Lecture Notes for Clinical Laboratory Hematology, 2nd Edition

Name: Lecture Notes for Clinical Laboratory Hematology, 2nd Edition
Brand: Academic Documents Platform
Price: 9.99 USD
Availability: InStock
Author: Joseph Wilson

Improve your learning with Lecture Notes for Clinical Laboratory Hematology, 2nd Edition, packed with key course insights.

Joseph Wilson

Contributor

4.7

about 2 months ago

Preview (31 of 184)

Instructor’s Resource Manual
Linda F. Comeaux, BS, CLS(NCA)
Dean, Health, Sciences, and Engineering
Arapahoe Community College
to Accompany
Clinical Laboratory Hematology
Second Edition
Shirlyn B. McKenzie, PhD, CLS(NCA), MT(ASCP)SH
Department of Clinical Laboratory Sciences
University of Texas Health Science Center at San Antonio
J. Lynne Williams, PhD, CLS(NCA), MT(ASCP)
Medical Laboratory Sciences Program
Oakland University

1
Introduction
This Instructor’s Resource Manual is a supplement to the Clinical Laboratory Hematology textbook and
is part of the complete teaching and learning package compiled by its authors. Like the textbook, the
Instructor’s Resource Manual is created to support instruction and facilitate learning for both CLT/MLT
and CLS/MT students.
The Clinical Laboratory Hematology textbook and Instructor’s Resource Manual have been thought-
fully prepared to assist the educator in promoting “learner-centered” activities. An ancient Chinese
proverb states:
“I listen, I forget I see, I remember I do, I understand.”
The Clinical Laboratory Hematology textbook has a unique blend of features to enhance student com-
prehension and learning. Likewise, the Instructor’s Resource Manual provides guidance and infor-
mation to assist the educator and encourage the students’ active participation in the learning process.
ORGANIZATION OF THE INSTRUCTOR’S RESOURCE MANUAL
This Instructor’s Resource Manual includes active learning and retention tips, teaching strategies, a
sample syllabus, transition grids, suggested student activities, additional practice questions and case
studies, word searches, and crossword puzzles. It is organized as noted below by the same content
sections as found in the Clinical Laboratory Hematology textbook.
ÁÁ
Section 1 Introduction to Hematology
Chapter 1 Introduction to Hematology
Chapter 2 Cellular Homeostasis
Chapter 3 Hematopoiesis
Section 2 The Hematopoietic System
Chapter 4 Structure and Function of Hematopoietic Organs
Chapter 5 The Erythrocyte

Loading page 4...

2 Instructor’s Resource Manual
Chapter 6 Hemoglobin
Chapter 7 The Leukocyte
Section 3 The Anemias
Chapter 8 Introduction to Anemia
Chapter 9 Anemias of Disordered Iron Metabolism and Heme Synthesis
Chapter 10 Hemoglobinopathies: Qualitative Defects
Chapter 11 Thalassemia
Chapter 12 Megaloblastic and Nonmegaloblastic Macrocytic Anemias
Chapter 13 Hypoproliferative Anemias
Chapter 14 Introduction to Hemolytic Anemia
Chapter 15 Hemolytic Anemia: Membrane Defects
Chapter 16 Hemolytic Anemia: Enzyme Deficiencies
Chapter 17 Hemolytic Anemia: Immune Anemias
Chapter 18 Hemolytic Anemia: Nonimmune Defects
Section 4 Nonmalignant Disorders of Leukocytes
Chapter 19 Nonmalignant Granulocyte and Monocyte Disorders
Chapter 20 Nonmalignant Lymphocyte Disorders
Section 5 Neoplastic Hematologic Disorders
Chapter 21 Introduction to Hematopoietic Neoplasms
Chapter 22 Myeloproliferative Disorders
Chapter 23 Myelodysplastic Syndromes
Chapter 24 Acute Myeloid Leukemias
Chapter 25 Acute Lymphoblastic Leukemias
Chapter 26 Lymphoid Malignancies: Chronic Lymphoid Leukemias, Lymphomas, and
Plasma Cell Neoplasms
Chapter 27 Hematopoietic Stem Cell Transplantation
Section 6 Body Fluids
Chapter 28 Morphologic Analysis of Body Fluids in the Hematology Laboratory
Section 7 Hemostasis
Chapter 29 Primary Hemostasis
Chapter 30 Secondary Hemostasis and Fibrinolysis
Chapter 31 Disorders of Primary Hemostasis
Chapter 32 Disorders of Secondary Hemostasis
Chapter 33 Thrombophilia
Section 8 Hematology Procedures
Chapter 34 Hematology Procedures
Chapter 35 Bone Marrow Examination
Chapter 36 Automation in Hematology and Hemostasis
Chapter 37 Flow Cytometry
Chapter 38 Chromosome Analysis of Hematopoietic and Lymphoid Disorders
Chapter 39 Molecular Analysis of Hematologic Diseases
Chapter 40 Laboratory Testing in Coagulation
Chapter 41 Quality Assessment in the Hematology Laboratory

Loading page 5...

Introduction 3
UNIQUE FEATURES
Each of the eight sections in the Instructor’s Resource Manual has a number of unique features, which
are described below for both Level I and Level II learners.
• Transition Grid The Transition Grid provides the educator with an easy cross-reference
between Clinical Laboratory Hematology and other hematology textbooks.
• Objectives All chapter objectives, known as checklist items, are listed.
• Active Learning A variety of “learner-centered” activities are presented. Detailed information
concerning implementation of these activities can be found in the Teaching Tips section of the
Instructor’s Guide.
• Laboratory Activities Most sections include suggested activities to perform in the student
laboratory. A sample differential and blood smear evaluation worksheet is provided in the
Instructor’s Guide appendix.
• Practice Questions Additional practice questions and one case study for each level (I and II)
are included per section. Three questions from each Taxonomy (recall, application, and analysis)
of cognitive learning are integrated throughout the questions. Answers to the practice questions
may be found in the Instructor’s Guide appendix.
• Word Search and Crossword Puzzles Copy-ready word search and crossword puzzles are
provided at the end of each section. All sections have both a Level I and Level II word search
and crossword puzzle with a correlating answer sheet.
SUPPLEMENTAL WEB SITE
An innovative supplement to the Clinical Laboratory Hematology textbook is the Companion Website
found at www.pearsonhighered.com/mckenzie. Educators are encouraged to guide their learners to this
additional teaching and assessment resource. This website is dynamic and will be periodically updated.
Educators and learners are provided with additional multiple choice questions at both the Level I and
Level II abilities. To challenge students, there are problem-solving/critical-thinking questions that can
be attempted by students as guided by their instructor. For additional support and information, stu-
dents can visit the following websites.
Other suggested sites to visit include:
http://www.beckman.com/lars/personnel/webinars.asp
http://www.lymphoma.org.uk
http://dpalm.med.uth.tmc.edu/faculty/bios/nguyen/Webcoag/Webcoag.htm
http://www.whonamedit.com/
http://www.bloodline.net
www.clot-ed.com
www.phd.msu.edu/Education/InteractiveHemostasisAnimations.aspx
http://ashimagebank.hematologylibrary.org/
Active Learning sites to visit:
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm
http://trc.ucdavis.edu/TRC/ta/tatips/activelearning.pdf
http://www.acu.edu/cte/activelearning/whyuseal2.htm

Loading page 6...

