Maryland Department of Education
Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
Unit 2: Medical Assessment
Section 1: Diagnostic Techniques
WORKSHEETS
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
Scenario: “In an Instant” – Part II
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
In an Instant©
Part II
After arriving at the hospital, many examinations and tests were performed on
Jake, Rebecca, and also Marylou. With regard to Jake, the flight paramedic informed the
trauma staff that Jake remained unconscious during the entire flight but maintained
breathing and a pulse. At the accident scene he received IV fluids. He was transported
with a C-collar and on a backboard to protect the spine from further injury. He was
placed on supplemental oxygen (100%) while on the flight but did not need to be
intubated. Jake regained consciousness shortly after arriving at the hospital but had no
recollection of the event, or any idea about where he was or the date and time. Even
though he was having difficulty speaking, he complained of a severe headache and
excruciating pain in his leg and back. He also said he could not feel his arms, hands, and
feet.
Upon arrival to the trauma unit, many things were happening to Jake at once in
order to accurately assess the extent of his injuries. After his clothing was removed, his
vital signs were taken and he was evaluated for injury. At the same time blood was
drawn for a type and screen, CBC, BMP, and a toxicology screen. Urine was collected
for urinalysis. A head CT, chest x-ray, abdominal ultrasound, spinal MRI as well as Cspine, T-spine, L-spine films were taken. Finally a full body CT scan was conducted
looking for other injuries for which he had no obvious symptoms. Attempts at finding a
pulse in the broken leg failed repeatedly. Further testing for the vascular and
neurological status of the leg was performed.
Results from the testing determined that Jake had suffered a subdural hematoma
from the traumatic impact of the accident and hitting the ground. He also had a broken
right femur and fractures in the tibia and fibula of the same leg. The blood flow to the leg
was compromised and the cause needed to be further evaluated to determine if surgery
was necessary. In addition, the sensation in his hand, and feet were found to be caused by
nerve damage resulting from a spinal cord injury and he was suffering from internal
bleeding from a third degree splenic tear. Jake was started on corticosteroids
immediately in order to prevent permanent paralysis. He was rushed into surgery in
order to treat the subdural hematoma and to stop the bleeding from the splenic tear.
Within 6 hours the vasculature in his leg would need to be repaired and blood flow
restored in order to prevent amputation.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 2
Rebecca was examined and found not to have any physical injuries. Routine
blood examinations were negative. Doctors and therapists determined she was suffering
from acute stress disorder, which could develop into posttraumatic stress disorder if
not treated effectively. She was released from the hospital. Over the next two weeks, she
developed an extreme fear of vehicles and felt guilty for not getting Jake out of the
intersection. She began reliving the accident through frequent nightmares and was unable
to visit Jake in the hospital. She tried to avoid thinking about Jake and the accident as
much as possible. Additionally, Rebecca suffered a loss of appetite and weight loss. The
doctors recommended medications and therapy for Rebecca.
Marylou Gonzalez was also taken to and observed at the hospital. Blood work
revealed that two drugs in Marylou’s system caused a severe interaction, resulting in the
symptoms she had suffered just prior to the accident. Other than that, Marylou was
cleared by the hospital with a slight anxiety disorder.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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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 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.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 4



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 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.
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.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.1 Understanding Common Medical Abbreviations
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 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 Deliverable
 Worksheet 3: Medical Abbreviations – to be inserted into the Course 1 Portfolio.
2.1.1 Procedure
1. Using the resources approved by your instructor, complete the Worksheet 3:
Medical Abbreviations. Include the full name of the acronym and a brief
explanation of what it refers to.
2. This worksheet is to be placed in your Foundations of Medicine and Health
Portfolio.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Name:_______________________________
2.1.1 WORKSHEET 3: MEDICAL ABBREVIATIONS – ANSWER KEY
ACRONYM
ā
abd
ac
ad lib
ADL’s
ax
BB
BM
BMP
BP
BR
BRP
FULL NAME
EXPLANATION OF TERM OR ITS CLINICAL USE
_
C
CBC
CC
C-collar
CCU
CLT
CMA
CMP
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CNS
c/o
COPD
CPR
CRNA
CRT
CRTT
C-spine
CT/CAT
CVA
DA
DM
DMD/DDM
DNR
DO/OD
DSD
DP
DVT
DVM
dx
ECG/EKG
EEG
EMT
ER/ED
FUO
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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fx
GI
GU
Hgb
Hct
h/o
HOB
HR
hs
HTN
ICU
I&O
IDDM
IM
IV
KVO
LFT
LOC
LP
L-spine
MI
MLT
MD
MT
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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MRI
NCT
NPO
NSAID’s
O2
OOB
OT
OR
PA
PC
PCP
PCU
PE
PMH
PO
prn
pt
PT
RT
RBC
RDA
RMA
RN
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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R/O
r/t
_
S
Sub-Q
sl/SL
SOB
STAT
sx
TB
TPR
T-spine
UA
Up ad lib
VS
WBC
WNL
wt
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.2 Body Imaging Techniques
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 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.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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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 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 Activity Deliverable
 Worksheet 4: Body Imaging Techniques – to be inserted into the Course 1
Portfolio.
