Illustrate a case study of a regulated plant pathogen of your choice, describing the diagnostic pathway adopted, from sampling to pathogen confirmation.
Define the concepts of symptom, sign, and syndrome, providing an example of differential diagnosis for a foliar disease caused by different etiological agents.
Describe the main steps involved in the isolation and identification of a plant pathogenic fungus or bacterium from symptomatic plant tissues.
Illustrate Koch's postulates and discuss their importance and limitations in modern plant pathology.
Explain the concepts of sensitivity and specificity of a diagnostic test, highlighting their role in the interpretation of diagnostic results.
Define the concept of DNA barcoding and describe its main applications in the identification and characterization of plant pathogens.
DIAGNOSIS IN PLANT PATHOLOGY
Academic Year 2026/2027 - Teacher: VITTORIA CATARAExpected Learning Outcomes
Upon completion of the course, students will achieve the following learning outcomes:
Knowledge and understanding
Students will acquire a comprehensive understanding of the diagnostic process in plant pathology, from symptom and disease assessment to the detection, identification and characterization of plant pathogens, including viruses, viroids, bacteria, fungi and oomycetes. They will gain knowledge of the principles and applications of conventional and advanced diagnostic methods, official diagnostic protocols and the regulatory framework governing plant health.
Applying knowledge and understanding
Students will be able to apply diagnostic procedures for sampling, isolation, detection and identification of plant pathogens using biological, serological and molecular approaches. They will be able to implement diagnostic protocols and select the most appropriate methods according to the pathogen, plant material and diagnostic objectives.
Making judgements
Students will develop the ability to critically evaluate diagnostic data and results, recognizing the strengths and limitations of different diagnostic approaches. They will be able to select appropriate diagnostic strategies and draw scientifically sound conclusions in different plant health contexts.
Communication skills
Students will acquire the ability to communicate diagnostic procedures, results and conclusions using appropriate scientific terminology through technical reports, oral presentations and scientific discussions.
Learning skills
Students will develop the ability to independently update their knowledge through critical evaluation of scientific literature, official diagnostic standards and national and international regulatory sources, with particular attention to technological innovations in plant disease diagnostics.
Course Structure
The course combines lectures, laboratory activities and case-study discussions.
Lectures (21 hours) provide the theoretical background on plant disease diagnosis, diagnostic workflows, pathogen detection methods and plant health regulations.
Practical activities (42 hours) include laboratory exercises, diagnostic protocol demonstrations, case-study analysis, seminars, and activities designed to simulate real diagnostic scenarios.
Whenever possible, technical visits to diagnostic laboratories, plant health services or agrifood companies will be organized to expose students to professional diagnostic environments.
If the course is delivered in blended or remote mode, appropriate adjustments may be made to the above, in order to ensure consistency with the syllabus
Required Prerequisites
Attendance of Lessons
Attending the classes is not mandatory, but strongly recommended, as it facilities the learning process and contributes to the achievement of the learning objectives.
Detailed Course Content
The course provides theoretical and practical training in plant disease diagnostics. Students will explore the diagnostic workflow from symptom observation to pathogen detection, identification and characterization.
Topics include:
- Principles of plant disease diagnosis and diagnostic workflows.
- Symptomatology, disease assessment and sampling strategies.
- Isolation and identification of plant pathogenic bacteria and fungi.
- Biological assays and pathogenicity testing.
- Serological techniques for pathogen detection.
- Molecular diagnostic approaches, including PCR-based methods.
- Advanced diagnostic technologies, including DNA barcoding, genomics, metagenomics and high-throughput sequencing (HTS).
- Selection and validation of diagnostic methods.
- Elements od Plant health regulations.
- Official diagnostic protocols and case studies.
