Maryland State Department of Education
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
Unit 2: Medical Assessment
Section 1: Diagnostic Techniques
INFORMATION
UNIT 2: INTRODUCTION
Many different fields of biology, chemistry, and physics converge in the application of
medical diagnostics, where a combination of chemical tests, physical evaluations, and
advanced imaging techniques are used to assess body functions, and detect possible
abnormalities. Many of these techniques are used in routine preventative care, but are
also an essential part of the tools used to identify injuries in emergency room situations.
In this unit you will investigate different methods of evaluating body function, as well as
learning basic anatomy, and the structure and function of selected body systems.
Contents
2.1 Diagnostic Techniques
2.1.1 Understanding Common Medical Abbreviations
2.1.2 Body Imaging Techniques
Part I: Survey of Images Techniques
Part II: Analysis of Body Images
2.1.3 Medical Laboratory Screening
Part I: Clinical Laboratory Tests
Part II: Total White Blood Cell Count
Part III: Toxicology Testing
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 1
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1 DIAGNOSTIC TECHNIQUES
In this section students will investigate different lab-based tests and imaging technologies
used for diagnostics, and apply their knowledge of basic anatomy to interpret these
images and test results.
2.1 Prerequisite Skills and Knowledge
 An understanding of how abbreviations are created.
 Ability to use internet or other reference source.
 An understanding of basic human anatomy including:
 Body quadrants and regions.
 Anterior and posterior surface body landmarks.
 Body cavities.
 Organs.
 Familiarity with the terms soft tissue, organs, and bone.
 An understanding of basic blood biochemistry.
 Proper use of the microscope including:
o Identification of parts.
o Cleaning and storage.
o Positioning and focusing a slide on the microscope using dry and oil
immersion objectives.
 Familiarity with blood cell structure, function and classification including the following
terms:
o Peripheral blood smear
o Leukocyte/WBC
o Erythrocyte/RBC
o Thrombocyte/platelet
o Cytoplasm
o Nucleus
o Anucleated
o Leukocytosis
o Leukopenia
o Wright’s stain
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 2
2.1 Activity Learning Objectives
After completing this section students will be able to:
 State the full names of common medical abbreviations.
 Explain the meaning of common medical abbreviations.
 Understand when the use of abbreviations is appropriate.
 Find the meaning of any unfamiliar abbreviations using appropriate reference
sources.
 Explain how X-rays, CT, MRI, and ultrasound technology produces images of
body regions.
 Understand the uses and limitations of body imaging techniques.
 Identify body quadrants, regions, cavities, and landmarks on X-ray, CT, MRI and
ultrasound images.
 Use proper terminology to describe body directions, planes, and surfaces.
 Explain how X-rays, CT, MRI, and ultrasound technology produces images of
body regions.
 Understand the uses and limitations of body imaging techniques.
 Describe the type of information generated by these images.
 Identify the healthcare professional responsible for each type of body imaging.
 Interpret X-ray, CT, and MRI images and report their findings.
 Identify body quadrants, regions, cavities, organs and other landmarks on X-ray,
CT, and MRI images.
 Use medical terminology pertaining to body imaging techniques.
 Use proper terminology to describe body directions, planes, and surfaces.
 Utilize information literacy to research a common laboratory test used in the
diagnosis of wellness and disease.
 State the proper and common names or acronym for common laboratory tests.
 Accurately use medical terminology and abbreviations.
 Explain the chosen test to include: specimen requirements, the purpose for the test,
normal results or values, and what an abnormal result indicates to the treating physician.
 Use internet resources to research information.
 Present information visually, verbally and in written form.
 Identify the career pathways within healthcare involved in diagnostic services.
 Recognize levels of education, and employment opportunities of professionals in diagnostic
services.
 Perform an estimation of a patient’s white blood cell count from a peripheral blood
smear.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 3
2.1 Activity Outcomes
Relevant AHP Program Outcomes
 Demonstrate effective communication skills through reading, writing, listening
and speaking.
 Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
 Demonstrate the scientific process, health care related problem-solving skills and
the application of health care technologies.
 Use concepts of biology, chemistry, physics, and mathematics to solve health care
related problems.
 Apply science concepts in the assessment and delivery of medical and health care
services.
 Evaluate the impact of enhanced technology on the health care delivery system.
 Perform mathematical calculations related to the health care industry.
Relevant Course Outcomes
 Accurately use medical terminology.
 Explain the basic structure and functions of human body systems in health and
illness.
 Perform technical procedures used in a variety of medical settings.
 Demonstrate knowledge of current information and medical technologies.
 Accurately perform mathematical operations and calculations related to heath
care.
 Apply science concepts in the assessment and delivery of medical and health care
services.
 Evaluate the career options available in the health and biosciences cluster.
Relevant National Healthcare Foundation Standards
 Standard 1: Academic Foundation: Healthcare professionals will know the
academic subject matter required for proficiency within their area. They will use
this knowledge as needed in their role. The following accountability criteria are
considered essential for students in a health science program of study.
o Accountability Criteria 1.11 – Classify basic functional and structural
organization of the human body (chemical, cellular, tissue, organ, and
system).
o Accountability Criteria 1.12 – Recognize body planes, directional terms,
quadrants, and cavities.
o Accountability Criteria 1.31 – Apply mathematical computations related
to healthcare procedures (metric and household, conversions and
measurements).
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 4
o Accountability Criteria 1.32 – Analyze diagrams, charts, graphs, and
tables to interpret healthcare data.

Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.3 – Written communication skills.
Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.14 – Report subjective and objective
information.
o Accountability Criteria 2.16 – Apply speaking and active listening skills.
o Accountability Criteria 2.22 – Use medical abbreviations to
communicate information.

Standard 4: Employability Skills – Healthcare professionals will understand how
employability skills enhance their employment opportunities and job satisfaction.
They will demonstrate key employability skills and will maintain and upgrade
skills, as needed.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
2.1 Activity Deliverables
Upon completion of this section, each student will provide the following products to be
included in a portfolio:
2.1.1 Understanding Medical Terms and Abbreviations:
o Worksheet 3: Medical Abbreviations – to be inserted into the Course 1
Portfolio.
2.1.2 Body Imaging Techniques:
o Worksheet 4: Body Imaging Techniques – to be inserted into the Course 1
Portfolio.
o Worksheet 5: Analysis of Body Images – to be inserted into the Course 1
Portfolio.
2.1.3 Medical Laboratory Screening
o PowerPoint Presentation on assigned clinical test with accompanying
glossary of terms.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 5
o Worksheet 6: Summary of Clinical Laboratory Tests – to be inserted into
the Course 1 Portfolio.
o Clinical Test Brochure – to be inserted into the Course 1 Portfolio.
o Worksheet 7: Total White Blood Cell Count – to be inserted into the
Course 1 Portfolio.
o Worksheet 8: Summary of Laboratory Toxicology Tests – to be inserted
into the Course 1 Portfolio.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 6
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.1 Understanding Common Medical Abbreviations
2.1.1 Lesson Summary
Student will learn the meaning of common abbreviations by researching their meaning in
a homework assignment.
2.1.1 Activity Background
Many medical terms often incorporate long or complicated words, and so in many cases
are referred to by their abbreviation. An abbreviation is a word or term formed from the
initial letters of the name. In today’s modern healthcare environment, it is important to
understand the meaning of the most commonly used abbreviations.
2.1.1 Prerequisite Skills and Knowledge
 An understanding of how abbreviations are created
o Greek and latin roots
o Prefixes and suffixes
 Ability to use internet or other reference source.
2.1.1 Activity Learning Objectives
After completing this activity students will be able to:
 State the full names of common medical abbreviations.
 Explain the meaning of common medical abbreviations.
 Understand when the use of abbreviations is appropriate.
 Find the meaning of any unfamiliar abbreviations using appropriate reference
sources.
2.1.1 Activity Outcomes
Relevant AHP Program Outcomes
 Demonstrate effective communication skills through reading, writing, listening
and speaking.
 Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 7
Relevant Course Outcomes
 Accurately use medical terminology.
Relevant National Healthcare Foundation Standards
 Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.3 – Written communication skills.
o Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.22 – Use medical abbreviations to
communicate information.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 4: Employability Skills – Healthcare professionals will understand how
employability skills enhance their employment opportunities and job satisfaction.
They will demonstrate key employability skills and will maintain and upgrade
skills, as needed.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
2.1.1 Activity Description
You will be given a worksheet containing a list of common abbreviations including those
mentioned in the “In an Instant” scenario. Using reference sources approved by your
instructor, you will research the full meaning of these abbreviations.
2.1.1 Activity Deliverable
 Worksheet 3: Medical Abbreviations – to be inserted into the Course 1 Portfolio.
2.1.1 Teaching Notes
A list of basic medical abbreviations is provided for this activity. You can supplement
these with additional abbreviations if required.
2.1.1 Materials and Equipment
 Worksheet 3: Medical Abbreviations- to be placed in the Course 1 Portfolio
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 8