2.1.2 Procedure
1. Using your textbook, and internet resources approved by your teacher, research
the following imaging techniques which were used to assess Jake’s injuries:
a. CT scan
b. X-ray
c. Ultrasound
d. MRI
2. Summarize your findings in Worksheet 4: Body Imaging Techniques by
describing the technology used, the uses of each imaging technique, and identify
the healthcare professional who conducts this technique.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Name____________________
2.1.2 WORKSHEET 4: BODY IMAGING TECHNIQUES – ANSWER KEY
Type of
Scan
What does it
stand for?
When is it used?
What information does it
convey?
Healthcare Professional
X-ray
CT
MRI
Ultrasound
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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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 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 Deliverable
 Worksheet 5: Analysis of Body Images – to be inserted into the Course 1
Portfolio.
2.1.2 II Procedure
1. Summarize your findings in Worksheet 5: Analysis of Body Images.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Name:___________________________
2.1.2 WORKSHEET 5: ANALYSIS OF BODY IMAGES – ANSWER KEY
What Body
Quadrants/Regions
can you identify?
Type of Scan
What
Anterior/Posterior
Surface Body
Landmarks can you
see?
What Body Cavity is
this?
X-ray
CT
MRI
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Organs Found
Sample Image 1: X-ray
Radiology Info. The Radiology Information Resource for Patients.
http://www.radiologyinfo.org/en/photocat/photos_more_pc.cfm?pg=chestrad
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 17
Sample Image 2: CT Scan
Radiology Info. The Radiology Information Resource for Patients.
http://www.radiologyinfo.org/en/photocat/photos_more_pc.cfm?pg=bodyct
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Sample Image 3: MRI
Radiology Info. The Radiology Information Resource for Patients.
http://www.radiologyinfo.org/en/photocat/photos_more_pc.cfm?pg=bodymr
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Academy of Health Professions
Course 1: Foundations of Medicine and Health Science
2.1.3 Medical Laboratory Screening
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 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.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 20
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 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 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 Procedure
1. Using internet site, text and reference books, research your chosen or assigned
clinical laboratory tests.
2. Prepare a five minute PowerPoint presentation on the tests which includes the
following information:
a. What is the proper name of the test you researched?
b. Are there any alternate names or abbreviations used for that test (i.e. CBC,
UA)?
c. What type of specimen (body fluid) is required to perform this test on?
d. How is the specimen collected from the patient? What does the patient
need to do to prepare for the specimen collection (e.g. fasting)?
e. Why is this test performed? What will it tell the physician? How will the
result help the patient?
f. What is a normal result or range of values? Include what units are used in
reporting.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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3. You will also prepare an annotated glossary of medical terms used in your presentation
that you will distribute to the class.
4. You will complete Worksheet 6: Summary of Clinical Laboratory Tests presented in
class.
5. Finally, you will create a patient brochure to educate and reassure patients about the
test. Include the following information:
a. Why a physician would request the test?
b. What information is learned from the test?
c. What is being tested?
d. How the test is conducted? (Be sure to stress non-invasive or non-painful
aspects).
e. Any special preparation required by the patient.
f. Length of time of test.
g. How long until results available.
h. Describe in laymans terms how the test works
©
Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Name:___________________________
2.1.3 WORKSHEET 6: SUMMARY OF CLINICAL LABORATORY TESTS – ANSWER KEY
Test
Name
Alternative
Names and
Abbreviatio
ns
Type of
Specimen,
and How it
is Collected
From
Patient
Any Special
Preparation
For the Test
(e.g. fasting)
What is Being
Tested?
Why is this Test
Performed?
How Will the Result
Help the Patient?
Blood Type
and
Screen:
ABO
antigen
typing,
RhD typing
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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What is a
Normal Result
or Range of
Values?
Test Name
Alternative
Names and
Abbreviations
Type of
Specimen,
and How it
is Collected
From
Patient
Any
Special
Preparati
on For the
Test (e.g.
fasting)
What is
Being
Tested?