4 Instructor’s Resource Manual
INSTRUCTOR’S RESOURCE DVD-ROM
The Instructor’s Resource DVD-ROM (0-13-513737-3) contains many resources in an electronic format.
It includes the complete test bank that allows instructors to design customized quizzes and exams. The
TestGen wizard guides you through the steps to create a simple test with drag-and-drop or point-and-
click transfer. You can select test questions either manually or randomly and use online spell-checking
and other tools to quickly polish your test content and presentation. The question formats include mul-
tiple choice, fill-in-the-blank, true/false, and essay. You can save your test in a variety of formats both
locally and on a network, print up to 25 variations of a single test, and publish your tests in an online
course. For more information, please visit www.pearsonhighered.com/testgen.
It also includes a PowerPoint Lecture package that contains key discussion points, along with fig-
ures and tables for each chapter. This feature provides dynamic, fully designed, integrated lectures that
are ready to use and allows instructors to customize the materials to meet their specific course needs.
An Image Library of images and tables in the book is also available to you. We feel this offering
will help you to be more successful in the classroom as these images can be projected on-screen dur-
ing a class lecture or inserted into handouts or quizzes. You have permission from Pearson to copy
and paste these images into your PowerPoint lectures, printed documents, and web site, as long as
you have adopted and are using Clinical Laboratory Hematology, 2nd edition, as your course textbook.
A Bonus Image Library (an instructor’s dream) also is available on the DVD-ROM. This library
includes high resolution color microscopic pictures of normal and abnormal hematopoietic cells. It is
organized by chapter and each slide is indexed to help you locate a particular slide quickly. The slides
can be used in digital presentations in the classroom or in on-line courses if you have adopted the book
as your course textbook.
An electronic version of this Instructor’s Resource Manual in PDF and Word formats can be
accessed on the Instructor’s Resource DVD-ROM.
TEACHING TIPS
This Teaching Tips section provides brief information on writing objectives, test item writing, expla-
nations of the suggested activities, and a sample syllabus. This material is intended to assist the
clinical laboratory educator at all levels of instruction.
Writing Objectives
Objectives are specific performance or behavioral statements describing what the “student will be able
to do” after completing a particular instructional activity. Learners will be guided and directed by the objec-
tives written by the instructor. These instructional objectives should be measurable and consistent with
the instruments designed to assess student learning, that is, exams, laboratory practicals, and so on.
Instructional or learning objectives are generally classified into three different domains: cognitive,
affective, and psychomotor.
• Cognitive domain involves mental operations from recall (lowest level) to evaluation (highest
level).
• Affective domain involves the attitudes, values, or feelings from acquisition (lower level) to action
and internalization (higher level).
• Psychomotor domain ranges from simple manipulation to the highest level of creative
performance.
Effective learning objectives should be written within each domain to address and fulfill the five
areas of developmental needs. Generally, the intellectual needs are within the cognitive domain, the

Loading page 7...

Introduction 5
physical developmental needs are found within the psychomotor domain, and the psychological,
social, and moral/ethical needs are within the affective domain. This particular Teaching Tip section
focuses on the cognitive domain.
Intellectual or cognitive domain objectives are composed according to the complexity of the skills.
Benjamin Bloom and associates have created the most widely used and accepted taxonomy (classifi-
cation) of cognitive objectives, known as “Bloom’s Taxonomy.” Bloom’s Taxonomy includes the fol-
lowing six categories.
1. Knowledge (recalling or recognizing information)
2. Comprehension (understanding the meaning of information)
3. Application (applying or using the information)
4. Analysis (comprehending information into its component parts)
5. Synthesis (generating new ideas by putting the components together)
6. Evaluation (judging the worth of an idea, opinion, or information)
This Taxonomy can be further condensed into three categories:
• Taxonomy I Knowledge
• Taxonomy II Application
• Taxonomy III Evaluation
Taxonomy I is the simple recall of information that has been presented. Taxonomy II is the inter-
pretation of facts and an application of the information that is given. Taxonomy III involves problem
solving at the highest level of learning. This Instructor’s Guide provides examples of the Taxonomy I,
II, and III cognitive process in the practice question sections.
Finally, when writing learning objectives the educator should strive to compose a statement with
verbs that are measurable or observable. Action verbs such as explain, discuss, or formulate give overt
instructions to the learner. Instructors should avoid verbs that are covert or not obviously measurable
such as understand, realize, learn, know, believe, indicate, comprehend, or appreciate. Direct, mea-
surable objectives may include some of the following action verbs.
Taxonomy I choose, complete, classify, define, describe, explain, express, identify, recall, rec-
ognize, state, or summarize
Taxonomy II apply, analyze, appraise, calculate, compute, demonstrate, develop, diagram,
differentiate, distinguish, establish, interpret, perform, provide, relate, solve, submit, or utilize
Taxonomy III assess, compile, compare and contrast, create, design, evaluate, formulate, fore-
cast, generate, justify, predict, propose, recommend, resolve, revise, synthesize, validate
Note: Action verbs may cross over categories depending on the content covered and the question being
asked.
Reference: Kellough, R., and Kellough, N. A Guide to Methods and Resources, Planning for Competence. Upper
Saddle River, New Jersey: Merrill/Prentice Hall, 1999.
Test Item Writing
It is not always difficult to write test questions, however, it is sometimes challenging to compose assess-
ment items that are meaningful and effective. Here are a few hints on how to successfully assess your
student’s learning while creating exam questions.

Loading page 8...

6 Instructor’s Resource Manual
Multiple choice questions, a type of “selected response test item,” are some of the more common
items used in written exams. These items are composed of the item stem (the question or statement)
and possible options to complete or answer the question. Options or choices that are incorrect are called
distracters.
Overall, test items should:
• Test one, relevant concept.
• Correlate with the learning objectives and Taxonomy level. The action verbs listed above can also
be used in test item writing. The appropriate action verb will determine the Taxonomy or cogni-
tive level required to answer each question.
• Be well written in terms of vocabulary, sentence structure, spelling, and grammar.
• Avoid unimportant information that will make the question too long or difficult to comprehend.
Item stems should:
• Be written clearly and concisely so the students know what is being asked—avoid being “tricky.”
• Use different phrasing than what is in the textbook.
• Not educate or teach concepts within the context of the stem.
• Not include unessential information as an introduction.
• Not use vague or absolute terms, that is, generally, never, or always.
Options/distracters should:
• Be consistent with the content of the stem but should not repeat the wording or phrasing.
• Avoid the use of “all of the above”—recognizing one wrong option will eliminate this choice.
• Include four to five responses (four options seems preferable).
• Be listed in alphabetical or chronological order.
• Have a consistent length—test-wise students can identify longer options as generally correct.
• Be plausible.
• Be created in a manner that represents errors in thinking that students might commonly make.
Active Learning and Suggested Activities
Teaching and learning experts acknowledge that an environment in which students play a role and
take responsibility for their learning and the teacher performs as facilitator rather than lecturer is far
more conducive to learning retention. The “Learning Pyramid” states a learner will retain only 10% of
information read and only 20% seen in audiovisual activities. Furthermore, demonstrations provide only
30% retention, discussions 50%, hands-on practice retains 75%, and teaching others allows for 90%
retention of information. 1
Every good instructor strives to teach in a way that will optimize student learning. This section
provides tools to assist the instructor in creating “learner-centered” activities to enhance student learn-
ing. Some educators believe that performing such activities will sacrifice too much time or content.
Although it is true a guided activity may take more time, it is also true that the student will develop
more critical-thinking skills and comprehend the information much more efficiently.
1
National Training Laboratories, Bethel, Maine, Average Learning Retention Rates http://www.tcde.tehama.k12
.ca.us/pyramid.pdf.