A reference source such as textbook or access to the internet.
2.1.1 Additional Resources
 http://www.medilexicon.com/
 http://www.bioinformatics.org/textknowledge/acronym.php
 http://www.medindia.net/acronym/index.asp
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 9
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.2 Body Imaging Techniques
2.1.2 Lesson Summary
Students will learn about the different methods of imaging the body, and will then use
their knowledge of basic anatomy to interpret body images produced by each technique.
 Part I: Survey of Images Techniques
 Part II: Analysis of Body Images
2.1.2 Activity Background
Imaging techniques can an essential in indentifying many types of injuries which cannot
be identified by symptoms alone. These techniques use different technologies to produce
images of internal body structures, and the type of imaging technique employed depends
on which internal structures are to be observed. In a healthcare environment, it is usually
the attending physician that orders the image or scan to aid in diagnosis. However, the
actual imaging technique is conducted by highly-skilled and trained healthcare
professionals.
In this activity you will investigate commonly used, non-invasive imaging techniques,
find out when each technique is used, the healthcare professional responsible for carrying
out the technique, and will then use your knowledge of anatomy to interpret images
produced by these methods.
2.1.2 Prerequisite Skills and Knowledge
 Ability to use internet or other reference source.
 Familiarity with the terms soft tissue, organs, and bone.
 An understanding of basic human anatomy including:
o Body quadrants and regions.
o Anterior and posterior surface body landmarks.
o Body cavities.
o Organs.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 10
2.1.2 Activity Learning Objectives
After completing this activity students will be able to:
 Explain how X-rays, CT, MRI, and ultrasound technology produces images of
body regions.
 Use medical terminology pertaining to body imaging techniques.
 Understand the uses and limitations of body imaging techniques.
 Describe the type of information generated by these images.
 Identify the healthcare professional responsible for each type of body imaging.
 Interpret X-ray, CT, and MRI images and report their findings.
 Identify body quadrants, regions, cavities, organs and other landmarks on X-ray,
CT, and MRI images.
 Use proper terminology to describe body directions, planes, and surfaces.
2.1.2 Activity Outcomes
Relevant AHP Program Outcomes
 Demonstrate the scientific process, health care related problem-solving skills and
the application of health care technologies.
 Evaluate the impact of enhanced technology on the health care delivery system.
 Demonstrate effective communication skills through reading, writing, listening
and speaking.
 Identify career areas of interest within healthcare and make informed decisions
about career options, educational requirements and career preparation.
 Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
Relevant Course Outcomes
 Demonstrate knowledge of current information and medical technologies.
 Accurately use medical terminology.
 Evaluate the career options available in the health and biosciences cluster.
 Apply science concepts in the assessment and delivery of medical and health care
services.
Relevant National Healthcare Foundation Standards
 Standard 1: Academic Foundation: Healthcare professionals will know the
academic subject matter required for proficiency within their area. They will use
this knowledge as needed in their role. The following accountability criteria are
considered essential for students in a health science program of study.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 11
o Accountability Criteria 1.11 – Classify basic functional and structural
organization of the human body (chemical, cellular, tissue, organ, and
system).
o Accountability Criteria 1.12 – Recognize body planes, directional terms,
quadrants, and cavities.
o Accountability Criteria 1.32 – Analyze diagrams, charts, graphs, and
tables to interpret healthcare data.

Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.14 – Report subjective and objective
information.
o Accountability Criteria 2.22 – Use medical abbreviations to
communicate information.
o Accountability Criteria 2.3 – Written communication skills.