Why is this
Test
Performed?
How Will the Result
Help the Patient?
Comprehensive
Metabolic Panel:
Glucose
Comprehensive
Metabolic Panel:
Total Protein
Comprehensive
Metabolic Panel:
Albumin
Comprehensive
Metabolic Panel:
Blood Urea
Nitrogen
Comprehensive
Metabolic Panel:
Creatinine
Comprehensive
Metabolic Panel:
Electrolytes
Comprehensive
Metabolic Panel:
CO2
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 24
What is a
Normal Result
or Range of
Values?
Test Name
Alternative
Names and
Abbreviations
Type of
Specimen,
and How it
is Collected
From
Patient
Any
Special
Preparati
on For the
Test (e.g.
fasting)
What is
Being
Tested?
Why is this
Test
Performed?
How Will the Result
Help the Patient?
Comprehensive
Metabolic Panel:
Aspartate
aminotransferase
Comprehensive
Metabolic Panel:
Alanine
aminotransferase
Complete Blood
count:
Platelet Count
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 25
What is a
Normal Result
or Range of
Values?
Test Name
Alternative
Names and
Abbreviations
Type of
Specimen,
and How it
is Collected
From
Patient
Any
Special
Preparati
on For the
Test (e.g.
fasting)
What is
Being
Tested?
Why is this
Test
Performed?
How Will the Result
Help the Patient?
Complete Blood
Count:
Hematocrit
Complete Blood
Count:
Hemoglobin
Complete Blood
Count:
Red Blood Cell
Count
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 26
What is a
Normal Result
or Range of
Values?
Test Name
Alternative
Names and
Abbreviations
Type of
Specimen,
and How it
is Collected
From
Patient
Any
Special
Preparati
on For the
Test (e.g.
fasting)
What is
Being
Tested?
Why is this
Test
Performed?
How Will the Result
Help the Patient?
Complete Blood
Count:
White Blood Cell
Count
Complete Blood
Count:
White Blood Cell
Differential
Complete Blood
Count:
Red Blood Cell
Indices (MCV,
MCH, MCHC)
Urinalysis
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 27
What is a
Normal Result
or Range of
Values?
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 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 Deliverable
 Worksheet 7: Total White Blood Cell Count – to be inserted into the Course 1
Portfolio.
2.1.3 II Procedure:
1. Each peripheral smear should be evaluated under10X (low power) and 40X (high-dry).
2. The criteria for selecting an area for analysis are listed below under each power.
-Under 10X or lpf (low power field):
a. The white cells should be evenly distributed over the smear.
b. The red cells should have a central pallor (look like pink-red doughnuts).
-Under 40X or hpf (high power field):
a. Look for a counting area which has approximately 200 red cells, not touching.
3. Determine the WBC estimate:
a. Using a hand-counter, count the number of white blood cells in 10 different
microscopic fields. This is performed by moving back and forth (left to right)
over the slide in an ‘S’ pattern or up and down in a wave pattern, so as to not
count the same area twice. Always stay in an area where the red cells are not
touching each other. Enter these WBC counts into Table 4 on the White Blood
Cell Count Worksheet.
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b. Calculate the average number of WBCs per high power field (hpf), and enter this
on the White Blood Cell Count Worksheet.
c. Use that number to estimate the Total White Blood Cell (WBC) count/mm3 by
comparing to the chart below and enter this on the worksheet:
Average No. of WBCs/hpf
2-4
4-6
6-10
10-20
Estimated Total WBC/mm3
4,000-7,000
7,000-10,000
10,000-13,000
13,000-18,000
4. Repeat procedure on a different slide and enter data into Table 5.
5. Complete the study questions on Worksheet 7: Total White Blood Cell Count.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
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Name:_________________________
2.1.3 WORKSHEET 7: TOTAL WHITE BLOOD CELL COUNT
SLIDE 1
1. Enter your white blood cell counts for 10 different microscopic fields in Table 4.
Table 4. White Blood Cell Counts From a Peripheral Blood Smear for Slide 1
Field Number
WBC Number
1
2
3
4
5
7
8
9
10
2. Calculate the average number of WBC per microscopic field (hpf).
The average number of WBC/hpf for slide 1 = ___________________
3. Use that number to estimate the total white blood cell (WBC) count/mm3 using the
conversion chart below:
