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400-Level Medical Technology: Basic Hematology (Writing Intensive)
MEDT 451
Course
Syllabus
This is an annotated writing-intensive course syllabus:
the Mānoa Writing Program has added annotations in the right margin
and bold green font in the syllabus to highlight relevant passages. We place this annotated syllabus and others on
our website to help teachers understand different ways of incorporating
writing-intensive hallmarks into the syllabus and course.
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Hematology
MEDT 451
Revised 6/2004
Instructor: Dick Teshima, Medical
Technology, School of Medicine
POLICIES
Goals: Many hematological topics
have already been covered in previous courses (MEDT 251, 301,
302, 366), as well as in other related courses (biochemistry,
anatomy, physiology). We will concentrate on the fundamental
concepts and principles of laboratory procedures in this course
which help identify or classify hematologic disorders. Some
special laboratory procedures will also be introduced. Student
is expected to learn to organize the clinical and laboratory
data in a meaningful way, suggest appropriate set of laboratory
tests and recognize some potential pitfalls in these procedures.
Papers: Completion of tasks in a
timely manner is essential for medical technologists. All papers
(lab worksheet, assignments, exams, etc.) must be turned in on
time. Late paper, if accepted, will be given half credit.
Honorable conduct: Student will
strictly observe honorable and professional conduct appropriate
as medical technology students at all times. Please refer to UHM
Student Conduct Code, Academic Grievance Procedure (see UHM
General Information Catalog), and JABSOM Policy on Academic
Misconduct in the Division office.
Communications: Everyone should have
access to email through UH Unix or a personal server. This is an
efficient mode to keep in touch. A web conference and BB system
is also available for this class. Log on to Nicenet at
www.nicenet.org and join the MEDT 451 class by entering the
class key. Input the requested information so that we know you
have joined the class successfully. Key words, exam grids, and
other information are posted in the Document area. Relevant
links, including a link to Med Tech Tutor, are found in the Link
Share area. Keep updated by visiting this site periodically.
UHM Division of Medical Technology:
The Division of Medical Technology belongs to the Department of
Allied Medical Sciences, John A. Bums School of Medicine,
College of Health Sciences and Social Welfare. For more
information, please visit us at Biomedical Sciences Building
room C-206, or visit our Web site at www.hawaii.edu/medtech/Medtech.html.
Case study
presentations
You have collected hematology case study
materials from professional journals during MEDT 366 rotation.
Analysis of the case helps you to understand the disease process
and the role of the hematology laboratory in diagnosis and
treatment of the disease. Please prepare your case for a
presentation with the following information.
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One or two objectives written in an
acceptable format with condition, performance term and
criterion measure. The presentation is an
exercise in education methodology (i.e., you are the
teacher).
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Presentation
method will be one in which participants are encouraged to
think critically and apply previously learned concepts;
avoid unidirectional lectures. Try to think of some ways to
engage the class into active learning. See MEDT 366 syllabus
for examples.
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Your
presentation should be about 15 minutes in length including
a question and discussion period. You may use any tools or
media that will enhance your presentation (e.g., overhead,
slide projectors, posters, handouts). Please check with the
instructor ahead of time if you require major equipment.
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After the presentation, ask the
participants to write summaries of the case in their own
words. They are to be submitted to you by the end of the
week; grade them (including appropriate comments) and give
to the instructor for redistribution.
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Prepare a short evaluation, not more
than 3 pages, within one week after the presentation. This
is a part of the Wl requirement. The paper should discuss
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the
process of data gathering and preparation,
-
the
delivery of your presentation,
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participant performance during presentation,
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outcome of
their assignments (summary papers), and
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additional
thoughts about the teaching method used.
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Evaluation
of your presentation will be based on:
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Content: Are your materials
relevant to the class? Were your educational objectives
fulfilled? Were the tools you used appropriate?
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Delivery: Were you able to present
your materials within the time limit (15 min.)? Was your
audience attentive and interested?
-
Evaluation: Were your classmates
able to identify the disease? What were their levels of
comprehension? Were their supportive arguments
plausible? Is your self-evaluation appropriate and
reasonable?
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Syllabus address
Hallmark 1: the course uses writing to promote the learning of
course content.
Instructor provides
guidelines for the writing assignment. |
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Library
research: Using the references available in the libraries,
write a summary paper (not more than 5 pages) about the
hematologic condition of your case study: what it is, how it
is classified, important clinical and laboratory parameters,
etc. Are there any unusual features about your case? Try to
cite the most recent publication (e.g.. professional journal
articles) related to your case. This is also a Wl
requirement.
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Syllabus address
Hallmark 1: writing promotes the learning of course content. The
instructor clearly states that students should summarize in
their short paper and use library resources. |
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Writing Intensive Course (Wl)
This course has
been designated Wl. Writing is a kind of learning tool, like
listening, reading, observing and experimenting. Various forms
of writing will be used: |
Instructor helps
students understand that writing is a tool for learning in
addition to a tool for communication. |
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Case Study Report: Not more than 5
pages in length, but at least one draft must be reviewed
with the instructor. Research additional articles for
relevant information to be included in your discussions.