Loading page 9...

Introduction 7
Although the Clinical Laboratory Science profession is composed of many introverted individu-
als, it is essential to communicate openly and clearly. Many of the suggested activities in this Guide pro-
vide opportunities for the learner to experience and practice conveying a subject or message.
Each section of the Instructor’s Resource Manual presents a list of suggested learner-centered
activities to enhance learning of the content in that section. The following information explains how to
create and execute each exercise.
1. Clear the Mud At the end of any class period, the instructor will pass out index cards to all
students and ask each of them to write down any topic, current or past, that is still unclear. The
students should place their respective index cards into a container on the instructor’s desk. As stu-
dents leave, they should randomly pick an index card from the container, research the topic, and
prepare an answer or explanation to the “muddy point” written on the card. The instructor can
then have each student present their explanation during the next class period to the whole class.
2. Create/Construct The “Create” sections are self-explanatory. These exercises are provided to
assess the learners “synthesis” cognitive skills. For instance, the instructor may ask the students
to create a case study for a disease condition that includes laboratory results and patient clinical
presentation.
3. Diagram The “Diagram” sections are also self-explanatory. These exercises assess the students’
ability to “apply” and “analyze” at the Taxonomy II level. Drawing or diagramming a hemoglo-
bin molecule or the coagulation cascade can be an effective learning tool.
4. Extra, Extra, Read All About It This activity will encourage the students’ creativity while assess-
ing their comprehension, knowledge, and writing ability. It is simply a fun and different way to
have the learner relate their understanding of the material. For example, section II of this Guide
suggests the following exercise:
Have the students write a newspaper or magazine article about their interview with the
well-known celebrity group, “Erythropoietin.” Include in this article where “our stars”
are from, what influences them, what affect they have on their environment, and describe
“their” most important contribution.
5. Group Discussion Whether teaching in the classroom or on-line, it is invaluable to engage the
learner in an active discussion. Set the ground rules for discussion prior to revealing the topic. Use
such rules as:
• Only professionally delivered comments may be made.
• There will be mutual respect for everyone’s opinion—everyone’s opinion is valued.
• No name calling or attacking comments may be made. In electronic discussions no inflamma-
tory messages may be posted.
• Everyone must participate—no person may dominate the discussion.
• Establish a time limit for each comment and for the overall discussion.
Instructors: Allow students to facilitate the discussion. At the end of the discussion provide a
summary of the comments offered. It is invaluable for the learners to know that their opinions
have been heard and are valid.
For example, at the end of a discussion on “human cloning” the instructor would summa-
rize and say, “I have appreciated everyone’s view on this topic. I heard that some say it would
be unacceptable to clone a human for any reason while others thought cloning for medical or re-
search purposes could be considered,” and so on.
6. Hematology Bowl This activity is also similar to the classic television game show, Jeopardy.
The Instructor
• Divides the class into three to four small groups (four to five students per group). One stu-
dent from each group is to be the contestant.

Loading page 10...

8 Instructor’s Resource Manual
• Creates six to eight categories, that is, RBC, Leukemia, Coagulation, and so on.
• Constructs five to seven “answers” per category.
° Each answer should be assigned a point value.
• Generally, the point value and degree of difficulty increase for each answer in the
category.
Hematology Bowl Rules
• A selected student will choose the first category.
• The instructor reads the answer.
• The contestants “buzz in” or simply raise their hand if they think they know the correct an-
swer. The first contestant to do this will have the option to respond and may consult with the
other members of their group.
• Contestants must formulate their response in the form of a question.
• If the contestant provides a correct answer, their group is given the designated point value of
the answer, and they get to select the next category.
° If the contestant does NOT provide a correct answer, the remaining contestants may “buzz
in” and attempt a response.
Sample Answer
• (Under the category “RBC”—response point value equals 100.) Answer: “Stimulates the pro-
duction of red blood cells.” Contestant’s response: “What is erythropoietin?”
7. Match-Up Game This learning activity is identical to the Concentration card game (also known
as Memory Match) where a full deck of cards are shuffled and laid face down on a flat surface.
The first player turns over two random cards attempting to make a match. If the match is suc-
cessful, the player removes the two cards, places them to their side, and takes another turn. If the
match is unsuccessful, the player returns the cards to the facedown position, and the next player
takes their turn.
The laboratory Match-Up Game is similar in process; however, the game can be altered by
using clinical laboratory terms and definitions, disease names and conditions/characteristics, or
test parameters and laboratory results, and so on.
The instructor can create the Match-Up Game (usually a minimum of 10–15 matches is
ideal) and have the students “play” it. To further enhance learning, a small group of 2–3 learners
can “create” the cards themselves.
• Divide the class into small groups and assign a particular topic to each group. The stu-
dents should use blank/identical index cards and should refrain from making any dis-
tinguishable markings on the backside of the cards. After the groups of learners
“create” the game, they can exchange cards with another group of learners and “play”
the game.
8. Mapping Mapping exercises are effective in identifying the student’s ability to assemble and
organize various pieces of information. The students are instructed to:
• Take out a clean piece of paper.
• Start at the center of the paper and write down the topic to map.
• Draw lines extending from the central topic. At the end of each short line, write another word
that relates to the central topic. From this extension draw another line and write a word or
short phrase that relates to this extended topic and so on and so on.
Here’s a short (incomplete) example of a map on the subject of “leukemia.”

Loading page 11...

Introduction 9
Each open line represents an area where additional information can be attached. First,
have the students create a map without the assistance of textbooks or notes. This will assess
their current level of comprehension. Instructors may or may not choose to then allow the stu-
dents to complete the map using the text.
9. Mystery Box The Mystery Box activity allows the students to assemble or arrange separate
“pieces of information” into one.
• Divide the class into small groups of two to four students.
• A decorated or cardboard box may be used.
• For each box place all of the necessary information on separate pieces of paper.
• Have the students empty the box and combine, arrange, or assemble the information accord-
ing to the activity instructions given in each section.
For example: Section I of the Instructor’s Guide has the following Mystery Box activity.
Create a Mystery Box with the different components and reference ranges. Be sure to
include at least:
• Leukocytes
• Erythrocytes
• Thrombocytes
• Plasma
• Whole blood
•
•
•
• 55% of blood volume
150–450 * 109 /L
4.0–5.5 * 10 12
/L
4.0–11.0 * 10 9 /L
FAB Classification
CLL
Chronic
leukemias Leukemia
Seen in children
ALL Proliferation of
lymphoid cells
Acute
leukemias
may see Auer rods
Greater than 30% blast seen
AML FAB
ClassificationCML
M1-without
maturation
M2-with
maturation

Loading page 12...

