1 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

PHLEBOTOMY

Essential Question: How Do You Say Phlebotomist?

Learning Targets:

Students will:

Use a variety of media to develop and deepen understanding of a topic or idea.

Model the composition of human blood.

Diagram component of human blood.

Explain blood typing and its importance.

Use trial and error to determine if a patient can accept a transfusion based on their

simplified blood type.

Deal with frustration as they learn complex new content.

Lesson Overview

A phlebotomist’s role in the health professions is to draw and test blood from patients. The

Young Professionals begin by learning some blood basics before building a model of human

blood. After making a diagram of their results, the YPs are introduced to the composition to

human blood types (A, B, AB, and O) and an antibody factor. They then conduct a simplified lab

simulation to determine matches of blood type before a blood transfusion. Identifying the correct

blood type is very important in the health sciences, particularly in treating trauma and when

conducting surgery. Finally, the YPs explore the career of phlebotomists and their role in the

day-to-day operations of a doctor’s office or medical lab.

2 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Lesson Agenda Opening (5 min) Emergency Scenario: The Phlebotomist

Work Time I Vant to Learn about Blood? (10 min)

Bloody Model (15 minutes)

What’s a Blood Type? (10 min)

Trials before Transfusions (25 min)

Closure (5 min) Career Reflections

Materials

□ Projector, speakers

□ Young Allied Health Professional student packet

□ Blood KWL Chart (to project)

□ Materials for blood model (per group):

□ ½ cup of light corn syrup

□ ½ cup of Red Hots (candy). This candy will color the liquid as real red blood

cells. Not all Red Candy will have the same effect (i.e. skittles).

□ 5 dry lima beans

□ 1 tablespoon of dry lentils

□ Video (to project)

□ 10 Little Known Facts About Blood

Extensions:

□ The Blood Typing Game (ready to play at computer stations)

□ Computer stations

□ Blood composition demonstration: (per pair of students)

□ Red sequins (for red blood cells; around 1000; estimate)

□ Plastic beads (for white blood cells and platelets; around 100)

□ Water colored with yellow food color and 100 mL of cola

□ A graduated cylinder (100 mL)

FACILITATION NOTES

Intro Video. The 10 Little Known Facts About Blood video is fast-paced. Students will be

completing a KWL note-catcher while watching it. You may need to show the video more than

once so that students can adequately catch notes.

3 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Videos. The videos in this lesson will help students build background knowledge about blood

types and how blood type knowledge is used during blood transfusion. These videos are packed

with vocabulary and the information can seem complicated. Be sure you understand the

content, which you can learn by reviewing the resources and materials in this lesson.

The Narrative Arc. The more each <Emergency Scenario> can be presented as if telling a

story, the more engaged the audience will be. Work to avoid a stale reading and lean towards

bringing the information to life as in a conversation or a “reveal” of the next chapter. Think of

creative ways to make the story your own.

IN ADVANCE

□ This lesson uses videos and online simulations. In advance, prep or reserve the

necessary technology. Test video playback and web availability.

□ Preview 10 Little Known Facts about Blood, found at:

https://www.youtube.com/watch?v=uQp3XM3zugI.This video is an interesting

introduction to information about blood. Show all 2:09 minutes of the video.

□ Preview and load: <How Stuff Works: Blood

Transfusions> http://science.howstuffworks.com/life/29280-100-greatest-discoveries-

blood-transfusion-video.htm. Show full video (about three minutes).

□ Preview and load: <How Stuff Works: Blood Types>

http://videos.howstuffworks.com/discovery/30914-why-tell-me-why-different-blood-types-

video.htm. Show full video (about three minutes).

□ Preview <What Are Blood Types>: https://www.youtube.com/watch?v=ttjn1jVACk8.

The video introduces the 8 human blood types, what blood type means, and how this

information influences blood transfusions. The video is 3:04 minutes in length.

□ Preview the Lab Protocol: Blood Typing video. It shows a phlebotomist in action testing

blood for blood type. This video can be found at

https://www.youtube.com/watch?v=z1rRTnaWrMw. Show all 2:00 minutes of the video,

as it will be needed for the game.