Average No. of WBCs /hpf
Estimated Total WBC/mm3
2-5
4-7
6-11
10-21
4,000-7,000
7,000-10,000
10,000-13,000
13,000-18,000
The white blood cell (WBC) count/mm3 for Slide 1 = _________________
SLIDE 2
1. Repeat the white blood cell (WBC) counts for 10 different microscopic fields on slide.
2. Enter your counts in Table 5.
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Copyright, Stevenson University, 2009; AHP Course 1_Unit 2: Section 1_Teacher Version 2
Page 30
Table 5. White Blood Cell Counts from a Peripheral Blood Smear for Slide 2
Field Number
WBC Number
1
2
3
4
5
7
8
9
10
2. Calculate the average number of WBC per microscopic field (hpf).
The average number of WBC/hpf = ___________________
3. Use that number to estimate the total white blood cell (WBC) count/mm3 using the
conversion chart below:
Average No. of WBCs /hpf
Estimated Total WBC/mm3
2-6
4-8
6-12
10-22
4,000-7,000
7,000-10,000
10,000-13,000
13,000-18,000
The white blood cell (WBC) count/mm3 for slide 2 = _________________
Study Questions
1. Where do the cells classified as white blood cells originate from?
2. What is the normal reference range for total WBC count?
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3. Does the normal range differ depending on age or gender? If yes, why?
4. What is the medical term for an increased WBC count? What is the term for a
decreased count?
5. What diseases/patient conditions will cause an increase in the total number of WBCs?
What could cause a decrease?
6. What do the units (mm3 or cmm) mean?
7. How is 4,300 = 4.3 X 109?
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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 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
12. MDMA
2.1.3 III Activity Learning Objectives
At the end of the laboratory exercise the student will be able to:
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





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 Activity Deliverable
 Worksheet 8: Summary of Laboratory Toxicology Tests – to be inserted into the Course 1
Portfolio.
2.1.3 III Procedure
1. You will be assigned into groups by your teacher. Each group will be assigned one or
more drug categories from the list below, and will research the toxicological test used to
screen for the presence of drugs from these categories.
a. Amphetamines
b. Barbiturates
c. Benzodiazepines
d. Cannabinoids
e. Cocaine
f. Ethanol
g. Hydrocodone
h. MDMA
i. Methaqualone
j. Opiates
k. Phencyclidine
l. Propoxyphene
2. You will prepare a 5 minute PowerPoint presentation on your assigned screening test.
You should include the following information:
a. The type of specimen (body fluid) required to perform this test.
b. The chemicals that are typically detected.
c. How long the substances remain in the body?
d. What physical changes (if any) occur?
e. Any additional interesting facts about the test.
f. Would any of these tests be appropriate to test on Jake, Rebecca and Marylou?
Explain your answer.
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3. You will complete Worksheet 8: Summary of Laboratory Toxicology Tests for all of the
tests presented in class, and this will be put in your Course 1 binder.
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Name:___________________________
2.1.3 WORKSHEET 8: SUMMARY OF LABORATORY TOXICOLOGY TESTS – ANSWER KEY
Drug Category
Common
Names of
Drugs
Detected
Test Type
(including
acronym)
Type of
Specimen
Required
Chemicals
Detected
How Long
Substances
Remain in
the Body
Physical and
Psychological
Changes
Amphetamines
Barbiturates
Benzodiazepin
es
Cannabinoids
Cocaine
Hydrocodone
MDMA
Methaquelone
Opiates
Phencylidine
Propoxyphene
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Interesting
Facts
Test
Appropriate
for Jake,
Rebecca, or
Marylou?
2.1.3 Medical Laboratory Screening
Part III: Toxicology Testing
Peer Grading Rubric of PowerPoint Presentations
The students will assess each other’s presentation using the rubric below. For each group, use
the criteria in the rubric to assess the quality of each presentation.
Table 1. Content
Each of the content categories should be rated on a 0-2 scale as follows:
2 = Very good: covered all information with sufficient detail.
1 = Okay: Information but not in sufficient detail, or some information was missing.
0 = Poor: Did not cover the required information.
Table 1. Required Content:
Was a title slide included?
Did the students define and explain the toxicology screening test?
Were the physical changes in the urine and/or blood described?
Were the chemicals usually found in the body described?
Were additional interesting facts about this screening test included?
Did the presentation include illustrations and/or animations?
Was a list of references included?
SUBTOTAL
/14
Table 2. Presentation Skills
Each of the presentation skill categories should be rated on a 0-1 scale as follows:
Yes = 1
No = 0
Table 2. Presentation Skills:
Was the presentation interesting?
Was the presentation well organized?
Were the slides neat and easily read by the audience?
Did the student avoid reading his/her presentation?
Did the student make eye contact with the audience?
Was the student able to answer questions clearly?
SUBTOTAL
/6
PRESENTATION TOTAL = __________________
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