Follow the generally accepted format of scientific writing
for publication. The final report is due one week after the
presentation.
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Case Study Presentation Evaluation:
Not more than 3 pages. This is an evaluation of yourself as
well as audience comprehension. Due one week after the
presentation.
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Weekly Summary: Summarize what you
have learned each week in your own words. Be concise (about
one page) and focus on the main theme--you can insert the
details later. These will be helpful when you are reviewing
for an exam.
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Take Home Exams: You will be asked
to describe important concepts in narrative format. Answers
should be concise (scientific writing) but complete. Use of
specific examples may be helpful. Compare and contrast
related concepts.
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Free Writings: There may be several
short, ungraded, free writing sessions to probe your
understanding of the concepts and principles.
Papers will be
graded based on the following general criteria:
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Thoroughness and depth of analysis
(40%)
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Relevance or appropriateness of
contents (20%)
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Organized and logical presentation
(20%)
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Clear and concise writing (20%)
Grading
Grading will be based on both summative
(e.g., exams) and formative (e.g., in-class observation)
evaluations of your progress. Remember, an MEDT courses can be
repeated only once.
I. Cognitive Domain
Midterm Exam 10%
Final Exam 20%
Unknowns 5%
Take Home Exams 10%
WI papers 5%
II. Psychomotor Domain
Lab exercises 20%
Midterm Lab Exam 10%
Final Lab Exam 10%
III. Affective Domain 10%
COURSE OBJECTIVES
I. COGNITIVE DOMAIN
The following objectives cover the
essential topic areas. They are your learning guides and are
also used to construct the exams. You should try to exceed the
stated level of competency.
Hematology
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From memory,
student will describe the normal and abnormal hematopoietic
precursor cells in terms of nuclear and cytoplasmic
characteristics. and other unique features of the cells,
using proper terminology. (Analysis)
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Based on a
given set of clinical and laboratory data, student will
calculate parameters (e.g., indices, correction) and point
out significant findings which will help to identify the
disorders discussed in class. (Analysis)
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Based on
discussions and demonstrations, student will summarize the
principles of the selected hematologic tests by stating
specimen requirement, reviewing the procedure and explaining
how to interpret results. These procedures include basic
tests (e.g., CBC, relic count, ESR) and special tests (e.g.,
bone marrow analysis, cytochemical stains, osmotic
fragility, G6PD). (Analysis)
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Given
photomicrographs or actual examples, student will identify
the cells (e.g., atypical lymphocytes, leukemic cells,
congenital leukocyte disorders) which contain characteristic
features discussed in class and laboratory sessions, using
acceptable nomenclature. (Application)
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Given
characteristic cytochemical reactions of leukemic cells,
student will distinguish lymphocytic from non-lymphocytic
leukemia. In addition. student will predict cytochemical
reactions of the cells in given cases when the leukemia
classification is known. (Application)
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Using
clinical and laboratory data with blood and/or bone marrow
smears, student will organize the information to support or
reject the diagnosis of selected hematologic disorders.
Disorders to be recognized and classified include various
forms of anemia, reactive or infectious hematologic changes,
myeloproliferative disorders (CML, PV, essential
thrombocythemia, MMM), ALL, AML, etc. If there is
conflicting or unusual information, student will identify
them as such and suggest appropriate follow-up procedure
which will help to resolve the problem. (Evaluation)
Hemostasis
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From memory,
student will describe hemostasis in terms of functions and
roles of plasmatic factors, platelets and vascular
integrity, using proper terminology. (Analysis)
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From memory,
student will describe fibrinolytic system including its
activation and formation/nature of fibrin(ogen) degradation
products. (Comprehension)
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Using
laboratory and clinical data, student will organize the
information in order to identify the primary cause of
hemorrhagic disorders. Disorders to consider include various
causes of thrombocytopenia (e.g., consumptive, acute
leukemia, ITP, hypersplenism), platelet function disorders
(e.g., von Willebrand's disease, Chediak-Higashi syndrome,
myeloproliferative disorders), factor deficiencies (e.g.,
hemophilia, liver disease, vitamin K deficiency) and
vascular disorders. (Evaluation)
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After
demonstration and discussion, student will summarize the
principles of hemostasis tests by stating the specimen
requirements, reviewing the procedure, and discussing how a
particular test can be useful in the evaluation of
hemostatic disorders. The list of tests includes major tests
(e.g., PT, APTT, fibrinogen. FDP, bleeding time) and special
tests (e.g., factor assays, Lee-White clotting time,
platelet function tests, protamine sulfate paracoagulation
test). (Analysis)
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A variety of writing
assignments promote the learning of the course content and help
students meet the instructor's course objectives.
Some writing
assignments (a & d) must adhere to scientific writing guidelines
so students learn to write in that manner. At least one
assignment (a) has a required draft that receives feedback from
the instructor (Hallmark #2).