10 Instructor’s Resource Manual
• 5–6 liters in adults
• And so on
The instructor places each of the above components or reference ranges on a separate piece
of paper and places all pieces in the Mystery Box. The students will empty the box and match
the component with its appropriate reference range.
Additional Notes
1. The instructor should decide if textbooks or other reference materials may be used during
this exercise.
2. The student may be directed to read a section of the textbook and, without additional in-
struction, perform the Mystery Box activity.
3. A time limit for completing this activity may be implemented.
4. Students may perform these exercises individually or in teams.
5. As an alternate activity, the students may be asked to create their own Mystery Box, then
give it to another student or group to solve.
10. One Minute Paragraph The one minute paragraph activity is used to assess students’ under-
standing of a particular topic. It may be used several times during the course. Students are
requested to write all that they know about a particular subject for exactly one minute without any
assistance from textbooks or notes. Instructors should read the students’ work, evaluate their
level of comprehension on the topic, and provide feedback.
The one minute paragraph may be performed at any time during the class. Composing the
one minute paragraph at the end of a class period, however, gives the instructor guidance on
how well the students have grasped the information presented that day. The instructor may or
may not choose to give advanced notice of this activity.
11. Mnemonic Device Learners need some process or technique to assist their information reten-
tion and memory. Mnemonic devices are one example of such a technique. An example of a
mnemonic device is Princess Brown’s Pet Ox Ran Everywhere. In this case the first letter of each
word in the phrase represents the first letter of each cell in the erythrocyte maturation series, start-
ing with the most immature, Pronormoblast, Basophilic normoblast, and so on.
Instructors should allow the students to create their own mnemonic device. Instructors
may choose to select a particular phrase that the whole class will utilize.
12. Pyramid Game This exercise is similar to the game show, $25,000 Pyramid, and promotes a
fun/enjoyable environment for learning.
Activity Preparation
• A pyramid of boxes or index cards are created (any number of cards may be used depending
on how long the activity will proceed).
• The index cards are placed face down in a pyramid shape.
• On the back side of the card is a category.
• The cards are turned over, starting with the lower left side of the pyramid and proceeding in
the following manner.
6
54
1 2 3

Loading page 13...

Introduction 11
Pyramid Game Rules
• One student provides the clues (Student A). The other student provides the answers (Student B).
• Student A turns over the first card and looks at the category. Student A then begins to list
words or characteristics included in the category without using any of the words listed on
the card.
• Student B tries to name the category as soon as it is recognized.
• If Student B is successful, Student A moves to the next card. Student A has the option to pass
on a category but must eventually return to it in order to complete the pyramid.
• A specific time limit should be set for each pyramid, that is, one to two minutes.
• The instructor and fellow classmates should act as time keepers and monitor for giving ap-
propriate clues.
• Each team of students (Students A and team) can record their time, and the team com-
pleting the pyramid in the shortest amount of time would be considered the winner.
Sample category and clues
B = a
6
54
Neutrophil
maturation
2 3
Category:
Clues:
Myeloblast. . .promyelocyte. . .myelocyte. . .metamyelocyte. . .band. . .seg
(The word “neutrophil” cannot be used as a clue.)
13. Short Story This activity is similar to the “Extra, Extra, Read All About It” exercise. Creating a
“Short Story” will encourage the students’ creativity while learning the subject content. For
instance, Section I of the Instructor’s Guide invites the learner to create a story entitled “The Life
and Development of a Cell.” This exercise asks the learner to personify a cell and discuss its jour-
ney of development.
Instructors may choose to give this exercise as an in-class activity, as a group assignment,
or even as a take-home exercise.
14. Small Group Teaching Often learners cannot appreciate the amount of time and work needed
to prepare a lecture. This activity gives the student an opportunity to experience the depth and
attention to detail needed in order to produce an effective presentation.
Each student group should be given this assignment with adequate time to research and
prepare. The instructor may act as facilitator for this exercise and should provide direction on
what topics need to be included. The instructor may also give direction or hints on how to ad-
dress an audience.
The instructor may consider planning which lectures throughout the course will be
taught by a small group of learners. Each student should have the opportunity to participate in
this activity.

Loading page 14...

12 Instructor’s Resource Manual
15. Think-Pair-Share Think-Pair-Share is an in-class type of activity. A subject or topic is introduced,
and the students are asked to discuss their understanding of the subject with one other student.
Selected pairs of students may be asked to share their discussion and information. The instructor
should designate a particular amount of time for this activity, that is, one to five minutes.
This activity may also be used as an Ice Breaker exercise on the first day of a new class.
Students are asked to pair with another student. Students share with each other a small amount
of information about themselves. After a designated amount of time, each student shares with
the class information they learned about their partner. Generally, it appears to be easier to talk
about someone else instead of yourself, especially on the first day of class. This activity is a gen-
tle and effective way of getting to know the students in class.
16. Thumbs Up/Thumbs Down To get immediate feedback on any topic during the class period the
instructor can quickly ask for a “Thumbs Up or Thumbs Down” so students can indicate if they
comprehend the information presented. As the instructor presents topics that are potentially dif-
ficult he or she can stop momentarily and ask students to show either a thumbs up, indicating they
understand the information, or thumbs down, meaning more explanation or clarification is needed.
17. Tic-Tac-Toe This activity is constructed just like the television game show. Arrange your stu-
dents in the following manner.
• Two contestants—one is “X”; one is “O.”
• Seat nine students in chairs to form a square—three rows of three chairs each.
• Each student should have two fairly large cards—one marked with an “X” and the other
marked with an “O.”
• The instructor or a designated student is the “host.”
Proceed with the following activities:
• The instructor creates a series of questions prior to the activity.
• The contestant (usually “X” goes first) is asked to pick a particular student in the square.
• The host reads the first question to the contestant and the selected student in the square. For
example, “Auer rods are found in what type of leukemia?”
• The student in the square provides an answer. The contestant decides to either agree or dis-
agree with this answer.
• If the contestant makes a correct decision, then their symbol (X or O) is placed in the square.
If the contestant makes an incorrect decision, then the opponent’s symbol is placed in the
square (the student in that square should now hold up the appropriate symbol).
• Play continues in the same manner for the other contestant.
• The object of the game is to create a tic-tac-toe. The first contestant to do this wins the round.
**Rotate students as contestants and square participants.
18. Web Search In addition to the distinctive Web site feature of the Clinical Hematology Textbook,
instructors may encourage students to conduct their own Web search on a selected topic. The
activity of researching and discovering information is an invaluable learning tool. To make the
students accountable, the instructor may also request a short report on their findings.

Loading page 15...