Standard 4: Employability Skills – Healthcare professionals will understand how
employability skills enhance their employment opportunities and job satisfaction.
They will demonstrate key employability skills and will maintain and upgrade
skills, as needed.
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 12
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.2 Body Imaging Techniques
Part I: Survey of Imaging Techniques
2.1.2 I Prerequisite Skills and Knowledge
 Ability to use internet or other reference source.
 Familiarity with the terms soft tissue, organs, and bone.
2.1.2 I Activity Learning Objectives
After completing this activity students will be able to:
 Explain how X-rays, CT, MRI, and ultrasound technology produces images of
body regions.
 Understand the uses and limitations of body imaging techniques.
 Use medical terminology pertaining to body imaging techniques.
 Describe the type of information generated by these images.
 Identify the healthcare professional responsible for each type of body imaging.
2.1.2 I Activity Description
Upon arrival at the trauma unit, Jake’s condition was assessed by a head CT, chest x-ray,
abdominal ultrasound, spinal MRI as well as a C-spine, T-spine, and L-spine films.
You will research the imaging techniques to assess Jake’s condition, and will record your
findings in Worksheet 4: Body Imaging Techniques.
2.1.2 I Activity Deliverable
 Worksheet 4: Body Imaging Techniques – to be inserted into the Course 1
Portfolio.
2.1.2 I Additional Activities:
You may assign each technology to a group, and ask each group to prepare a PowerPoint
presentation to the class. The students can complete Worksheet 4 from the information in
presentations.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 13
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.2 Body Imaging Techniques
Part II: Analysis of Body Images
2.1.2 II Prerequisite Skills and Knowledge
 An understanding of basic human anatomy including:
o Body quadrants and regions.
o Anterior and posterior surface body landmarks.
o Body cavities.
o Organs.
2.1.2 II Activity Learning Objectives
After completing this activity students will be able to:
 Interpret X-ray, CT and MRI images.
 Identify body quadrants, regions, cavities, organs and other landmarks on X-ray,
CT, and MRI images.
 Use proper terminology to describe body directions, planes, and surfaces.
2.1.2 II Activity Description
In groups, you will analyze pictures taken from three different types of scans (CT, XRay, and MRI), and will identify the anatomical structures and landmarks seen in the
images.
2.1.2 II Activity Deliverable
 Worksheet 5: Analysis of Body Images – to be inserted into the Course 1
Portfolio.
2.1.2 II Materials and Equipment
 X-ray image – example provided
 CT image– example provided
 MRI image– example provided
 Anatomy reference source
2.1.2 II Additional Resources
 Images produced by the above techniques are available on the websites listed
below:
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 14
o Visible Human Project
http://www.nlm.nih.gov/research/visible/visible_human.html
o X-rays
http://www.radiologyinfo.org/en/sitemap/modal-alias.cfm?modal=xray
http://www.nlm.nih.gov/medlineplus/ency/article/003337.htm
o CT scan
http://www.nlm.nih.gov/medlineplus/ency/article/003330.htm
o MRI
http://radiologyinfo.org/en/info.cfm?pg=genus
o Ultrasound
http://www.radiologyinfo.org/en/info.cfm?pg=genus
http://www.radiologyinfo.org/en/sitemap/modal-alias.cfm?modal=US

