical and histological structures of the female genital tract and derive complex assessment criteria for normal and pathologically altered cell images, taking into account valid standards.

• Students analyze cytological morphologies of different cell types and derive differentiated diagnostic criteria for the assessment of physiological and pathological changes, with selective pattern recognition.

• Students differentiate complex reactive changes from dysplastic findings and justify their diagnostic decisions on the basis of evidence, integrating interdisciplinary findings for quality assurance.

• Students evaluate infectious changes (e.g. Candida, Gardnerella, Trichomonas, HPV) on the basis of characteristic patterns and assess their relevance in the overall diagnostic context, taking into account possible artifacts.

• Students develop strategies for pre-analytical quality assurance and manage evidence-based troubleshooting in complex examination contexts, in compliance with legal and organizational framework conditions.

Online lectures/distance learning videos
Interactive self-study modules
Online microscopy/presence microscopy
Forum discussions

Module exam

Bethesda system

PAP classification

HPV & co-testing

Correlation of clinical findings

Sources of error (pre/analytical)

Quality standards

Difficult specimens

• Students interpret findings according to the Bethesda system and the PAP classification and derive well-founded diagnostic conclusions, taking into account different clinical situations.

• Students analyze HPV and co-test results and evaluate their significance, integrating cytological findings into an evidence-based diagnostic procedure.

• Students correlate cytological findings with clinical parameters and develop strategic recommendations for action after critically reflecting on discrepancies.

• Students work independently on difficult preparations and justify decisions on findings in a technically correct manner, applying and continuously improving quality standards.

• Students recognize sources of error in the pre-analytical and analytical phase and rectify these in a targeted manner using defined quality standards.

Online lectures/distance learning videos

Group case work and live case discussions

Presence microscopy workshop

Online quality cases

Module exam

- Basics of extragenital cytology:
malignancy criteria, degeneration, artifacts, screening/diagnosis mode
- Lung cytology: material types, benign/malignant patterns, infections, differentiation reactive vs. malignant                                                           - Urinary cytology: preparation types, urothelium, high-grade urothelial lesions, inflammation, radiation damage, therapy effects, basics of the Paris system

• Students analyze cytological preparations of extragenital origin and distinguish malignancy criteria from degenerative changes, taking into account typical artifacts and the screening and diagnostic mode.

• Students analyze lung preparations of various material types and assess benign versus malignant samples on the basis of defined morphological criteria in accordance with valid standards

• Students differentiate between reactive changes and malignant processes in lung cytology and justify their assessment of suspected infections based on cytomorphological patterns in a clinical context.

• The students analyze urine preparations of different types of collection and evaluate samples according to the Paris system at a basic level and differentiate between normal, reactive and dysplastic urothelium, taking into account pre-analytical characteristics.

• Students evaluate high-grade urothelial lesions and integrate additional clinical and morphological information and derive well-founded diagnostic conclusions in complex urological questions, taking into account inflammatory changes, radiation damage and therapy-induced effects.

Online lectures/distance learning videos
Interactive self-study modules
Online microscopy/presence microscopy
Forum discussions                                                                              Group case processing and live case discussions

Continuous assessment

- Cytology of the pleura, peritoneum, pericardium:
Mesothelial morphology, malignant effusions, metastatic malignancies, pattern analysis                                                                                         - Cysts:
Serous, mucous, inflammatory cyst contents, macrophage forms, necrosis, debris, background pattern, rare malignant findings
- Joints:
Synovial & cartilage cells, inflammatory pattern, crystal diseases,
Infectious joint changes

• The students differentiate mesothelial cell populations in pleural, peritoneal and pericardial effusions and derive differential diagnostic assessments for the differentiation of benign and malignant effusions, using typical cytomorphological patterns.

• Students evaluate cytologic patterns of metastatic malignancies in effusions and develop well-founded diagnostic conclusions, incorporating additional clinical and imaging information.

• Students analyze cytological preparations of different types of cysts and derive well-founded diagnostic assessments, taking into account serous, mucosal and inflammatory contents as well as macrophage-associated and matrix-related background findings, including the recognition of rare malignant or infectious changes.

• Students evaluate synovial and cartilaginous cell populations in joint effusions and develop conclusions based on differential diagnosis, taking into account inflammatory patterns, crystal diseases and infectious changes.

Online lectures/distance learning videos
Interactive self-study modules
Online microscopy/presence microscopy
Forum discussions                                                                              Group case processing and live case discussions

Continuous assessment

Sample collection (genital, extragenital, anal) and material types
Fixation methods: Alcohol, spray, air drying, LBC fixates
Transport and storage conditions of different sample types
Factors influencing cell quality /pre-analytical artifacts and technical
Troubleshooting

• Students analyze the requirements and risks of different types of sample collection (genital, extragenital, anal) and associated material types and derive evidence-based strategies for quality-optimized sample collection.

• Students evaluate fixation methods (alcohol, spray, air drying, LBC fixates) as well as transport and storage conditions of different sample types and make well-founded decisions to ensure reproducible diagnostic quality.

• Students identify factors influencing cell quality, recognize preanalytical artefacts and develop technical troubleshooting approaches to overcome complex challenges in cytological preanalytics.

