@Mail
Propedeutics provided by the Graduate Course and knowledge of the fundamentals of chemistry, biochemistry and general pathology.
Provide the student with the basic knowledge necessary for the execution of the main biochemical methodologies currently in use in emergency/emergency clinical laboratories. Provide the fundamental knowledge for solving the operational problems that the biomedical laboratory technician must face in carrying out diagnostic investigations with an emergency/emergency nature.
Lab medicine. Clinical laboratory models in comparison. The diagnostic process. Decentralized analysis and use of Point Of Care Testing in emergency. The main laboratory tests required in emergency/emergency.
Laboratory medicine: a general framework of reference. The Italian situation. Some clinical laboratory models compare: 'Total Lab Automation', 'Corelab', 'Hub & Spoke' and 'Automation for Individual Areas'. Integrated/separate emergency labs. Advantages and disadvantages of the two organizational models. The diagnostic process: pre-pre-analytical, pre-analytical, analytical, post-analytical and post-post-analytical phase. Pre/post analytical variables and the benefits of modern technologies for detecting interfering substances. The importance of TAT in Emergency /Urgency. Decentralized analysis and use of Point Of Care Testing as a matter of urgency. Hemogasalysis and hydro-electrolytic disorders. The main laboratory tests required in emergency/urgency and the most common clinical frameworks that are observed in the ER. Cardiac biomarkers, hematological diagnostics, biochemistry and hemostasis in emergency/emergency. Biomarkers of sepsis, stroke and flogosis. Laboratory diagnostics in pancreatitis, jairian and kidney disease. The lab in emergency toxicology. New technologies for emergency management in microbiology (Liquor/hemocultures/malaria research/rapid testing).
Medicina di laboratorio. Logica e patologia clinica by Elio Gulletta, Italo Antonozzi. Biochimica clinica e medicina di laboratorio. Edited by M. Ciaccio, G. Lippi.
Frontal lessons, interactive teaching.
Multiple choice, synthetic response tests and oral interviews. Final vote in thirty-one.
Mandatory frequency.