Online Reference sources
o Human Anatomy Online
http://www.innerbody.com/
o National Geographic
http://science.nationalgeographic.com/science/health-and-humanbody/humanbody/?source=G4101&kwid=human%20body%20pictures|929422345
o Online Game of matching terms to body parts
http://www.wisc-online.com/objects/index_tj.asp?objID=AP15405
o Human A&P site with lots of tutorials
http://academic.pg.cc.md.us/~aimholtz/AandP/AandPLinks/ANPlinks.htm
l
o Flashcard game for learning terms
http://www.studystack.com/studytable-22161
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 15
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.3 Medical Laboratory Screening
2.1.3 Lesson Summary
Students will research the diagnostic tests performed in a clinical laboratory, and learn how to
calculate total white blood cell counts.
 Part I: Clinical Laboratory Tests
 Part II: Total White Blood Cell Count
 Part III: Toxicology Testing
2.1.3 Activity Background
Much of the information used for diagnosis is generated in a medical laboratory. Samples
of body fluids are collected, carefully labeled, and sent to the medical laboratory for testing.
The results are communicated to the physician in the form of a lab report that is then
interpreted by the physician.
A Phlebotomy technician routinely collect blood samples, but may also collect other
specimens such as urine or a throat culture. Once the samples arrive at the medical
laboratory, these may be handled by a Medical Laboratory Assistant (MLA), or a Medical
Laboratory Technician (MLT) working under the supervision of a Medical Technologist
(MT). A MLA typically has completed a program from an accredited institution, whereas a
MLT has completed a 2 year degree, and a MT has a 4-year degree, and assumes the highest
level of responsibility in the medical lab. All of these laboratory professionals can conduct
clinical tests, although the complexity of the tests they are allowed to perform increases with
increased level of education.
2.1.3 Prerequisite Skills and Knowledge
 Ability to use internet or other reference source.
 An understanding of basic blood biochemistry.
 Proper use of the microscope including:
o Identification of parts.
o Cleaning and storage.
o Positioning and focusing a slide on the microscope using dry and oil
immersion objectives.
 Familiarity with blood cell structure, function and classification including the following
terms:
o Peripheral blood smear
o Leukocyte/WBC
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 16
o
o
o
o
o
o
o
o
Erythrocyte/RBC
Thrombocyte/platelet
Cytoplasm
Nucleus
Anucleated
Leukocytosis
Leukopenia
Wright’s stain
2.1.3 Activity Learning Objectives
At the end of the laboratory exercise the student will be able to:
 Utilize information literacy to research a common laboratory test used in the
diagnosis of wellness and disease.
 State the proper and common names or acronym for common laboratory tests.
 Accurately use medical terminology and abbreviations.
 Explain the chosen test to include: specimen requirements, the purpose for the test,
normal results or values, and what an abnormal result indicates to the treating physician.
 Use internet resources to research information.
 Present information visually, verbally and in written form.
 Identify the career pathways within healthcare involved in diagnostic services.
 Recognize levels of education, and employment opportunities of professionals in diagnostic
services.
 Perform an estimation of a patient’s white blood cell count from a peripheral blood
smear.
2.1.3 Activity Outcomes
Relevant AHP Program Outcomes
 Demonstrate the scientific process, health care related problem-solving skills and
the application of health care technologies.
 Use concepts of biology, chemistry, physics, and mathematics to solve health care
related problems.
 Apply science concepts in the assessment and delivery of medical and health care
services.
 Evaluate the impact of enhanced technology on the health care delivery system.
 Demonstrate effective communication skills through reading, writing, listening
and speaking.
 Perform mathematical calculations related to the health care industry.
 Present information visually, verbally and in written form to peer and professional
audiences utilizing a variety of methods.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 17
Relevant Course Outcomes
 Explain the basic structure and functions of human body systems in health and
illness.
 Perform technical procedures used in a variety of medical settings.
 Demonstrate knowledge of current information and medical technologies.
 Accurately use medical terminology.
 Accurately perform mathematical operations and calculations related to heath
care.
 Apply science concepts in the assessment and delivery of medical and health care
services.
Relevant National Healthcare Foundation Standards
 Standard 1: Academic Foundation: Healthcare professionals will know the
academic subject matter required for proficiency within their area. They will use
this knowledge as needed in their role. The following accountability criteria are
considered essential for students in a health science program of study.
o Accountability Criteria 1.11 – Classify basic functional and structural
organization of the human body (chemical, cellular, tissue, organ, and
system).
o Accountability Criteria 1.31 – Apply mathematical computations related
to healthcare procedures (metric and household, conversions and
measurements).

Standard 2: Communications – Healthcare professionals will know the various
methods of giving and obtaining information. They will communicate effectively,
both orally and in writing.
o Accountability Criteria 2.11 – Interpret verbal and nonverbal
communication.
o Accountability Criteria 2.14 – Report subjective and objective
information.
o Accountability Criteria 2.16 – Apply speaking and active listening skills.
o Accountability Criteria 2.22 – Use medical abbreviations to
communicate information.
o Accountability Criteria 2.3 – Written communication skills.

Standard 4: Employability Skills – Healthcare professionals will understand how
employability skills enhance their employment opportunities and job satisfaction.
They will demonstrate key employability skills and will maintain and upgrade
skills, as needed.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 18
o Accountability Criteria 4.41 – Develop components of a personal
portfolio.