Learning videos, script, self-tests

Module exam

Strikeouts: Technique, pressure, angle, speed

LBC method

Practical exercises on smears and LBC

Cell block basics (without diagnostics): Plasma thrombin, agar, gel methods

Cytospin

Technical sources of error and methodical troubleshooting

Preparation in the OR

Obtaining material for further analyses (e.g. molecular biology; bacteriology)

Routine staining: Papanicolaou, MGG/Giemsa, H&E

Special stains: PAS, mucin, iron, silver stains, Ziehl-Neelsen reagent science and chemical principles

Staining artifacts: Overstaining, precipitation, unclear cell components

Practical exercises on routine and special stains Comparison of staining variants and methodical troubleshooting

Immunocytology

• The students analyze the technical parameters of smear techniques and derive evidence-based criteria for quality-assured preparation, including the comparison of conventional smears with LBC and in compliance with valid SOPs and safety guidelines.

• Students evaluate pre-analytical preparation methods in complex cytological settings and develop targeted troubleshooting strategies based on this, taking into account typical technical sources of error and quality assurance standards.

• Students plan the collection of material for further analyses and integrate the corresponding requirements responsibly into pre-analytical workflows, in the sense of interdisciplinary usable sample quality and resource economy.

• Students analyze the application and chemical principles of routine and special stains and derive well-founded decisions on diagnostic applicability, taking into account typical staining artifacts and quality assurance measures.

• Students compare staining procedures in demanding application situations and justify evidence-based methodological recommendations, integrating immunocytological methods and in coordination with interdisciplinary diagnostic pathways.

Theory: learning videos, script, self-tests
Practical part: demonstration, laboratory exercises, peer learning

Module exam

What is digital pathology/cytology?
Whole slide imaging
File formats & data management
Technical requirements for digitization
Process measures in the histological/cytological workflow prior to digitization

• Students analyze the concept of digital pathology and cytology, explain how whole slide imaging (WSI) works and critically classify digital procedures in comparison to conventional microscopy in terms of benefits, limitations and areas of application.

• Students evaluate technical requirements for the digitization of histological and cytological preparations, analyze file formats, storage and data management strategies and assess their effects on image quality, workflow efficiency and diagnostic significance.

• Students analyse and design process measures in the histological and cytological workflow prior to digitization, identify quality-relevant influencing factors, argue necessary adjustments in a technically sound manner and assume responsibility for a quality-assured, comprehensible implementation of digital diagnostic processes.

- Self-study modules & e-learning courses

- Digital learning platform with materials

- Asynchronous online lectures

- Discussion forums Online tutorials

- Case-based exercises (structure-function relationships)

Module exam

IT basics in digital pathology/cytology
Introduction to AI and machine learning in pathology/cytology
Technical requirements for using AI
Practical work with QuPath
Opportunities, risks & limitations of AI in digital pathology/cytology

• Students analyze IT basics of digital pathology and cytology, explain concepts of artificial intelligence and machine learning and critically classify their possible applications, prerequisites and fields of application in the pathological and cytological context.

• Students work practically with digital image analysis tools (e.g. QuPath), use basic AI-based analysis functions, interpret quantitative analysis results and evaluate the dependence of the results on data quality, annotation and technical framework conditions.

• Students evaluate the opportunities, risks and limitations of AI systems in digital pathology and cytology, reflect on technical, methodological and ethical challenges, argue the responsible use of AI in a professionally sound manner and assume joint responsibility for the quality-assured, transparent use of digital decision support systems.

Learning videos, script, self-tests
Live demonstrations of digital pipelines Practical exercises with real slides
Hands-on in QuPath; scanner testing - Scanning different slides - Testing parameters (resolution, focus, Z-stack, scan mode) - Comparison of different scan qualities - Discussion: What influences image quality?                    Group work
Case studies

Module exam

• Legal requirements and compliance in the diagnostic process
• Evidence-based interpretation of findings and their influence on quality
• Creation of standardized, legally correct findings
• Interdisciplinary communication in the diagnostic context
• Strategies for quality assurance and error prevention
• Overview of relevant legal framework conditions for healthcare professions

• Students can identify the legal requirements of the profession and apply them professionally to ensure compliance in the diagnostic process.

• Students can critically evaluate the evidence base of functional diagnostic procedures and reflect on their influence on the quality of findings.

• Students can draft a standardized, legally sound report that is professionally correct and can be communicated interprofessionally.

• Lecture
• Interactive discussions
• Case discussions (legal and diagnostic issues)
• Problem-Based Learning (PBL)
• blended learning
• Peer learning / group work
• Exercises on the preparation of findings and legal assessment

Continuous assessment

Legal framework/assessment, interpetation,
QM, legal situation, professionalization/portfolio

• Students can analyze complex functional diagnostic measurement data and derive evidence-based biomedical findings.

• Students can evaluate legal, ethical and professional requirements and apply them to the preparation of findings in a clinical context.

• Students can develop an individual portfolio that documents and reflects on their own diagnostic competence.

• Students can draft structured reports on findings and argue their clinical relevance in a manner appropriate to the target group.

• Students can critically reflect on complex case studies and assess their own decision-making with regard to evidence and responsibility.

E-learning, blended learning, scripts, case studies

Continuous assessment

• Analysis of ethical principles and guidelines in the context of functional diagnostics.
• Evaluation of the relevance of these principles for clinical decision-making processes.
• Reflection on moral dilemmas in the performance of diagnostic procedures.
• Argumentation of evidence-based solutions for ethical issues.
• Discussion of legal and data protection requirements in functional diagnostics.
• Importance of data protection and scientific integrity for patients' rights.

