Veterinarian training courses library : Laboratory analysis

Teaching goals

• Hypoxia is a condition where either all (generalized hypoxia) or a specific part of the body (regional hypoxemia) does not receive or is not able to use adequate oxygen for aerobic metabolism.
• Hypoxemia is a reduction in the concentration of oxygen in arterial blood.
• A PaO2 of <80 mmHg is strictly classed as hypoxaemia, but some classify mild hypoxaemia as PaO2 80–90 mmHg; moderate as 60–80 mmHg; and severe as <60 mmHg.

Teaching goals

• Understand magnesium homeostasis
• Understand the diagnostic approach and the management of hypomagnesaemia
• Understand the diagnostic approach and the management of hypermagnesaemia

Teaching goals

• Arterial blood gas analysis helps determine: blood pH, blood oxygenation, and blood CO2 carriage
• Venous blood gas analysis can also tell about acid-base status.
• Regulation of pH is required because most biochemical (metabolic) reactions can only occur efficiently within a narrow pH range.

Teaching goals

• Understand the difference between total and ionised calcium
• Understand the role of the key hormones involved in the calcium homeostasis
• Be able to interpret calcium, phosphorous, PTH and vitamin D levels in different clinical situations

Teaching goals

• Recognise the clinical signs associated with a primary haemostatic defect
• Understand how to diagnose for a primary haemostatic defect
• Recognise the clinical signs associated with a secondary haemostatic defect
• Understand how to diagnose a secondary haemostatic defect

Teaching goals

• Learn how to prepare a good quality blood film
• Learn how to stain a blood film
• Learn how to examine a blood film
• Learn how to identify different zones within the blood film and understand what changes may be identified in these areas

Teaching goals

• To accurately differentiate between regenerative anaemias and non-regenerative anaemias
• To understand the red cell changes associated with a regenerative response

Teaching goals

• Discover a new biomarker
• Understand the use of SDMA in practice
• Know how to interpret SDMA results

Teaching goals

• Understanding the differences between myelogram and spinal cord biopsy: advantages and limitations of each analysis
• 
  Knowing what material to send to the lab

Teaching goals

• Knowing the indications for performing a bone marrow aspirate to better select the necessary case
• Knowing the contraindications and possible complications

Teaching goals

• Define regenerative anaemia (RA)
• 
  Understand the physiological mechanisms of RA
• Know the main causes of RA, with an emphasis on haemolytic causes

Teaching goals

• Define non-regenerative anaemia (NRA)
• Understand physiological mechanisms of NRAKnow the main causes of NRA

Teaching goals

• Learning to deal with anemia systematically
• Know how to interpret the main erythrocyte parameters given by automated hematology
• Know how to interpret a reticulocyte count
• Awareness of the need to evaluate blood smears in cases of anemia
• Know the main differences between species

Teaching goals

• Understand DIC
• Know the predisposing circumstances
• Diagnose DIC

Teaching goals

• Interpret the presence of neutrophils
• Recognizing bacterial infection versus contamination
• Differentiate accidental puncture of a GI fissure/ GI rupture
• Interpret the presence of macrophages
• Interpret the presence of lymphocytes

Teaching goals

• Definitions - Strengths - Limitations

Teaching goals

• Understanding the principle and use of the serum protein electrophoresis (PEL)
• Identifying situations where PEL is indicated
• Understanding the terminology associated with the interpretation of an PEL profile

Teaching goals

• Define erythrocytosis
• Understand the difference between absolute and relative erythrocytosis
• Recognize the main underlying causes of erythrocytosis

Teaching goals

Teaching goals

• Understand what the reference intervals cover
• Know when the reference intervals cannot be used to interpret the results
• Know alternative ways to interpret hematobiochemical test results.

Teaching goals

• Know the sources of analytical error
• Be able to quantify the analytical error
• Be able to limit it
• Deduce when 2 numerical results are significantly different

Teaching goals

• Know the sources of biological error:
• non-pathological inter and intra-patient differences
• Minimize pre-analytical sources of error: Optimize the quality of sampling