Hematology (SMD 551)
Total Contact Hours: 34.5 hours
Course Director: Julian G. Cambronero, Ph.D., Professor, Biochemistry and Molecular Biology
Course Description: This course presents the functional morphology of blood cells (normal and abnormal), how important blood diseases manifest, and the approaches to diagnosis and treatment of blood and clotting diseases.
Learning Goals, Assessment, Practice, and Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:
Institutional Objectives |
Learning Goals |
Assessment Activities (graded) |
Practice/Feedback Activities (non-graded) |
Teaching and Learning Activities |
---|---|---|---|---|
Describe the morphology, physiology, and biochemistry of blood, marrow, and lymphatic tissues. |
MCQ Exam TBL IRAT/GRAT |
Exam question banks FAQ Review session TBL GAPP |
Textbook Readings Faculty Notes Live Lectures Microscope tutorials Digital blood atlas |
|
Identify and apply knowledge of the molecular mechanisms in leukemia and lymphoma, given a case vignette. |
MCQ Exam |
Exam question banks FAQ Review session |
Textbook Readings Faculty Notes Live Lectures |
|
Identify and explain the pathogenesis, staging, and general management approaches for a patient with a hematopoietic or lymphoid tumor, given a case vignette. |
MCQ Exam |
Clinical workshops Exam question banks FAQ Review session |
Textbook Readings Faculty Notes Live Lectures |
|
Identify growth factors, biologic products, and how chemotherapeutic agents work in leukemia or lymphoma, given a case vignette. |
MCQ Exam Term 1 Exam |
Exam question banks FAQ Review session |
Textbook Readings Faculty Notes Live Lectures |
|
Generate a differential diagnosis and determine further diagnostic strategies for a patient with a probable myeloproliferative disorder, leukemia, or lymphoma, given a case vignette. |
MCQ Exam TBL IRAT/GRAT |
Exam question banks FAQ Review session TBL GAPP |
Textbook Readings Faculty Notes Live Lectures Digital blood atlas |
|
Identify pathogenesis of red cell metabolism disorders by applying knowledge of how iron, vitamin B12, folate, and common enzymes relate to red cell metabolism, given a case vignette. |
MCQ Exam |
Exam question banks FAQ Review session |
Textbook Readings Faculty Notes Live Lectures Microscope tutorials |
|
Identify and explain the key characteristics of sickle cell anemia, thalassemia, or megaloblastic anemia at the cellular, systems, and patient presentation levels, given a case vignette. |
MCQ Exam |
Clinical workshops Exam question banks FAQ Review session |
Textbook Readings Faculty Notes Live Lectures Patient-Physician panel |
|
Compose a differential diagnosis and choose appropriate anemia diagnostic approaches, given a case vignette. |
MCQ Exam TBL IRAT/GRAT |
Exam question banks FAQ Review session TBL APP |
Textbook Readings Faculty Notes Live Lectures Digital blood atlas |
|
Interpret laboratory results of a patient with a coagulopathy, given a case vignette. |
MCQ Exam |
Exam question banks |
Textbook Readings Faculty Notes Live Lectures |
|
Identify the most common heritable coagulopathies and discuss their pathobiology and clinical presentation. |
MCQ Exam |
Exam question banks FAQ Review session |
Textbook Readings Faculty Notes Live Lectures |
|
Identify best choice therapeutic agents for a patient requiring anticoagulant therapy, and justify choices by describing mechanisms of actions and fit with clinical condition, given a case vignette. |
MCQ Exam |
Clinical workshops Exam question banks |
Textbook Readings Faculty Notes Live Lectures |
|
Identify the health benefits of patients receiving blood-derived products |
MCQ Exam Blood banking quiz |
Exam question banks |
Textbook Readings Faculty Notes Live Lectures Virtual blood banking lab |
|
Solve complex problems effectively in teams and complete projects in a defined time-frame |
TBL IRAT/GRAT |
TBL GAPP |
Study of advance assignment Interactions with peers and faculty during live TBL session |
|
Provide constructive feedback to peers and respond to constructive feedback |
TBL peer feedback at end of Term 1 |
Interactions with peers during TBL sessions |
Participation in TBL Completion of peer feedback |
|
Productively contribute to the learning power of teams through adequate preparation, punctuality and creation of a positive, encouraging atmosphere. |
TBL peer feedback at end of Term 1 |
Interactions with peers during TBL sessions |
Participation in TBL Completion of peer feedback |
Institutional Educational Objectives
Category addressed | Definition |
---|---|
1. Institutional Objectives | What does our institution want our graduates to do? |
2. Learning Goals | If your students mastered the content of your course, what would they be able to do? |
3. Assessment Activities (graded) 4. Practice/Feedback Activities (non-graded) |
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal? |
5. Teaching and Learning Activities | How will students get the information they need to learn? |
Knowledge and Lifelong Learning
- K1: The graduate will demonstrate knowledge of the basic medical sciences; clinical skills; and the ability to acquire, manage, and use current information for clinical decision-making and problem-solving in the care of individual patients, family members, populations, and systems of care delivery.
- K2: The graduate will demonstrate knowledge of the ethical, social, economic, and cultural influences upon the health of and health care delivery to patients and patient populations, and will be able to propose realistic approaches to improving the health of an individual patient and for a patient population.
- K3: The graduate will be able to identify the diverse factors that influence the health of the individual and the community; identify the socio-cultural, familial, psychological, economic, environmental, legal, political, and spiritual factors impacting health care and health care delivery; and be able to respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.
Interpersonal and Communication
- C1: The graduate will demonstrate the ability to establish a professional relationship with a patient, build a comprehensive medical and social/personal history, conduct either a focused or comprehensive physical examination as indicated, construct a differential diagnosis, and recommend a course of treatment consistent with current standards of care.
- C2: The graduate will demonstrate the ability to communicate (written and oral) clearly, professionally, and effectively with patients, their family members, health care team members, and peers.
- C3: The graduate will demonstrate the capacity to listen to and respond appropriately to constructive feedback from peers and teachers, as well as give constructive feedback and evaluation to peers and faculty as requested.
Professionalism, Advocacy, and Personal Growth
- P1: The graduate will be able to identify personal strengths and weaknesses in the care of patients and working with colleagues and allied health professionals, and, if indicated, demonstrate the ability to make changes in behavior that facilitate collaborative relationships.
- P2: The graduate will demonstrate through the period of undergraduate medical education a pattern of responsible behaviors consistent with the highest ethical standards of the profession: honesty, confidentiality, reliability, dependability, civility, and punctuality.
- P3: The graduate will demonstrate a commitment to leadership and the advancement of new knowledge.