Interpretation of the Abnormal Complete Blood Count

Abstract

Abstract Introduction The material is a TBL module intended for first-year medical students. Its purpose is to allow students to integrate hematology principles and apply what they have learned in order to diagnose disease states using basic clinical data and an abnormal complete blood count. This TBL was developed as an activity during the final week of the hematology module for first-year medical students. At this point in the year, the students already had experience with three to four sessions of TBL. The module was intended serve as a review of hematology material and also to give the students a clinical perspective. Methods This resource includes a readiness assurance test with questions taken directly from a required prereading assignment, and application exercises involving three clinical cases. The module can be completed in 2 hours. The article assigned for prereading was chosen because of its clinical relevance and conciseness. The students gave feedback in their evaluations generally about how they found TBL beneficial as a means of learning the material. Results From the end-of-module survey, more than 90% of the students agreed (54.7%) or strongly agreed (35.5%) that the TBL activities were useful in learning module content. In particular, students found the handout that gave specific instructions regarding preparation for the TBL helpful. Discussion This resource is part of the first year organ system based curriculum which uses active learning, including TBL. The student will be able to develop a differential diagnosis of CBC abnormalities and focus testing in a logical manner in order to make a diagnosis.

Keywords

• Anemia
• Hematology
• Thrombocytopenia
• Leukocytosis
• Thrombocytosis
• Myeloproliferative Disorders