Introduction 13
SAMPLE SYLLABUS
Each course should include a syllabus. This document acts as a stated agreement between the instruc-
tor and learner and provides valuable information to guide and direct the student to success.
Basic information in a course syllabus includes:
1. Course title, number, and credits
2. Instructor contact information
3. Course description
4. Prerequisite requirements
5. Textbook or materials required
6. Course or program policies and procedure
7. Grading scales and policies
8. Course objectives
Each component of the course syllabus should be thoughtfully and accurately written. Course
objectives, in particular, are vital to guide the students’ learning. These objectives should be written to
address the affective, psychomotor, and cognitive domains. Suitable action verbs are included in each
objective to address the appropriate skill or cognitive level (see the “Writing Objectives” section of this
Teaching Tips document).
Note: To assist instructors in the development of course objectives, Level I and Level II Objectives found
in each chapter of Clinical Laboratory Hematology may be utilized.
Sample
CLT 131—Introduction to Hematology
Hi!—Welcome to the 2-credit on-line hybrid course of an “Introduction to Hematology” (the study of
blood).
A calendar with assignments, tests, and due dates is listed under the “Assignments” link. Course
materials are found under “Course Documents,” and a student manual that describes how to use the
on-line features is found under the “Tools” button.
This CLT 131 syllabus includes the following information:
• Course description
• Participation
• Corequisite
• Laboratory makeup policy
• Course technology requirement
• Due dates
• Textbooks/required materials
• Academic integrity policy
• Instructor contact information
• Withdrawal policy

Loading page 16...

14 Instructor’s Resource Manual
• Learner expectations
• Disability services
• Classroom environment
• Grading
• Attendance
• Course objectives
Course Description
CLT 131—Introduction to Hematology is designed for anyone interested in the laboratory sciences. It
is especially offered for learners interested in the Clinical Assistant Certificate and/or the Clinical Lab-
oratory Technology degree.
This course will cover the topics of:
1. Laboratory safety
2. OSHA (Occupational Safety and Health Administration) standards
3. An introduction to phlebotomy (blood drawing)
4. Basic hematology test theory and procedures such as:
• Hemoglobin and hematocrit determinations
• White blood cell (WBC) and red blood cell (RBC) structure and function
• Manual hematocrit test procedures
• Peripheral slide preparation
Corequisite
There are no “required” prerequisites; however, completion of or current enrollment in Biology 201
and/or Biology 202 (Anatomy and Physiology) is recommended. Contact the CLT Program Director for
more information about general education and CLT courses needed to complete the AAS degree.
Course Technology Requirements
A basic working knowledge of the following will be necessary to succeed in this on-line course.
• Completing Internet browsing
• Operating a word processor program (i.e., Microsoft Word)
• Sending and receiving e-mail with attachments
• Participating in chat room discussions
• Accessing, reading, and posting to bulletin boards
Textbooks/Required Materials
1. **Textbook: Clinical Laboratory Hematology, 2/e, Shirlyn B. McKenzie and J. Lynne Williams,
Pearson publisher, copyright 2010, ISBN 0-13-513732-2
2. **CLT 131 Laboratory Manual
**All of the above books are required and can be purchased from the college bookstore.

Loading page 17...

Introduction 15
3. Lab coat (for student laboratory sessions)
4. Black sharpie marker
5. Computer with Internet access and an Internet browser that is 4.0 or higher. You may also ac-
cess the college’s open computer lab at no additional cost.
Contact Information
Instructor:
Name
###-###-#### (phone)
###-###-#### (fax)
e-mail address College, hospital, or University
Address
City, State zip
Technical Support:
Name
###-###-#### (phone)
###-###-#### (fax)
e-mail address
Learner Expectations
To be successful in this on-line hybrid course, you will need to set aside at least six to eight hours per
week in order to complete reading assignments, course documents, answer unit questions, participate
in on-line activities and discussions, and take quizzes. You are strongly encouraged to designate a spe-
cific block of time each week to work on these materials. Although your activities and participation are
asynchronous (not at the same time), it is essential that you stay current with the pace of the course offer-
ings. When attending scheduled laboratory sessions, you are expected to have reviewed and com-
pleted all required assignments. Doing this will promote a successful learning experience.
Additionally, all learners are expected to adhere to the following terms throughout this course.
Please send the instructor an e-mail at “e-mail address” by “month, date, year” with your acceptance of
these terms of agreement.
When e-mailing, please always put CLT 131 in the subject line in order to identify your message
as part of the Introduction to Hematology course. The instructor will respond to e-mails and phone mes-
sages within 24 hours (excluding weekends and holidays).
Terms of Agreement
Classroom Environment
It is crucial that the on-line classroom be an atmosphere that is stimulating and safe for learning. Each
learner is encouraged and welcomed to offer their thoughts and opinions. In the on-line environment,
each learner should expect trust and mutual respect that celebrates diversity of thought, culture, and
intellect. The instructor and classmates will work constructively while maintaining a professional
demeanor and consideration for everyone.

Loading page 18...

16 Instructor’s Resource Manual
Attendance
Students are appreciated for the time and effort they give to participating in the on-line activities and
attending all on campus laboratory class sessions. Five points/hour for each laboratory session will be
offered to students that are present. Attendance points will be used in the final grade calculations.
Please be courteous and notify the CLT Program Director and/or Instructor if your attendance is pro-
hibited by an emergency. (CLT office ###-###-####)
Participation
Interaction and participation in on-line and laboratory sections is essential for a successful learning
experience. A portion of your evaluation and grade is based upon your participation and thoughtful
contributions to class discussions and activities. Ten points will be given for each discussion activity
based upon the depth and quality of your response posted by the assigned due date. Likewise, 5–20
points/unit will be offered for successful completion of unit questions by the assigned due date.
Laboratory Makeup Policy
On campus, laboratory classes will NOT be repeated. Open laboratory times will be available during
the semester for student practice. Missed laboratory practical exams cannot be made up.
Due Dates
Access the course “Assignments” navigational button for a listing of course assignments and a calen-
dar of due dates. There are established deadlines for assignments, group work, unit questions, and
tests. The instructor will be flexible with the due dates for unit questions and assignments if notified
in advance. However, out of respect for each participant, extensions cannot be provided for group proj-
ects, discussion activities, or quizzes. It is truly in your best interest to stay current with the materials
as they are presented. If you are having difficulties, please contact the instructor as soon as possible,
and arrangement for tutorial sessions can be made.
Academic Integrity
You demonstrate academic integrity when you submit your own work or properly acknowledge the
work of others. Violating this principle constitutes academic dishonesty and may result in disciplinary
action. The College’s Student Handbook determines academic misconduct and dishonesty as: “Cheating
or knowingly assisting another student in committing an act of cheating or other forms of academic dis-
honesty. Cheating includes but is not limited to: 1) use of any unauthorized assistance in taking quizzes,
tests, or examinations; 2) dependence upon the aid of sources authorized by the instructor in writing
papers, preparing reports, solving problems, or carrying out other assignments; or acquisition, without
permission, of tests or other academic material belonging to a member of the college faculty or staff.”
Plagiarism or knowingly assisting another student in committing an act of plagiarism.
Plagiarism includes, but is not limited to the use of the published or unpublished work of
another person without full and clear acknowledgment. It also includes submitting examinations,
themes, reports, drawings, laboratory notes, undocumented quotations, or other material as one’s own
work when such work has been prepared by another person or copied from another person. Unau-
thorized possession of examinations, answer keys, reserve library materials, computer software, com-
puter codes, or laboratory materials is unacceptable behavior.
Á

Loading page 19...