• Students analyze ethical principles and guidelines in the context of functional diagnostics and evaluate their relevance for clinical decision-making processes.

• Students reflect on moral dilemmas that can arise when carrying out diagnostic procedures and argue evidence-based solutions.

• Students evaluate legal and data protection requirements in functional diagnostics and discuss their significance for patient rights and scientific integrity.

• The students develop a study protocol for a planned examination in functional diagnostics, which serves as the basis for an ethics application, and justify the essential ethical aspects.

• E-Learning
• Scripts
• Case studies
• Lecture (VO) with interactive elements.
• Discussions on ethical and legal issues.
• Case studies to analyze moral dilemmas.
• Group work to develop evidence-based solutions
• Literature work
• Reflection exercises on data protection and ethical standards.

Continuous assessment

• Analysis of scientific literature on functional diagnostics and evaluation of the quality of evidence for clinical application.
• Reflection on methodological approaches in research and their influence on the validity and stability of diagnostic procedures.
• Development of research designs for the investigation of specific questions in functional diagnostics.
• Justification of the choice of methods and statistical procedures.
• Critical interpretation of research results and derivation of practice-oriented recommendations for clinical diagnostics.

• Students analyze current scientific literature on functional diagnostics and evaluate its evidence quality with regard to clinical application.

• Students reflect on methodological approaches in research on functional diagnostics and argue their influence on the validity and reliability of diagnostic procedures.

• Students develop a research design to investigate a question in functional diagnostics and justify their choice of methods and statistical procedures.

• Students interpret research results critically and transfer them into practice-oriented recommendations for clinical diagnostics.

• Lecture (VO) with theoretical basics.
• Literature work: analysis of current scientific studies.
• Group work: development and discussion of research designs.
• Case studies: Application of research results to diagnostic questions.
• Discussions on methodological and ethical aspects.
• Online modules to supplement (distance learning component).
• Presentations: Presentation of research concepts and results.

Continuous assessment

First aid measures, resuscitation

• Students analyze complex medical emergency situations using interdisciplinary information and evaluate priority options for action with regard to risks, time-critical factors and availability of resources.

• Students develop evidence-based, situationally adapted emergency intervention strategies and argue their choice to relevant stakeholders, taking into account organizational and legal framework conditions.

• Students analyze complex diagnostic emergency situations, taking into account pre-analytical, analytical and post-analytical factors, and evaluate their impact on patient-relevant decision-making.

• Students develop evidence-based, situationally adapted first aid strategies (e.g. for circulatory arrest, respiratory problems, trauma) and argue their selection in an interprofessional team, taking into account organizational and legal requirements.

• Students evaluate the effectiveness, safety and process quality of first aid measures carried out using defined quality indicators and derive optimization measures for emergency and first aid practice in hospitals.

Blended learning, flipped classroom, delivering and activating form

Continuous assessment

Drug administration (lysis, sleeping pills), O2 titration

• Students analyze pharmacological mechanisms of action and indications of drugs in the context of medical administration in bronchospasmolysis, diffusion measurement, provocation tests and the use of sleeping pills and evaluate their relevance for diagnostic and clinical application situations.

• Students develop evidence-based strategies for safe and situation-adapted drug administration and O2 titration and argue their choice, taking into account patient-related risks, interactions and current guidelines.

• Students evaluate potential side effects, contraindications and pharmacological factors influencing diagnostic test results and derive measures for quality assurance and patient safety.

• Students assess the legal framework for the use of medicinal products and oxygen administration in the area of responsibility of biomedical analysis and integrate biomedical guidelines into their professional activities and decision-making processes.

Blended learning, scripting

Final exam

Overview of the current job profile in histopathology and cytology
Rights and duties according to the MTD Act, Health Professionals Register, Medical Practitioners Act
Developments in the healthcare sector with an impact on the job profile (e.g. digitalization, laboratory automation)
Collaboration in an interdisciplinary team
Opportunities for professional development and specialization

• Students analyze the current job profile in histopathology and cytology, explain rights, duties and responsibilities in accordance with the MTD Act, the Register of Health Professionals and the Medical Practitioners Act and critically classify these in the institutional and legal framework of the Austrian healthcare system

• Students reflect on their professional role in an interdisciplinary team, shape cooperation with relevant professional groups (e.g. pathology, clinic, nursing, IT, QM) in an appropriate manner and take current developments such as digitalization, laboratory automation and new technologies into account in their professional activities.

• Students evaluate opportunities for professional development and specialization, derive individual development and qualification perspectives, argue their relevance in a professionally sound manner and assume responsibility for a reflected, lifelong oriented further development in the changing professional field of histopathology and cytology.

Short presentations with discussion (e.g. on developments in professional policy)
Work with legal texts and professional documents (e.g. job descriptions, register extracts),
Group exercises on case studies
Exchange on professional perspectives
Reflection tasks (written or oral) on own role in the histological-cytological environment

Continuous assessment

Framework conditions for freelance work as a biomedical analyst in Austria - legal, organizational and professional foundations in accordance with the MTD Act, Trade Regulations, Social Security Act, etc.
Comparison of international standards in cytodiagnostics and histopathology - country comparison (e.g. Germany, UK, Scandinavia): Professional roles, qualifications, regulation, quality requirements
Role and importance of professional associations: Cytology: e.g. ÖGZ (Austrian Society for Cytology), QUATE (The Quality Assurance Training an Examiinations in Cervical Cytopathology)
Histopathology: e.g. ÖGPath/ IAP Austria (Austrian Society for Pathology), Federal Association of German Pathologists, ESP (European Society of Pathology)
BMA representations: e.g. biomed Austria (Professional Association of Biomedical Analysts), international networks

Similarities and differences in tasks, methods and processes, Relevant quality requirements and points of contact in everyday laboratory work, Communication and information flows between the disciplines, Interdisciplinary findings: Contributions to overall diagnostic assessment, examples from practice: gynecological cytology, fine needle aspiration, intraoperative frozen sections, importance of cooperation for quality assurance and patient safety

• The students evaluate the legal and organizational framework conditions of freelance professional practice (e.g. MTD law, social insurance law) and derive legally compliant strategies for responsibilities and quality assurance in their own practice.

