Training activity information
Details
Perform and interpret the appropriate techniques for the investigation of an acquired anaemia
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Local SOPs
- Guidelines and standards, including EQA and IQC
- Maintenance and basic troubleshooting
- Reference intervals
- Limitations of the methods
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What are the common causes of acquired anaemia, and what laboratory tests are essential for their investigation (e.g., full blood count, reticulocyte count, blood film morphology, iron studies, B12 and folate levels)?
- How will you differentiate between different types of acquired anaemia based on the pattern of laboratory results?
- What additional or reflex tests might be necessary based on the initial findings to reach a definitive diagnosis?
- Consider the specific insights you hope to gain, such as understanding the role of different laboratory departments (e.g., haematology, blood transfusion) in investigating acquired anaemia.
- Reflect on your current understanding of acquired anaemias and their laboratory diagnosis, and how this training activity will develop your skills.
- Discuss with your training officer the specific investigations for acquired anaemia that you will be focusing on during this training activity.
- Review the principles and interpretation of key tests used in the diagnosis of acquired anaemias, such as the full blood count, reticulocyte count, and direct antiglobulin test (DAT).
- Think about potential challenges, such as differentiating between different causes of acquired anaemia based on laboratory results, and consider how you might address them (e.g., reviewing case studies, understanding diagnostic algorithms).
- Consider your current comfort level with interpreting investigations for acquired anaemia and identify areas where you need further preparation.
In action
- As you perform tests relevant to acquired anaemia (e.g., blood film examination, reticulocyte count, direct antiglobulin test), why are you performing these specific tests in this order?
- What are you observing as you conduct these tests (e.g., on the blood film, instrument flags)?
- How reliable do you believe your current technical execution is? What challenges are you facing with the testing?
- Are there additional tests that might be helpful based on your initial findings?
- Do you need to seek guidance on further investigations? Are you adhering to the correct testing protocols?
- During interpretation of the results, what patterns are you looking for that suggest an acquired cause of anaemia?
- What differential diagnoses are you starting to formulate?
- How confident are you in your initial assessment of the cause of the anaemia? What unexpected findings are present?
- What are you learning about integrating different test results to diagnose acquired anaemia? How do these findings correlate with your understanding of the clinical picture of anaemia?
- Are there other potential explanations for the results? Should you discuss these findings with a clinical team member?
- Are you interpreting the results in line with relevant guidelines?
On action
- Specify the techniques you performed and interpreted to investigate an acquired anaemia.
- What were the key procedural elements?
- What were the normal reference ranges or expected findings for these techniques?
- What were the notable observations in the samples you analysed?
- Were there any technical issues or unexpected results encountered during the investigation?
- How did you integrate the results from different techniques to form a cohesive interpretation regarding the potential cause of the acquired anaemia?
- What new skills or knowledge did you develop or refine related to the laboratory investigation of acquired anaemias?
- Did you encounter any unexpected patterns or results?
- What did you learn from analysing these?
- How did this activity improve your understanding of the diagnostic approach to acquired anaemias?
- What particular aspects of investigating acquired anaemias have you identified as needing further development?
- How will you apply the learning from this activity to future investigations of acquired anaemias in different clinical scenarios?
- What specific actions will you undertake to enhance your skills and knowledge in this area?
- What resources or support do you think would be beneficial for your ongoing development in investigating acquired anaemias?
Beyond action
- Think back to your initial experience of performing and interpreting tests relevant to acquired anaemias (e.g., direct antiglobulin test, reticulocyte count). Has your understanding of the diagnostic algorithms and the significance of different results in the context of acquired anaemia broadened since then?
- Compare your reflections on this training activity with other experiences focusing on other types of anaemia (e.g., inherited disorders of haemoglobin) or red cell morphology. What overarching principles in anaemia investigation have you come to appreciate?
- Review your original reflections on this training activity. Have any unexpected connections between acquired anaemias and other areas of haematology become apparent with further learning?
- Understand how investigating acquired anaemias contributes to your broader diagnostic skills in haematology. How has your learning from this training activity influenced your approach to interpreting blood film findings or serological results in patients with anaemia?
- Can you identify situations in your current practice where your understanding from this training activity has helped you to anticipate the need for specific follow-up investigations in cases of acquired anaemia?
- What transferable skills, such as logical problem-solving in differential diagnosis or the ability to synthesise information from various laboratory tests, did you develop through this training activity? How will these skills be relevant in your future career?
- What areas within the investigation of acquired anaemias do you recognise as requiring further learning or development for your future practice?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 1 |
Outcome
Select techniques for the investigation of clinical presentations in haematology, haemostasis and transfusion science and medicine. |
| # 2 |
Outcome
Perform the laboratory techniques required for the investigation of clinical presentations in haematology, haemostasis and transfusion science and medicine. |
| # 3 |
Outcome
Interpret the results of the laboratory investigations for cases including red and white cell disorders and haemostatic and platelet disorders, haematological malignancy and transfusion serology. |
| # 4 |
Outcome
Describe the limitations of techniques applied in the investigation of clinical presentations in haematology, haemostasis and transfusion science. |
| # 5 |
Outcome
Apply the principles of internal quality control and external quality assessment and draw conclusions about assay performance. |
| # 6 |
Outcome
Demonstrate appropriate communication skills to present the results of investigations and cases clearly to healthcare professional colleagues. |