Introduction 17
Please refer to the College Student Handbook for more information on Code of Conduct and Stu-
dents Rights and Responsibilities. (The CLT Program Guide and College Student Handbook will be
mailed to you the first week of class.)
Withdrawal Policy
Students are responsible for meeting the deadline dates and for initiating a withdrawal either through
the college Web site or calling the Office of Admissions and Records (###-###-####). The deadline for
receiving a refund is before the first 15 percent of the course is completed. After the first 15 percent of
the class and before 80 percent of the class is complete, students may still withdraw. However, no
refund will be granted.
• Last day to drop this course and receive a refund: month date, year
• Last day to withdraw from this course and receive a “W” with NO refund: month date, year
Disability Services
Support services are available to students with disabilities who have a documentable need for accom-
modation in accordance with the Americans with Disabilities Act and the Rehabilitation Act of 1973,
Section 504. To access services at the College, contact The Center for Academic Resources in Room ####
or call ###-###-####/tty.
Grading
Required Projects and/or Papers
2–3 On-line Journal Entries
2 Discussion Activities
1–2 Group Projects/Cooperative Learning Exercises
Submission of Laboratory Manual Unit questions each week
Number of Examinations
LECTURE: 3–4 ON-LINE EXAMS
(On-line): 1 FINAL WRITTEN EXAM
LABORATORY: 2–3 PRACTICAL EXAMS
(On Campus): LABORATORY COMPETENCIES
1 Final Practical Exam
Scale
6 65% = F
65%–74% = D
75%–84% = C
85%–92% = B
93%–100% = A

Loading page 20...

18 Instructor’s Resource Manual
Grade Determinations
STUDENTS MUST RECEIVE AT LEAST 75 PERCENT IN BOTH THE LECTURE AND LABORATORY
SECTIONS IN ORDER TO SUCCESSFULLY COMPLETE THIS COURSE.
Objectives
Each individual unit of instruction in the Laboratory Manual has specific objectives to guide the learner.
The following are overall course objectives for the CLT 131—Introduction to Hematology course.
After successful completion of this course the learner should be able to
On-line Sections
1. Discuss OSHA safety regulations for blood-borne pathogens.
2. Discuss fire, chemical, electrical, and radiation safety, as well as laboratory safety rules.
3. Evaluate Medical Ethics scenarios.
4. Describe the microscope parts and functions.
5. Explain the proper venipuncture technique and describe all appropriate phlebotomy equipment.
6. Calculate basic metric system problems.
7. Compare and contrast the morphology and function of whole blood cellular elements.
8. Describe all parameters of the complete blood count (CBC).
9. Explain hemoglobin and hematocrit test procedures and results.
10. Classify the criteria for making a quality peripheral blood smear.
On Campus Laboratory Sections
1. Demonstrate compliance with OSHA safety regulations for blood-borne pathogens.
2. Properly utilize fire, chemical, electrical, radiation, and laboratory safety guidelines.
3. Demonstrate proper use of personal protective equipment.
4. Demonstrate acquired responsibility by:
a. Arriving on time to lab and setting up equipment or supplies as listed.
b. Being ready to listen attentively to the instructor’s directions.
c. Cleaning and turning off equipment as instructed.
d. Disinfecting bench tops before and after the lab period.
e. Returning and storing all equipment (i.e., microscopes), supplies, and reagents to specified
area in a correct and orderly fashion.
5. Practice proper venipuncture and finger stick procedures and evaluate fellow classmates’
technique.
Lab final practical = 15%
Competencies = 20%
Laboratory practicals = 15%
Lecture final exam = 15%
Class participation/Assignments = 15%
Lecture exams = 20%

Loading page 21...

Introduction 19
6. Determine suitability of hematology specimens and dispose of them in the appropriate biohazard
containers.
7. Correctly identify and date each specimen and reagent to minimize the chance of misunderstanding.
8. Properly store, clean, and operate the laboratory microscopes.
9. Determine hematocrit values on whole blood samples.
10. Prepare acceptable peripheral blood smears and view for slide and staining quality.
11. Apply and adhere to quality control standards for all student laboratory testing.
12. Recognize technical testing errors for all laboratory tests and suggest possible reasons for and
solutions to errors.
Laboratory Competencies
Complete and document 100 percent of the following tasks with a minimum competency of 75 percent.
1. Complete all laboratory assignments.
2. Prepare 10 acceptable peripheral blood smears.
3. Perform and read five manual hematocrits.
4. Obtain three successful venipunctures.
5. Obtain two successful finger sticks.
References
Kellough, R., and N. Kellough. A Guide to Methods and Resources, Planning for Competence. Upper
Saddle River, New Jersey: Merrill Prentice Hall, 1999.
National Credentialing Agency (NCA) Test Item Writing Review.
Test Item Writing at http://www.jmu.edu/assessment/itemformats.htm.
Frary, R. “More Multiple-Choice Item Writing Do’s and Don’ts.” ERIC Digest at http://www.ed.gov, 1995.

Loading page 22...

20
1
Introduction to Hematology
A. TRANSITION GRID
Information concerning Chapter 1, “Introduction; ” Chapter 2, “Cellular Homeostasis;” and Chapter
3, “Hematopoiesis” may also be referenced in the following hematology textbooks.
Clinical Laboratory Hematology Chapter 1 Chapter 2 Chapter 3
McKenzie, 1st edition Chapter 1 Chapter 2 Chapter 2
Harmening, 5th edition n/a n/a Chapter 1
Rodak, 3rd edition n/a Chapter 6 Chapter 7
Turgeon, 4th edition n/a Chapter 3 Chapter 4
B. OBJECTIVES
Chapter 1 – Introduction
Levels I and II
1. Compare the reference intervals for hemoglobin, hematocrit, erythrocytes, and leukocytes in in-
fants, children, and adults.
2. Identify the function of erythrocytes, leukocytes, and platelets.
3. Describe the composition of blood.
4. Explain the causes of change in the steady state of blood components.
5. Describe clinical pathway, critical pathway, reflex testing, and disease management and identify
the laboratory’s role in developing these models.
6. Compare capitated payment, prospective payment, and fee-for-service and describe the impact
of capitation on the laboratory.

Loading page 23...