• Students analyze international professional models and qualification standards in comparison to the Austrian professional field in order to critically evaluate innovative options for action and development perspectives for cytodiagnostics and histopathology.

• Students reflect on the strategic importance of national and international professional associations for the representation of professional interests and take responsibility for the active integration of professional networks in the continuous development of their own professional practice.

• Students design and control collaborative interfaces between histopathology and cytology by systematically harmonizing process overlaps and standardizing targeted communication flows for complex application scenarios (e.g. frozen section diagnostics).

• Students assess the relevance of interdisciplinary cooperation for patient safety, argue the necessity of coordinated diagnostic processes in a professionally sound manner and share responsibility for consistent and transparent overall diagnostic assessments in a clinical context.

Specialist input on legal principles, professional practice and association structures, group work and comparison of international job profiles in cytology and histopathology, analysis of case studies on freelancing and professional responsibility, discussion of current developments (e.g. quality testing, digitization, EU mobility), optional guest lecture (e.g. BMA with international or freelance experience), interactive case discussions, short specialist inputs with delimitation and comparison tasks, discussion of real laboratory processes

Continuous assessment

National and international accreditation guidelines (ISO 15189, ISO 17025, ÖAK)

Phases of an accreditation procedure: preparation, implementation, follow-up

Development of a QM documentation system

Understanding roles and responsibilities in the accreditation process

Development of an internal control system

Fundamentals and implementation of quality management systems (QMS)

Digital tools in quality management

Digital pathology & image processing for quality assurance

Error management & risk assessment

• Students analyse and evaluate international quality management standards and legal principles (such as ISO 15189, ISO 17025) and their systematic significance for diagnostic, organizational and legal processes in the laboratory environment.

• Students design and create standard-compliant, practice-oriented quality management documents (e.g. procedural and work instructions, SOPs) and independently transfer theoretical requirements into applicable institutional QM structures.

• Students design and manage internal quality assurance methods, such as internal audits and deviation and corrective measures, in order to ensure patient safety and the continuous improvement of laboratory processes in the long term.

• Students evaluate the specific requirements of ISO 15189 for histology and cytology and analyze quality-relevant interfaces and sources of error in order to derive preventive measures for optimized accreditation capability.

• In simulations, students assume responsibility for the professional argumentation of improvement measures and the implementation of auditable processes, critically discussing examples of good practice and transferring them to the institutional context.

Theory input and standards analysis

Exercises on the creation of QM documents (e.g. procedural instructions)

Group work (e.g. accreditation simulation)

Discussion of good practice examples

Online research tasks on standards and legal principles

Case-oriented group work

Peer feedback on process analyses

Literature-based reflection tasks

Discussion of real laboratory examples

Continuous assessment

Oncogenic signaling pathways
Mutation types
Biomarker basics

Functional principles

- Technical comparison

- Sensitivity, specificity

PCR / qPCR

- NGS demodata

- Microarray basis

- Liquid biopsy (ctDNA)

• Students analyze complex oncogenic signaling pathways and mutation types and critically classify their functional significance for tumorigenesis and therapeutic target structures in the oncological-diagnostic context.

• Students carry out specialized analyses of oncologically relevant biomarkers using PCR, NGS, microarrays and liquid biopsy independently and ensure compliance with practical laboratory and quality assurance standards.

• Students systematically evaluate and compare the functional principles and diagnostic validity (sensitivity, specificity) of molecular pathological methods in order to make well-founded methodological decisions for specific clinical questions.

• Students interpret experimental and digital measurement data from molecular analyses, identify method-specific limitations and sources of error and integrate the results into a structured technical interpretation of biomarker profiles.

• Students reflect on the clinical relevance and limitations of molecular findings, argue the methodological selection in a professionally sound manner to interdisciplinary partners and assume responsibility for the appropriate use of data in the oncological decision-making process.

Online lecture
Online self-study units

Laboratory units

- Data analysis exercises

- Case studies

Module exam

Variant Classifier

VUS

Molecular interpretation of findings

PCR fail, primer-dimer, contamination

- NGS: poor clonal coverage, low library complexity

- FFPE artifacts

- Index hopping, sample swaps

- Bioinformatics errors (QC plots, FASTQC, MultiQC)

• Students evaluate complex concepts of variant classification (e.g. Variant Classifier) and critically classify the biological and diagnostic relevance of different variant classes, in particular VUS (Variants of Uncertain Significance), in the oncological-diagnostic context.

• Students interpret molecular analysis results by synthesizing bioinformatic, molecular and clinical-pathological information and formulate structured, evidence-based interpretations of molecular findings.

• Students systematically analyze complex sources of errors and artifacts in the entire molecular pathology workflow (e.g. PCR fails, NGS-specific limitations, index hopping, FFPE artifacts) and evaluate their causes and effects on diagnostic reliability.