Standard 11: Information Technology Applications
o Accountability Criteria 11.21 – Communicate using technology (fax, email, and Internet) to access and distribute data and other information.
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 19
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.3 Medical Laboratory Screening
Part I: Clinical Laboratory Tests
2.1.3 I Lesson Summary
Students will research common laboratory tests and prepare presentations and a patient
brochure describing an assigned laboratory test.
2.1.3 I Prerequisite Skills and Knowledge
 Ability to use internet or other reference source.
 An understanding of basic blood biochemistry.
2.1.3 I Activity Learning Objectives
At the end of the laboratory exercise the student will be able to:
 Utilize information literacy to research a common laboratory test used in the
diagnosis of wellness and disease.
 State the proper and common names or acronym for common laboratory tests.
 Accurately use medical terminology and abbreviations.
 Explain the chosen test to include: specimen requirements, the purpose for the test,
normal results or values, and what an abnormal result indicates to the treating physician.
 Use internet resources to research information.
 Present information visually, verbally and in written form.
2.1.3 I Activity Description
In this activity, you will research common clinical laboratory tests and create summaries of
each test. Then you will produce a patient brochure for one of these tests.
2.1.3 I Activity Deliverables
 PowerPoint Presentation on assigned clinical test with accompanying glossary of
terms.
 Worksheet 6: Summary of Clinical Laboratory Tests – to be inserted into the
Course 1 Portfolio.
 Clinical Test Brochure – to be inserted into the Course 1 Portfolio.
2.1.3 I Teaching Notes
You may assign the tests to groups or allow the students to pick the tests that they
research. Below is a suggested list which can be shortened or expanded depending on the
number of students in the class:
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 20

Blood Type and Screen (Hematology):
o ABO antigen typing
o RhD antigen typing
o Antibody screen

Comprehensive metabolic panel (Chemistry):
o Glucose
o Total protein
o Albumin
o Blood urea nitrogen (BUN)
o Creatinine
o Electrolytes (Na, K, Cl, Ca can all be separate tests)
o CO2
o Total bilirubin
o Aspartate aminotransferase = AST
o Alanine aminotransferase = ALT

Complete Blood Count (CBC, Hematology)
o Hematocrit & Hemoglobin (H & H)
o Red blood cell count
o White blood cell count
o White blood cell differential
o Platelet count
o RBC Indices (MCV, MCH, MCHC)