EXTENSIONS

Blood Typing Games. Play the Blood Typing Game yourself in advance and bookmark it on

computers. It is a fun way to practice what was learned in the lab simulation. Can you keep the

patient alive? You can find the Blood Typing Game here:

http://www.nobelprize.org/educational/medicine/bloodtypinggame/. Students can work in pairs

or alone.

A simplified game exists on the Red Cross site:

4 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

http://www.redcrossblood.org/donating-blood/donor-zone/games/blood-type. If you choose to

use this version, be aware that the game requires flash, so test your system to ensure it is

supported. This version can be supplemented with the following instructions (p. 1).

http://www.cbsd.org/cms/lib010/PA01916442/Centricity/Domain/1844/AP%20Biology%20Suppo

rting%20Materials/Donor%20Match%20Blood%20Type%20Game.pdf. If you do not have

computer stations to play the Blood Typing Game, you can have students complete the second

page at this link as an alternative activity.

Parts of this extension was adapted from the work of the National Science Foundation:

http://www.cfep.uci.edu/cspi/docs/lessons_secondary/Are%20You%20My%20Type.pdf.

Bloody Math. This is an extension activity. You may run it as a demonstration/model or expand

it into a math-rich activity. Review information about ratios so that you can teach students about

ratios and percentages when learning about the hematocrit ratio concept in the composition of

blood.

Text-Based Questions. To meet common core ELA standards, students can read more about

blood types http://www.nobelprize.org/educational/medicine/bloodtypinggame/1.html and

http://www.nobelprize.org/educational/medicine/bloodtypinggame/2.html and answer the text-

dependent questions.

Review the definitions for antigen, antibodies, and agglutinogens from the previous

chart.

1. Why do blood and antibodies agglutinate or not when the antibody is added to

the blood sample?

2. If agglutination occurs when testing for blood type, what does it indicate?

Check for Understanding:

If the cups for a blood sample agglutinate in the A cup and the Rh cup, what is

the patient’s blood type?

Vocabulary

Content Tier II

phlebotomist, platelets, serum, hematocrit,

agglutination, antigen, antibody, hypoxia

function, ratio

5 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Opening (5 min)

Emergency Scenario

Say: The allied health fields are filled with many different careers. Some you know, like

doctors and nurses. However, many different health care professionals contribute to patient

health and recovery. Today, we are going to learn about a person that many of us have

interacted with, but few of us know their title: The Phlebotomist.

Ask: Have you ever had your blood drawn? Why? Share your experience.

o Invite the young professionals to share with a partner a story about a time they

had their blood drawn.

o Call on volunteers to share their stories.

o Inquire if they have ever heard the word “phlebotomist.” Why do hospitals and

doctors test peoples’ blood?

Share the next chapter of the story by reading or acting out: <Emergency Scenario: The

Phlebotomist>

Work Time

I Vant to Learn About Blood! (20 min)

The following vocabulary will be used; remember to emphasize function over terminology:

phlebotomist, platelets, agglutination, antigen, antibody, blood type.

Phlebotomists deal with blood as a regular part of their job. They need to be able to handle the

sight of blood and needles—and to interact positively with the people they are sticking needles

into! Blood is a fascinating substance. What do you know about it?

Blood KWL Chart

1. Distribute and project the <Blood KWL Chart>.

2. Ask: What do you know about blood?

Highlighting

“behind the

scenes" careers

is important to

helping young

people develop

a nuanced

understanding

of the world of

work. This

approach

cultivates a

broader

understanding

both of future

opportunities

and varied

contributions of

diverse careers.

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o Invite volunteers to answer. Record their statements in the K column of the

chart. K stands for Know.

o Remind the Young Professionals that they are also accountable for

recording these statements on their chart.

o Ask: Who can remind me what the W and the L stand for?

o Listen for: W: Want to know (questions) and L: Learned.

o Explain that as they watch the video, they will add new facts learned to

the L column and new questions to the W column.