• Students identify technical and bioinformatic deficiencies based on experimental data and quality metrics (e.g. QC plots) and derive specific optimization strategies to ensure practical laboratory and quality assurance standards.

• Students reflect on uncertainties in molecular findings, take responsibility for deciding on the usability of results and communicate limitations and complex constellations of findings (e.g. VUS) in a transparent and technically sound manner in the interdisciplinary decision-making process.

Seminar

Online case work

Online instructional videos

- Elaborations

Module exam

- Derivation and justification of scientific questions

- Structuring research questions (e.g. PICO)

- Systematic literature research in subject-specific databases

- Critical selection and documentation of relevant literature

- Reflection on the opportunities and limitations of Kl-supported research

• Students formulate clearly structured scientific or clinical questions based on practical or theoretical scientific or clinical questions and justify their relevance in the respective relevance in the respective professional context

• Students plan and carry out targeted literature searches in subject-specific databases and databases and reflect on the use of Kl-supported research tools with regard to comprehensibility, bias and limitations.

• Students justify the selection of relevant specialist literature in relation to the respective research question and document their research and selection process transparently, without claiming completeness or systematic synthesis of evidence.

• Students apply suitable biostatistical procedures for the correct and comprehensible descriptive processing of sonographic examination (measurement) data and critically justify the methodological selection with regard to the respective research question, data quality and applicable standards.

- Problem-based learning
- Research-based and self-directed learning
- Guided literature research exercises
- Moderated peer learning
- Reflection tasks / learning journal

Module exam

Structured collection of sonographic cases

Analysis, documentation and reflection of case histories based on national and international guidelines (ÖGUM, DEGUM, SGUM, SoR)

• Students develop and implement various forms of standardized diagnostic protocols with a clear structure, uniform nomenclature and quality criteria, taking into account legal requirements, professional guidelines and institution-specific standards.

• The students create and curate a quality-assured collection of case numbers from 50 sonographic case reports each with consistent findings logic, evidence-based justification and documented peer review results in compliance with data protection and documentation requirements in four different organ regions

• Students contribute to the further development of the profession

• Activating: elaborative methods, guided exercises, problem-based learning, guided self-study (peer-to-peer),

Module exam

Legal framework conditions of the radiological findings

Words/technical terms and their use

Organization and structure of a radiology report

Training: checklist, oral/dictated findings, sentence modules, etc.

• Students will analyze and structure radiological sonography findings in a consistent and appropriate manner, taking into account the legal framework, professional standards and institution-specific requirements.

• Students select precise specialist terminology and use it appropriately in the context of written, oral and dictated findings, with consistent nomenclature, clear logic of findings and verifiable comprehensibility, with reference to recent national and international evidence.

• Students develop and justify a structured report structure including guiding principles, section logic and prioritization of clinically relevant information, tailored to specific sonographic questions and inter- and multi-professional communication.

• Students create and revise case-based findings using checklists and sentence modules, using peer review feedback and briefing debriefing results to improve quality and in compliance with data protection and documentation requirements.

Problem based learning

Research-based and self-directed learning

Guided research of recent literature (national/international)

Peer-to-peer learning under moderation

Briefing-Debriefing

Module exam

• Practical exercises for performing echocardiographic examinations in accordance with national and international guidelines and standards
• Effects and interpretation of image artifacts
• Physiology/pathology in the echocardiographic examination, including knowledge of aetiology, incidence, laboratory tests, sonographic appearance and differential diagnosis
• Analysis of the ultrasound examination (images/loops) including Doppler techniques/specialist discussion
• Preparation of radiological findings/wording/specialist terminology
• Systematic analysis for reporting in the interprofessional team

• Students analyze and differentiate normal echocardiographic appearances, norm variants and pathological findings based on evidence and assess their clinical relevance, explicitly taking into account diagnostic uncertainties and methodological limitations; ethics and patient rights are considered framework conditions.

• Students apply standardized echocardiography protocols (2D, M Mode, spectral/color Doppler) according to indication and optimize device settings and image windows in accordance with recognized national and international guidelines and defined quality criteria; ALARP transfer to US context, sustainability, hygiene and device safety are considered framework conditions.

• The students classify medical referrals and clinical preliminary information correctly and according to the indication. They responsibly adapt the examination procedure to clinical and patient-dependent framework conditions in consultation with the inter- or multi-professional team; data protection and SOPs are considered framework conditions.

• Students use standardized views and measurement protocols consistently and evaluate intra- and inter-individual measurement reproducibility using defined key figures (e.g. deviation thresholds, repeat measurements) to ensure the quality of radiological findings; documentation requirements and audit specifications are considered framework conditions.

• The students create structured radiology reporting with guideline-compliant terminology and recognize the need for prioritization (inter- multiprofessional) for further clinical decision-making; in FoCUS, they apply an acute situation-related short protocol in a targeted manner, indication limits and escalation paths are considered framework conditions.