Some writing
assignments are aimed at promoting students' skills in
self-evaluation (b), summarizing course content (c), and
exploring new ideas (e).
General grading
criteria are listed. |
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Education Methodology
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Using references, student will write
an educational objective for his/her case study (from MedT
366) presentation which includes "condition," "performance
term" and "criterion measure." (Synthesis)
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After the presentation, student will
evaluate the effectiveness of his/her own presentation in
terms of preparation, audience responses and outcome.
(Evaluation)
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Addresses Hallmark 1 |
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II. PSYCHOMOTOR DOMAIN
The student is expected to satisfactorily
perform the given task within the time limit of each laboratory
session. Please refer to the objectives outlined in individual
lab exercise for specific items. An evaluation in
"unsatisfactory" range must be made-up by completing assigned
homeworks.
The following is a list of objectives which
will be used to evaluate student's psychomotor skills during the
exams. Please note that the lab exams also deal with some
cognitive aspects as well.
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Given Wright stained blood or bone
marrow smears, student will perform differential counts and
morphology analyses and report the findings using proper
nomenclature:
a. perform differentials and classify the cells according to
a protocol,
b. evaluate cellular morphology and identify abnormal cells,
and
c. report the findings using acceptable format. (Guided
Response)
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Interpret the results of special
hematology tests performed in the lab exercises (e.g.,
SickleQuick, FDP, osmotic fragility):
a. report the results according to given protocol,
b. identify abnormal results, and
c. suggest appropriate follow-up tests. (Set)
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From memory, student will perform
simple routine hematologic procedures on given specimens and
report the results within the time limit of the lab period
(e.g., reticulocyte count, PT, APTT, differential count,
platelet count, bleeding time):
a. choose and process appropriate specimen,
b. prepare reagents, kits, and equipment as instructed,
c. perform the test by following proper steps, and
d. report the results using acceptable format. (Mechanism)
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Using the procedure manual, student
will perform selected non-routine tests (e.g., osmotic
fragility, fibrinogen assay, FDP, cytochemical staining):
a. choose and process appropriate specimen,
b, prepare reagents, kits, and equipment as instructed,
c. perform the test according to instruction, and
d. report the results using acceptable format. (Guided
Response)
III. AFFECTIVE DOMAIN
Throughout the semester, student will
display professional conduct appropriate as a future medical
technologist. A rating scale ranging from 0 point to 10 points
will be used to assess performance in the affective domain.
Score of 10 means excellent, 8 or 9 means good, 7 means
satisfactory, and 0 means unsatisfactory. Please review the
examples of acceptable and unacceptable conducts. An evaluation
of 0 in any category is not acceptable (i.e., will not pass the
course regardless of your exam scores).
1. Positive Approach
Acceptable: performs assigned tasks without
irrelevant remarks; willing to accept additional tasks; shows
interests in class; tries to apply the knowledge to best of
his/her ability in an unusual situation.
Unacceptable: bothers others with negative
remarks or excessive complaints; inattentive in class; gives up
easily when faced with challenging situations.
2. Reliability and Responsibility
Acceptable: punctual; calls in ahead of
class time to report unavoidable absence or tardiness; tries to
achieve higher than minimally acceptable level of performance.
Unacceptable: absent or tardy from class
without notices; unaccountable during class; does not seek help
from peer or instructor when necessary.
3. Flexibility
Acceptable: adapts to different instructors
or modes of instructions; accepts changes in work assignments
without flustering.
Unacceptable: inappropriately displays
frustrations when the "routine" is changed; becomes disorganized
and flustered when faced with changes in work assignments.
4. Integrity
Acceptable: adheres to course policy, UHM
student conduct code, safety rules; errors are corrected when
appropriate; does not attempt tasks beyond his/her capabilities
without instructor's consent.
Unacceptable: breaches course policy, UHM
student conduct code, safety rules; ignores errors; attempts
tasks beyond his/her capabilities without instructor's consent.
5. Ethics
Acceptable: respects patients' (or fellow
students') confidentiality of clinical information; acknowledges
mistake when pointed out; conducts with professionalism
appropriate as future medical technologist.
Unacceptable: discusses patients' (or
fellow students') clinical information in public; covers up
errors; plagiarizes; ignores or participates in illegal
activities.
6 Initiative
Acceptable: uses outside resources in
addition to required texts to research relevant information;
offers constructive criticism; seeks additional tasks in class
when assigned tasks are completed.
Unacceptable: lazy: must be told what to
do; unable to use resources other than required texts to further
knowledge; refuses to participate in class activities.
7. Interpersonal Relations
Acceptable: creates comfortable
communicative atmosphere; able to work cooperatively with
others; conveys messages verbally or in writing appropriately;
uses the grievance mechanism appropriately.
Unacceptable: creates uncomfortable feeling
in others; unable to work with others; displays personal bias
inappropriately; interrupts others; unable to verbally
communicate or writes illegibly. |
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