1 Introduction to Hematology 21
Chapter 2 – Cellular Homeostasis
Level I
1. Describe the location, morphology, and function of subcellular organelles of a cell.
2. Describe the lipid asymmetry found in the plasma membrane of most hematopoietic cells.
3. Differentiate the parts of the mammalian cell cycle.
4. Define R (restriction point) and its role in cell cycle regulation.
5. Define apoptosis and explain its role in normal human physiology.
6. Classify and give examples of the major categories of initiators and inhibitors of apoptosis.
7. List the major events regulated by apoptosis in hematopoiesis.
Level II
1. Explain the significance of SNPs, introns, exons, UTRs, post-translational protein modifications.
2. List the components and explain the function of the Ubiquitin-Proteosome system.
3. Define cyclins and Cdks and their role in cell cycle regulation; describe the associated Cdk partners
and function of cyclins D, E, A, and B.
4. Define CAK (Cdk-activating kinase) and the two major classes of CKIs (cyclin-dependent kinase
inhibitors) and describe their function.
5. Compare the function of cell-cycle checkpoints in cell-cycle regulation.
6. Describe/illustrate the roles of p53 and pRb in cell-cycle regulation.
7. Propose how abnormalities of cell-cycle regulatory mechanisms can lead to malignancy.
8. Define caspases and explain their role in apoptosis.
9. Differentiate the extrinsic and intrinsic pathways of cellular apoptosis.
10. Define and contrast the roles of proapoptotic and antiapoptotic members of the Bcl-2 family of
proteins.
11. Describe apoptotic regulatory mechanisms.
12. Give examples of diseases associated with increased apoptosis and inhibited (decreased)
apoptosis.
13. Define, and give examples of, epigenetics, oncogenes and tumor suppressor genes and their
roles in cell biology.
14. Differentiate using morphologic observations, the processes of necrotic cell death and apoptotic
cell death.
Chapter 3 – Hematopoiesis
Level I
1. Describe the basic concepts of cell differentiation and maturation.
2. Compare and contrast the categories of hematopoietic precursor cells: hematopoietic stem cells,
hematopoietic progenitor cells, and maturing cells, including proliferation and differentiation
potential, morphology, and population size.
3. Describe the hierarchy of hematopoietic precursor cells and the relationships of the various
blood cell lineages to each other (including the concept of colony-forming units/CFUs).

Loading page 24...

22 Instructor’s Resource Manual
4. Discuss the general characteristics of growth factors and identify the major examples of early
acting (multilineage), later acting (lineage restricted), and indirect acting growth factors.
5. Differentiate between paracrine, autocrine, and juxtacrine regulation.
6. List examples of negative regulators of hematopoiesis.
7. Define hematopoietic microenvironment.
Level II
1. Identify the phenotypic characteristics differentiating the hematopoietic stem cells and progenitor
cells.
2. Identify the key cytokines required for lineage-specific regulation.
3. Describe the structure and role of growth factor receptors.
4. Summarize the concept of signal transduction pathways.
5. Discuss the roles of transcription factors in the regulation of hematopoiesis and differentiation.
6. Outline current clinical uses of cytokines.
7. Describe the cellular and extracellular components of the hematopoietic microenvironment.
8. Discuss the proposed mechanisms used to regulate hematopoietic stem/progenitor cell
proliferation/differentiation.
Note: Statements in parts C, D, & E identified with asterisks suggest Level II competencies
C. ACTIVE LEARNING SUGGESTED ACTIVITIES
{Background information on each suggested activity is provided in the Introduction/Teaching Tips section at
the beginning of this Instructor’s Resource Manual.}
1. Clear the Mud At the end of class, pass out index cards to all students and ask each of them to
write down any topic, current or past, that is still unclear. Have students place their respective
index cards into a container on the instructor’s desk. As students leaves, they should randomly
pick an index card from the container, research the topic, and prepare an answer or explanation
to the “muddy point” written on the card. The instructor may choose to ask a few students to
present their explanation during the next class period.
2. Diagrams
a. Using the information provided in Chapter 2, have the learners create their own explicit dia-
gram of the:
• Cell structure
• Stages of the cell cycle
• Hematopoietic precursor cell model
3. Group Discussion
a. Create a group discussion on the topic of the Medical Ethics concerning stem cell transplants.
4. Mystery Box
a. Create a Mystery Box with the different blood components and corresponding reference
ranges. Be sure to include at least
• Leukocytes
• Erythrocytes
**

Loading page 25...

1 Introduction to Hematology 23
• Thrombocytes
• Plasma
• Whole blood
•
•
•
• 55 percent of blood volume
• 5 – 6 liters in adults
• And so on
5. One-Minute Paragraph Have learners submit a one minute paragraph on the:
a. Composition of blood
b. Abnormal tissue homeostasis and cancer
6. Short Story Have the learners, individually or as a group, write:
a. The story of “The Life and Development of a Cell”
b. A “Murder Mystery” of a Cell
7. Think-Pair-Share
a. Discuss the value and need for “clinical” and “critical” pathways.
b. Discuss Necrosis versus Apoptosis.
8. Thumbs Up/Thumbs Down Remember to get immediate feedback on any topic during the
class period, call for a quick “Thumbs Up or Thumbs Down.” Ask students to indicate if they
comprehend the information presented by showing either a thumbs up, indicating they un-
derstand the information, or thumbs down, meaning more explanation or clarification is
needed.
D. LABORATORY ACTIVITIES
1. Perform WBC and RBC counts on each learner in the class, and create a “class reference range”
for WBC and RBC. You might want to have students read the section “Reference Interval Deter-
mination” in Chapter 41 if you include this activity.
E. PRACTICE QUESTIONS
1. List the components of whole blood and state the reference range for each. [Taxonomy 1]
2. Explain why “reflex testing protocols” are designed. [Taxonomy 1].
3. A patient experiencing a viral infection is likely to demonstrate an increase in which of the fol-
lowing? [Taxonomy 1]
a. Erythrocytes
b. Hematocrit
c. Leukocytes
d. Thrombocytes
4. Patient Aaron had an RBC count of Explain why a hospital in Alabama might con-
sider this value “normal,” whereas a facility in Utah may recognize Aaron’s RBC as “below”
normal. [Taxonomy 2]
5. In the text Clinical Laboratory Hematology, differentiate “precursor cells” from “maturing cells.”
[Taxonomy 2]
**
4.0 * 10 12
/L.
**
**
**
**
**
150 - 450 * 109
/L
4.5 - 5.5 * 10 12 /L
4.5 - 11.0 * 109
/L

Loading page 26...

24 Instructor’s Resource Manual
Which set of results demonstrates a
a. Leukocytosis
b. Erythrocytopenia
c. Thrombocytopenia
d. Critically decreased H & H
e. Leukopenia
f. Thrombocytosis
7. Compare and contrast a “fee-for-service” reimbursement system to a “capitated payment” plan.
[Taxonomy 3]
8. Compare and contrast the processes of cell “self-renewal” versus “cell differentiation.” [Taxonomy 3]
9. Evaluate the following patient results and conclude which body function (mechanism) will be
adversely affected. Explain why. [Taxonomy 3]
10. A 26-year-old male, Type I diabetes mellitus patient is seen in the emergency department. The
patient’s blood chemistry results confirm the need for renal dialysis. Explain the etiology for this
patient’s hematology results. [Taxonomy 3]
Plt = 321 * 10 9 /L
Hct = 27.6%
Hgb = 9.5 g/dL
RBC = 3.2 * 1012
/L
WBC = 11.8 * 109
/L
Plt = 222 * 10 9 /L
Hct = 25.1%
Hgb = 8.2 g/dL
RBC = 2.5 * 1012
/L
WBC = 0.8 * 109
/L
**
A. B. C.
WBC = 18.6 * 10 9
/L WBC = 0.6 * 10 9
/L WBC = 6.5 * 10 9
/L
RBC = 3.50 * 10 12
/L RBC = 2.12 * 10 12 /L RBC = 4.79 * 10 12
/L
Hgb = 10.2 g/dL Hgb = 7.5 g/dL Hgb = 16.4 g/dL
Hct = 31.1% Hct = 24.3% Hct = 49.6%
Plt = 202 * 109 /L Plt = 89 * 109
/L Plt = 543 * 109 /L
6. Analyze each set of results and answer the following questions. [Taxonomy 2]

Loading page 27...