• Presenting and activating form (VO 40%, UE 60%)
• Presenter: Lecture, demonstration, video, simulation
• Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work
• Blended learning: integration of face-to-face and online learning

Module exam

• Practical exercises for performing gynecological/fetal examinations in accordance with national and international guidelines and standards
• Effects and interpretation of image artifacts
• Physiology/pathology in the gynecological/fetal examination, including knowledge of etiology, incidence, laboratory tests, sonographic appearance and differential diagnosis
• Analysis of the ultrasound examination (images/loops) including Doppler techniques/specialist discussion
• Preparation of radiological findings/wording/specialist terminology
• Systematic analysis for reporting in the interprofessional team

• Students analyze and differentiate normal sonographic gynecological and fetal appearances, normal variants and pathological findings, taking into account etiology, incidence, laboratory parameters and differential diagnoses, and evaluate their clinical relevance in an evidence-based manner, taking into account diagnostic uncertainties and limitations of sonography.

• The students apply all relevant sonographic techniques of gynecological and fetal sonography of the carotids, including Doppler procedures, according to indication, interpret artifacts and hemodynamic effects critically with regard to their impact on diagnostic significance and decision-making processes and optimize device settings according to national and international guidelines.

• Students assess medical referrals and available clinical information (e.g. laboratory values, previous findings, other imaging) based on the indication, identify ambiguities or contraindications and responsibly adapt the examination procedure in consultation with the inter- or multi-professional team.

• Students carry out gynaecological and fetal ultrasound examinations independently, in a patient-centred and ALARP-compliant manner, use standardized views and measurement protocols consistently and evaluate the intra- and inter-individual measurement reproducibility using defined key figures (e.g. deviation thresholds, repeat measurements) to ensure the quality of radiological findings; they also reflect on their professional actions with regard to the use of resources and sustainability.

• Students develop, use and evaluate checklists for the systematic initial interpretation and documentation of the examinations mentioned, analyze examination results in a structured manner, prepare them for interprofessional reporting in a way that is appropriate to the addressee and discuss case studies in a reflective manner in a team.

Presenting and activating form (VO 40%, UE 60%)

Presenter: Lecture, demonstration, video, simulation

Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work

Blended learning: integration of face-to-face and online learning

Module exam

• Practical exercises for performing vascular examinations in accordance with national and international guidelines and standards
• Effects and interpretation of image artifacts
• Physiology/pathology in the respective vascular examination region, including knowledge of aetiology, incidence, laboratory tests, sonographic appearance and differential diagnosis
• Analysis of the ultrasound examination (images) including Doppler techniques/specialist discussion
• Preparation of radiological findings/wording/specialist terminology
• Systematic analysis for reporting in the interprofessional team

• students analyze and differentiate normal sonographic appearances, norm variants and pathological findings of the vascular system (carotids, OE, UE and abdomen), taking into account etiology, incidence, laboratory parameters and differential diagnoses, and evaluate their clinical relevance in an evidence-based manner, taking into account diagnostic uncertainties and limitations of sonography.

• the students apply all relevant sonographic techniques of vascular sonography of the carotids including Doppler and, if applicable, CEUS procedures, optimize device settings according to national and international guidelines, critically interpret artefacts and hemodynamic effects with regard to their impact on diagnostic significance and (subsequent) decision-making processes.

• students assess medical referrals and available clinical information (e.g. laboratory values, previous findings, other imaging) in relation to the indication, identify ambiguities or contraindications and responsibly adapt the examination procedure in consultation with the inter- or multi-professional team.

• students carry out vascular ultrasound examinations of the vascular system (carotids, OE, UE and abdomen) independently, in a patient-centered and ALARP-compliant manner, select materials, transducers and device settings on a well-founded basis and reflect on their professional actions, also with regard to the use of resources and quality of care, patient safety, ethics and sustainability.

• Students develop, use and evaluate checklists for the systematic initial interpretation and documentation of examinations of the entire vascular system, analyze examination results in a structured manner, prepare them for interprofessional reporting in an appropriate manner and discuss case studies in a team.

• Presenting and activating form (VO 40%, UE 60%)
• Presenter: Lecture, demonstration, video, simulation
• Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work
• Blended learning: integration of face-to-face and online learning

Module exam

* Skills lab training in performing musculoskeletal and nerves ultrasound examinations according to national and international guidelines and benchmarks

* Influence/Usage of imaging artefacts

* Usage/Interpretation of dopplertechniques

* The relevance of various laboratory test results in connection with ultrasound examinations of the musculoskeletal system and the nerves

* Patient-care and reflection of patient interaction

* Case review and discussion

• Students analyze and differentiate normal sonographic appearances, norm variants and pathological findings of the musculoskeletal system and peripheral nerves, taking into account etiology, incidence, laboratory parameters and differential diagnoses, and evaluate their clinical relevance in an evidence-based manner, taking into account diagnostic uncertainties and limitations of sonography.

• Students apply all relevant sonographic techniques of vascular sonography of the carotids including (microvascular imaging) Doppler techniques according to indication, interpret artifacts and hemodynamic effects critically with regard to their impact on diagnostic significance and decision-making processes and optimize device settings according to national and international guidelines.

• Students assess medical referrals and available clinical information (e.g. laboratory values, previous findings, other imaging) based on the indication, identify ambiguities or contraindications and responsibly adapt the examination procedure in consultation with the inter- or multi-professional team.

• Students carry out musculoskeletal and nerve sonographic examinations independently, in a patient-centered and ALARP-compliant manner, select materials, transducers and device settings on a well-founded basis and reflect on their professional actions, also with regard to the use of resources and quality of care, patient safety, ethics and sustainability.

• Students develop, use and evaluate checklists for the systematic initial interpretation and documentation of musculoskeletal and peripheral nervous system examinations, analyze examination results in a structured manner, prepare them for interprofessional reporting in an appropriate manner and discuss case studies in a team.