Textbook Information
Study material will be made available in English: outlines and notes of lectures and exercises, online resources, and materials available on the websites of the American Phytopathological Society and British Society for Plant Pathology, European and Mediterranean Plant Protection Organization (EPPO)
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | . Introduction to Plant Disease: Diagnostics Diagnosis, detection, identification, and characterization of plant pathogens. Diagnostic workflow. Phytosanitary organizations and official diagnostic protocols. | Teaching materials provided by the professor |
| 2 | Symptomatology and Sampling: Disease history, symptoms, syndromes, and signs. Symptom-based and differential diagnosis. Koch's postulates. Disease assessment, sampling, and data recording. | Teaching materials provided by the professor |
| 3 | Conventional Diagnostic Methods: Isolation of plant pathogenic bacteria and fungi. Traditional identification techniques. | Teaching materials provided by the professor |
| 4 | Serological Diagnostics: Principles of antigen-antibody interactions. ELISA, immunofluorescence, immunoblotting, and related techniques. Sensitivity, specificity, and interpretation of results. | Teaching materials provided by the professor |
| 5 | Molecular Diagnostics: Nucleic acid extraction and analysis. PCR, RT-PCR, Real-Time PCR, and related methods. Applications in pathogen detection and identification. | Teaching materials provided by the professor |
| 6 | Biological Assays and Pathogenicity Testing: Pathogenicity assessment. Indicator plants and bioassays. Identification of races, pathotypes, and pathogen variants. | Teaching materials provided by the professor |
| 7 | Advanced Diagnostic Technologies:DNA barcoding and MLST.Genomics, metagenomics, and high-throughput sequencing (HTS).Biosensors and portable diagnostic devices. | Teaching materials provided by the professor |
| 8 | Attività pratiche e casi studio: Esercitazioni di laboratorio. Analisi di casi studio e problem solving. Discussione di scenari diagnostici reali. | Teaching materials provided by the professor |
Learning Assessment
Learning Assessment Procedures
Voto |
Italiano |
Inglese |
|
Non idoneo |
Conoscenza e comprensione argomento: significative carenze e imprecisioni Capacità di analisi e sintesi: irrilevanti, frequenti generalizzazioni Utilizzo di referenze: completamente inappropriato |
Knowledge and understanding of the topic: significant shortcomings and inaccuracies Ability to analyze and synthesize: irrelevant with frequent generalizations Use of references: completely inappropriate |
|
18-20 |
Conoscenza e comprensione argomento: molto modesto, imperfezioni evidenti Capacità di analisi e sintesi: appena sufficienti Utilizzo di referenze: appena appropriato |
Knowledge and understanding of the topic: very modest with evident imperfections Analysis and synthesis skills: barely adequate Use of references: just appropriate |
|
21-23 |
Conoscenza e comprensione argomento: conoscenza poco più che sufficiente Capacità di analisi e sintesi: discreta capacità di analisi e sintesi, argomenta in modo logico e coerente Utilizzo di referenze: utilizza le referenze standard |
Knowledge and understanding of the topic: knowledge is slightly above the minimum acceptable level Ability to analyze and synthesize: a fair bility to analyze and synthesize information, presenting arguments in a logical and coherent manner Using references: use standard references |
|
24-26 |
Conoscenza e comprensione argomento: conoscenza buona Capacità di analisi e sintesi: ha buone capacità di analisi e di sintesi buone, gli argomenti sono esposti coerentemente Utilizzo di referenze: utilizza le referenze standard |
Knowledge and understanding of the topic: good knowledge Analysis and synthesis skills: good analytical and synthesis abilities, arguments are presented consistently Using references: use of standard references |
|
27-29 |
Conoscenza e comprensione argomento: conoscenza più che buona Capacità di analisi e sintesi: ha notevoli capacità di analisi e di sintesi Utilizzo di referenze: ha approfondito gli argomenti |
Knowledge and understanding of the topic: knowledge more than good Ability to analyze and synthesize: considerable abilities of analysis and synthesis Use of references: the topic has been explored in depth |
|
30-30 e lode |
Conoscenza e comprensione argomento: conoscenza ottima Capacità di analisi e sintesi: ha notevoli capacità di analisi e di sintesi Utilizzo di referenze: significativi approfondimenti |
Knowledge and understanding of the topic: excellent knowledge Ability to analyze and synthesize: excellent abilities of analysis and synthesis Use of references: important insights |
To ensure equal opportunities and in compliance with current laws, students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l’integrazione Attiva e Partecipata — Servizi per le Disabilità e/o DSA) through the referring professor within the department, (https://www.cinap.unict.it/content/referenti).