Urinalysis (Chemistry)
o Dipstick (chemical analysis)
o Microscopic
2.1.3 I Materials and Equipment
 Computer and internet access
 Reference texts, i.e. Mosby’s Diagnostic and Laboratory Test Reference, Medical
dictionary
 Worksheet 6: Summary of Clinical Laboratory Tests.
2.1.3 I Additional Resources
 www.labtestsonline.org (This internet site allows the student to interact with
laboratory professionals to ask specific questions that they may not have been
able to find or understand.)
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http://www.drugabuse.gov/about-nida/organization/workgroups-interest-groupsconsortia/community-epidemiology-work-group-cewg/highlights-summariesjanuary-2014-reports Drugs of Abuse highlights
2.1.3 I Additional Activities
 Create a poster presentation about the test.
 Career Exploration – Student present information for the following careers
(researched in Unit 1):
o Medical Laboratory Technician vs. Medical Technologist
o Phlebotomist
o Ultrasound Sonographer
o X-ray Technician vs. Radiology Technologist
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.3 Medical Laboratory Screening
Part II: Total White Blood Cell Count
2.1.3 II Prerequisite Skills and Knowledge
 Proper use of the microscope including:
o Identification of parts.
o Cleaning and storage.
o Positioning and focusing a slide on the microscope.
 Familiarity with blood cell structure, function and classification including the following
terms:
o Peripheral blood smear
o Leukocyte/WBC
o Erythrocyte/RBC
o Thrombocyte/platelet
o Cytoplasm
o Nucleus
o Anucleated
o Leukocytosis
o Leukopenia
o Wright’s stain
2.1.3 II Activity Learning Objectives
At the end of the laboratory exercise the student will be able to:
 Name the stain used and type of sample needed to prepare a peripheral blood smear for
evaluation.
 Differentiate red blood cells from white blood cells.
 Using the 40X objective on the microscope, perform a white blood cell estimate.
 Calculate the average number of WBCs per high power field (40X).
 Using a conversion table, report the estimated WBC count per cubic millimeter (mm3).
 Explain the units (e.g. mm3) used to report blood cell counts (RBC and WBC).
 Demonstrate safe work practices and personal safety during laboratory testing.
2.1.2 II Activity Description
Students will perform an estimation of a patient’s white blood cell count from a prepared
peripheral blood smear.
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2.1.2 II Activity Deliverable
 Worksheet 7: Total White Blood Cell Count – to be inserted into the Course 1
Portfolio.
2.1.3 II Materials and Equipment
 Prepared, stained normal human peripheral blood smears – 2 per student.
Available from The Carolina Biological Supply Company, www.carolina.com,
Cat. # 309164, and 309170
 Microscope with 10X and 40X objectives – 1 per student
 Hand-counter – 1 per student
 Lens paper and glass cleaning solution to clean microscope
 Worksheet 7: Total White Blood Cell Count
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.3 Medical Laboratory Screening
Part III: Toxicology Testing
2.1.3 III Lesson Summary
The students will learn about different toxicology tests and the information that they provide.
2.1.3 III Activity Background
A toxicology screen refers to various tests to determine the type and approximate amount of
legal and illegal drugs a person has taken. Toxicology screening is most often done using a
blood or urine sample. However, it may be done soon after swallowing the medication, using
stomach contents that are obtained through gastric lavage or after vomiting. In some
circumstances, a subject may need to provide the urine sample in the presence of the nurse or
technician to verify that the urine came from the subject and was not tampered with. These tests
are often done in emergency medical situations to evaluate possible accidental or intentional
overdose or poisoning. They may also help determine the cause of acute drug toxicity, to monitor
drug dependency, and to determine the presence of substances in the body for medical or legal
purposes.
Toxicology tests are not routinely administered for one drug at a time, rather initial tests are done
to identify categories of drugs, and then if these tests are positive, further tests are conducted to
identify the specific drug present from that category. Common categories of drugs tested in a
basic test are as follows:
1.
2.
3.
4.
5.
Cannabinoids
Cocaine
Amphetamines
Opiates
Phencyclidine
Extended tests may also include the following drug groups and specific drugs:
6. Barbiturates
7. Hydrocodone
8. Methaqualone
9. Benzodiazepines
10. Propoxyphene
11. Ethanol
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12. MDMA
2.1.3 III Prerequisite Skills and Knowledge
 Ability to use internet or other reference source.
2.1.3 III Activity Learning Objectives
At the end of the laboratory exercise the student will be able to:
 Utilize information literacy to research a common toxicology laboratory test used in the
detection of drugs.
 State the proper and common names or abbreviations for common toxicology tests.
 Accurately use medical terminology and abbreviations.
 Explain the chosen test to include: specimen requirements, the purpose for the test, and how long
the chemical remains in the body.
 Use internet resources to research information.
 Present information visually, verbally and in written form.
2.1.3 III Activity Description
Students should be split into small groups of 3-5 students. They shall use the Toxicology
Screening List below to select a screening test and research it (They are free to use a screening
test that is not listed but it should be approved by the teacher). Then, students should be asked to
prepare a 10 minute PowerPoint presentation on the screening test that they chose. They should
make sure to include what type of specimen (body fluid) is required to perform this test, what
chemicals are typically found there, how long substances remain in the body, what physical
changes (if any) occur, and any additional interesting facts about the test.
As they are doing their research or preparing for the presentation, the class should discuss what
happened to Marylou Gonzalez on the day of the accident and how this screening activity relates
to her. What about Jake? Why would they perform toxicology tests on him?
2.1.3 Activity Deliverable
 Worksheet 8: Summary of Laboratory Toxicology Tests – to be inserted into the Course 1
Portfolio.
2.1.3 III Materials and Equipment
 Reference Sources
 Worksheet 8: Summary of Laboratory Toxicology Tests
2.1.3 III Additional Resources
 MedlinePlus Medical Encyclopedia: Toxicology screen –
http://www.nlm.nih.gov/MEDLINEPLUS/ency/article/003578.htm
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Drugs of Abuse highlights http://www.toxlab.co.uk/dasguide.htm
The Internet Journal of Toxicology
http://www.ispub.com/ostia/index.php?xmlFilePath=journals/ijto/front.xml
Drug Alcohol Test http://www.drugalcoholtest.com/
Drug and Alcohol Tests Kits http://www.drugalcoholtestkits.com/index2.asp
Redwood Toxicology Laboratory http://www.redwoodtoxicology.com/
Lab Tests Online http://www.labtestsonline.org/
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