Presenting and activating form (VO 40%, UE 60%)

Presenter: Lecture, demonstration, video, simulation

Activating: methods of development, guided exercises, problem-based learning, guided self-study (peer-to-peer), group work

Blended learning: integration of face-to-face and online learning

Module exam

Analysis of high-grade squamous intraepithelial lesions (HSIL)

Dysplastic patterns in LBC/thin film preparations

Co-factors & complex reaction patterns

HPV high-risk morphologies

AIN types

HPV-associated progression

Recognition of metastatic patterns in cervical and anal smears

• Students analyze higher-grade squamous cell lesions including AIN types using complex cell morphological criteria and derive differentiated diagnostic conclusions for different progression and finding situations.

• Students assess dysplastic patterns in LBC/thin section preparations in comparison to conventional preparation forms and critically reflect on method-related differences with regard to diagnostic validity and strategic implications.

• Students will evaluate co-factors and complex response patterns including HPV high-risk morphologies and integrate these into the interpretation of findings in an interdisciplinary manner to make evidence-based decisions in complex clinical contexts.

• Students assess HPV-associated progression patterns in the anogenital area and integrate virological and morphological findings into the interdisciplinary diagnostic decision-making process, taking current standards into account.

• Students recognize metastatic patterns in cervical and anal smears and justify well-founded diagnostic conclusions for the clarification of complex, unclear findings, taking into account relevant quality criteria.

Digital preparations (incl. LBC)

Presence microscopy/online microscopy of high-grade cases

Case discussions: CIN2/3 vs. AIN2/3

Online lecture/distance learning videos

Comparative morphology training

Continuous assessment

AGC/AIS in conventional & LBC preparations
Endometrial vs. endocervical differentiation
Special cell images: radiation-induced, hormonal, immunomodulated, neovagina,
Tamoxifen
Rare tumors (e.g. clear cell, neuroendocrine)

• Students analyze AGC and AIS findings in conventional and LBC preparations, compare morphological patterns of both preparation techniques and derive differentiated diagnostic conclusions.

• Students differentiate between endometrial and endocervical cell populations, taking into account special influencing factors (e.g. radiation-induced, hormonal, immunomodulated changes, neovagina, tamoxifen) and reflect on their relevance in the overall diagnostic picture.

• Students assess rare tumors such as clear cell and neuroendocrine neoplasms as well as metastases using complex cell morphological criteria and integrate these findings into interdisciplinary decision-making processes to safeguard challenging diagnostic situations.

Online lecture/distance learning videos

Interactive self-study modules

Online microscopy

Digital slides

Presence microscopy/online microscopy

Case discussions

Continuous assessment

Correlation of complex cytology with histology & HPV genotyping
Colposcopic mapping approach
Evidence-based follow-up strategies
Algorithmic approach in an interdisciplinary context

• Students correlate complex cytological findings with histological results and HPV genotyping, integrate multidimensional diagnostic information and derive well-founded interdisciplinary decisions.

• Students apply colposcopic mapping approaches in a critically reflective manner, analyze their informative value in combination with cytology, histology and virological data and evaluate their relevance for differentiated diagnostic questions.

• Students develop evidence-based follow-up strategies and algorithmic procedures, justify these on the basis of current guidelines and research findings and manage their application in complex interdisciplinary contexts.

Decision workflows
Interdisciplinary case boards (Gyn/Path/Zyto online)
Group decisions with role allocation

Continuous assessment

Overview of the current job profile in histopathology and cytology
Rights and duties according to the MTD Act, Health Professionals Register, Medical Practitioners Act
Developments in the healthcare sector with an impact on the job profile (e.g. digitalization, laboratory automation)
Collaboration in an interdisciplinary team
Opportunities for professional development and specialization

• Students analyze the current job profile in histopathology and cytology, explain rights, duties and responsibilities in accordance with the MTD Act, the Register of Health Professionals and the Medical Practitioners Act and critically classify these in the institutional and legal framework of the Austrian healthcare system

• Students reflect on their professional role in an interdisciplinary team, shape cooperation with relevant professional groups (e.g. pathology, clinic, nursing, IT, QM) in an appropriate manner and take current developments such as digitalization, laboratory automation and new technologies into account in their professional activities.

• Students evaluate opportunities for professional development and specialization, derive individual development and qualification perspectives, argue their relevance in a professionally sound manner and assume responsibility for a reflected, lifelong oriented further development in the changing professional field of histopathology and cytology.

Short presentations with discussion (e.g. on developments in professional policy)
Work with legal texts and professional documents (e.g. job descriptions, register extracts),
Group exercises on case studies
Exchange on professional perspectives
Reflection tasks (written or oral) on own role in the histological-cytological environment

Continuous assessment

Framework conditions for freelance work as a biomedical analyst in Austria - legal, organizational and professional foundations in accordance with the MTD Act, Trade Regulations, Social Security Act, etc.
Comparison of international standards in cytodiagnostics and histopathology - country comparison (e.g. Germany, UK, Scandinavia): Professional roles, qualifications, regulation, quality requirements
Role and importance of professional associations: Cytology: e.g. ÖGZ (Austrian Society for Cytology), QUATE (The Quality Assurance Training an Examiinations in Cervical Cytopathology)
Histopathology: e.g. ÖGPath/ IAP Austria (Austrian Society for Pathology), Federal Association of German Pathologists, ESP (European Society of Pathology)
BMA representations: e.g. biomed Austria (Professional Association of Biomedical Analysts), international networks

Similarities and differences in tasks, methods and processes, Relevant quality requirements and points of contact in everyday laboratory work, Communication and information flows between the disciplines, Interdisciplinary findings: Contributions to overall diagnostic assessment, examples from practice: gynecological cytology, fine needle aspiration, intraoperative frozen sections, importance of cooperation for quality assurance and patient safety

• The students evaluate the legal and organizational framework conditions of freelance professional practice (e.g. MTD law, social insurance law) and derive legally compliant strategies for responsibilities and quality assurance in their own practice.