1 Introduction to Hematology 25
V H E H N J N H D T R F N E M M
N L P S C T D T S S S Z T X E S
O Y Y R E Y L T E E M Y S N M I
I H R G Y D E N N H C N U M B S
T R E C Y M E I K O B K E M R O
A P V M C G K P B L N L L N A T
R R H E O O G M A Q B N C M N P
E Z L C T S O S W I X T U M E O
F L N Y L R T P Q R D L N H W P
I O C T H E M A T O L O G Y T A
L Q T T X P L Z S X Q L C W M M
O K K Y Z T V R D I X Y V W F L
R D G G G L V T N P S M R W Y V
P Q L F E U C H R O M A T I N D
R N N R M K C N A L B U M I N C
L S I S E I O P O T A M E H M W
Introduction to Hematology—Level I
• cell division—repeated reproduction
• another term for hematopoietic growth factor
• study of formed cellular blood elements
• process of forming a blood clot
• outer boundary of a cell
• the earliest morphologically recognizable cell of each blood cell lineage
• the process of blood cell formation
• how a blood cell passes through vessel walls
• part of cell that contains the genetic material
• genes that induce tumor formation
• main constituent of plasma
• programmed cell death
• platelet
• lightly stained portions of chromatin
• undifferentiated, pleuripotential hematopoietic cell (2 words)
Figure out what words the clues represent. Then find the words in the grid. Words can go horizontally, vertically, and
diagonally in all eight directions.

Loading page 28...

26 Instructor’s Resource Manual
V H E H N J N H D T R F N E M M
N L P S C T D T S S S Z T X E S
O Y Y R E Y L T E E M Y S N M I
I H R G Y D E N N H C N U M B S
T R E C Y M E I K O B K E M R O
A P V M C G K P B L N L L N A T
R R H E O O G M A Q B N C M N P
E Z L C T S O S W I X T U M E O
F L N Y L R T P Q R D L N H W P
I O C T H E M A T O L O G Y T A
L Q T T X P L Z S X Q L C W M M
O K K Y Z T V R D I X Y V W F L
R D G G G L V T N P S M R W Y V
P Q L F E U C H R O M A T I N D
R N N R M K C N A L B U M I N C
L S I S E I O P O T A M E H M W
Introduction to Hematology—Level I
• cell division—repeated reproduction (proliferation)
• another term for hematopoietic growth factor (cytokines)
• study of formed cellular blood elements (hematology)
• process of forming a blood clot (hemostasis)
• outer boundary of a cell (membrane)
• the earliest morphologically recognizable cell of each blood cell lineage (blast)
• the process of blood cell formation (hematopoiesis)
• how a blood cell passes through vessel walls (diapedese)
• part of cell that contains the genetic material (nucleus)
• genes that induce tumor formation (oncogenes)
• main constituent of plasma (albumin)
• programmed cell death (apoptosis)
• platelet (thrombocyte)
• lightly stained portions of chromatin (euchromatin)
• undifferentiated, pleuripotential hematopoietic cell (2 words) (stem cell)

Loading page 29...

1 Introduction to Hematology 27
1 2
3
4
5 6
7
8
9
10
11
12
13
14
15
ACROSS
1 Growth and development of lymphoid cells
4 Stage during which microtubular spindles align
during mitosis
7 Cells that defend against foreign antigens
8 Where the metabolic activities of the cell takes
place
12 Alternate copies (alleles) of a gene
13 Type of cell that differentiates into mature,
functional cells
15 Cell murder
DOWN
2 Outside of cell
3 Study of the entire genome of an organism
5 Arrest of bleeding
6 Study of the formed cellular blood elements
9 Vital protein inside erythrocytes
10 Organelles that assemble amino acids into
protein
11 Group of proteins responsible for apoptotic cell
death
14 Complete blood count (abrv)
Introduction to Hematology—Level I

Loading page 30...

Loading page 31...

30 more pages available. Scroll down to load them.

Preview Mode

100%

Study Now!

XY-Copilot AI

Unlimited Access

Secure Payment

Instant Access

24/7 Support

AI Assistant

Document Details

Subject

Medicine

Lecture Notes for Clinical Laboratory Hematology, 2nd Edition

Study Now!

Document Details

Related Documents

Test Bank for Porth's Essentials of Pathophysiology, 5th Edition (Chapters 1-28)

Test Bank for Henke's Med-Math: Dosage Calculation, Preparation, and Administration, 9th Edition (Chapters 1-10)

Test Bank for Clinical Guidelines in Primary Care, 4th Edition (Chapters 1-19)

Test Bank For Beckmann and Ling's Obstetrics Gynecology, 8th Edition

A Compendium of Neuropsychological Tests: Fundamentals of Neuropsychological Assessment and Test Reviews for Clinical Practice (2022)

Mosbys Exam Review for Computed Tomography 3rd Edition (2019)

Clinical Guidelines in Primary Care: A Reference and Review Book 1st Edition Test Bank

Test Bank For Clinical Gudelines In Primary Care, 3rd Edition

Test Bank For Womens Gynecologic Health, 3rd Edition

Test Bank for CURRENT Medical Diagnosis and Treatment 2020, 59th Edition

Lecture Notes for Clinical Laboratory Hematology, 2nd Edition

Study Now!

Document Details

Related Documents

Test Bank for Porth's Essentials of Pathophysiology, 5th Edition (Chapters 1-28)

Test Bank for Henke's Med-Math: Dosage Calculation, Preparation, and Administration, 9th Edition (Chapters 1-10)

Test Bank for Clinical Guidelines in Primary Care, 4th Edition (Chapters 1-19)

Test Bank For Beckmann and Ling's Obstetrics Gynecology, 8th Edition

A Compendium of Neuropsychological Tests: Fundamentals of Neuropsychological Assessment and Test Reviews for Clinical Practice (2022)

Mosbys Exam Review for Computed Tomography 3rd Edition (2019)

Clinical Guidelines in Primary Care: A Reference and Review Book 1st Edition Test Bank

Test Bank For Clinical Gudelines In Primary Care, 3rd Edition

Test Bank For Womens Gynecologic Health, 3rd Edition

Test Bank for CURRENT Medical Diagnosis and Treatment 2020, 59th Edition

Mosbys Exam Review for Computed Tomography 3rd Edition (2019)

Test Bank For Womens Gynecologic Health, 3rd Edition