• Students analyze international professional models and qualification standards in comparison to the Austrian professional field in order to critically evaluate innovative options for action and development perspectives for cytodiagnostics and histopathology.

• Students reflect on the strategic importance of national and international professional associations for the representation of professional interests and take responsibility for the active integration of professional networks in the continuous development of their own professional practice.

• Students design and control collaborative interfaces between histopathology and cytology by systematically harmonizing process overlaps and standardizing targeted communication flows for complex application scenarios (e.g. frozen section diagnostics).

• Students assess the relevance of interdisciplinary cooperation for patient safety, argue the necessity of coordinated diagnostic processes in a professionally sound manner and share responsibility for consistent and transparent overall diagnostic assessments in a clinical context.

Specialist input on legal principles, professional practice and association structures, group work and comparison of international job profiles in cytology and histopathology, analysis of case studies on freelancing and professional responsibility, discussion of current developments (e.g. quality testing, digitization, EU mobility), optional guest lecture (e.g. BMA with international or freelance experience), interactive case discussions, short specialist inputs with delimitation and comparison tasks, discussion of real laboratory processes

Continuous assessment

National and international accreditation guidelines (ISO 15189, ISO 17025, ÖAK)

Phases of an accreditation procedure: preparation, implementation, follow-up

Development of a QM documentation system

Understanding roles and responsibilities in the accreditation process

Development of an internal control system

Fundamentals and implementation of quality management systems (QMS)

Digital tools in quality management

Digital pathology & image processing for quality assurance

Error management & risk assessment

• Students analyse and evaluate international quality management standards and legal principles (such as ISO 15189, ISO 17025) and their systematic significance for diagnostic, organizational and legal processes in the laboratory environment.

• Students design and create standard-compliant, practice-oriented quality management documents (e.g. procedural and work instructions, SOPs) and independently transfer theoretical requirements into applicable institutional QM structures.

• Students design and manage internal quality assurance methods, such as internal audits and deviation and corrective measures, in order to ensure patient safety and the continuous improvement of laboratory processes in the long term.

• Students evaluate the specific requirements of ISO 15189 for histology and cytology and analyze quality-relevant interfaces and sources of error in order to derive preventive measures for optimized accreditation capability.

• In simulations, students assume responsibility for the professional argumentation of improvement measures and the implementation of auditable processes, critically discussing examples of good practice and transferring them to the institutional context.

Theory input and standards analysis

Exercises on the creation of QM documents (e.g. procedural instructions)

Group work (e.g. accreditation simulation)

Discussion of good practice examples

Online research tasks on standards and legal principles

Case-oriented group work

Peer feedback on process analyses

Literature-based reflection tasks

Discussion of real laboratory examples

Continuous assessment

Microscopy training
Case work: "Papillary features vs. reactive atypical"

• Students assess cytological breast preparations and differentiate between typical benign and malignant patterns, taking into account clinical information and defined quality criteria.

• Students analyze FNA preparations of the breast and derive diagnostically sound decisions, taking into account the indications and diagnostic limits.

• Students evaluate malignant cytological patterns of the breast, including the differentiation between high-grade and low-grade lesions, and develop comprehensible diagnostic conclusions, systematically taking into account background characteristics and typical pitfalls

• Students differentiate normal, reactive and atypical mesothelial cells as well as benign and malignant changes in lung and effusion preparations and derive clinically relevant conclusions for complex findings on the basis of established cytomorphological criteria.

• Students analyze urinary specimens and classify reactive changes, dysplasia and high-grade urothelial lesions using the Paris system at a basic level.

• Microscopic exercises
• Case discussions and interactive discussions
• blended learning
• Peer learning / group work
• Problem-Based Learning (PBL)
• Digital image analysis & virtual microscopy

Continuous assessment

Microscopy training
Case training: GI malignancy vs. inflammation

• The students analyze cytological GI preparations from brush, rinse and FNA material and differentiate reactive, inflammatory and regenerative changes from malignant patterns, taking into account typical background characteristics and artifacts.

• The students evaluate malignant patterns of adenocarcinomas of the GI tract and squamous cell carcinomas of the esophagus and derive comprehensible diagnostic conclusions for complex gastrointestinal issues.

• Students assess liver preparations from aspirates and punctates and differentiate between hepatocellular and metastatic patterns, deriving clinically relevant consequences.

• Students analyze pancreatic FNA preparations from EUS punctures and identify ductal adenocarcinomas and neuroendocrine tumors, with correct classification of cystic lesions on basic morphology.

• Students evaluate malignant liver patterns including hepatocellular carcinomas and metastatic tumors and integrate background features such as bile, blood and necrosis into the diagnostic decision.

• Microscopic exercises
• Case discussions and interactive discussions
• blended learning
• Peer learning / group work
• Problem-Based Learning (PBL)
• Digital image analysis & virtual microscopy

Continuous assessment