3. Project <10 Little Known Facts About Blood>:

https://www.youtube.com/watch?v=uQp3XM3zugI

o As you watch the video, model adding to the KWL chart with new facts

and questions.

o Invite the young professionals to turn and talk and share out what they

learned and the questions they still have about blood (in small groups).

o Encourage groups to add each other’s thinking to their own KWL chart.

4. Use equity sticks to call on the young professionals to share a fact or question

from their discussions.

5. Direct the YPs to the <Bloody Quiz> in their students sheets. Give them 2-3 minutes to

complete the questions using notes from their KWL charts, and do a quick popcorn

shareout to ensure correct responses.

Bloody Model: Components of Blood (25 min)

What is blood? We know it runs through our veins and can get messy if we cut ourselves. But

what purpose does it have, and what is it made of? Let’s create a model to help us learn about

the parts of our blood and their functions.

1. Project: https://www.youtube.com/watch?v=kq_kLjq7QWk.

Now that we have a general overview of what blood does and what it’s made of, let’s start

building. We learned that blood is a mixture of: plasma, red blood cells, white blood cells,

hemoglobin, and platelets. There is liquid in our blood called plasma. All of the other

components float around in the plasma.

2. Add ½ cup of light corn syrup to a clear bowl to represent plasma.

3. Add ½ cup of Red Hots to represent the red blood cells. Stir.

o Ask: What do you notice? Listen for: The red blood cells turn the liquid red.

4. Add 5 dry lima beans to represent the white blood cells.

The KWL chart

connects new

information to the

student’s prior

knowledge. It

encourages curiosity

and also sets a

purpose for viewing

new content. This

scaffold is

particularly important

for ELL students,

struggling learners,

and students with

limited background

knowledge. Time

permitting, consider

using the Science

Talk protocol and

norms.

This activity

presents an

opportunity to

bring in the

math of ratios

and

percentages.

There is about

1 white blood

cell to every

600-700 red

blood cells.

Lesson 12

includes a

deeper

discussion of

Bloody Math.

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o Ask: What does our model tell you about the ratio of white blood cells to red blood

cells?

5. Add 1 tablespoon of dry lentils to represent the platelets.

o Ask: Does anyone remember what platelets do?

6. Stir the mixture together.

7. Invite the YPs to turn to the <Vat Is in Blood?> handout.

Now that you have a model, take a moment to sketch and label what you see. As you sketch, try

to capture the ratios you see in the model.

What’s a Blood Type? (15 min)

The staff in the emergency room stabilized our patient skateboarder and determined that

surgery was needed to fix his leg. There is a lot that goes into preparing for surgery. The patient

and his family have to go to a pre-admission testing appointment where they meet with the

anesthesiologist (what do you think they do?), the nurse, and often a phlebotomist, who has a

very important job. The phlebotomist is responsible for drawing our patient’s blood. That blood

will be analyzed and typed to ensure that if something goes wrong during surgery, we have

blood available in case we need to transfuse our patient.

1. Project the video, <100 Greatest Discoveries: Blood Transfusions>.

o This video offers background information on the life-saving breakthrough of blood

typing and transfusions. If students have a hard time understanding the dangers

of mismatching blood types during transfusion, here is a great visual aid (mute

the background music): https://www.youtube.com/watch?v=VgPdjIlb1tE.

o Ask: What happens when a transfusion fails? Based on what you saw, how

would you describe agglutination? Why do we test a person’s blood type before

a surgery?

Trials Before Transfusion (30 min) Modeling the Lab

This lab is complicated, so take the time to model the process of mixing and recording results.

8 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

1. Set out four clear plastic cups labeled: O, A, B, and AB. Ensure the labels are high on

the cups so they can be seen through the liquid. Mix the blood type cups in advance:

o Fill each cup about halfway with water.

o Leave one cup filled with clear water- this will be the ‘O’ cup.

o Put several drops of red food coloring in the ‘A’ cup and stir.

o Put several drops of blue food coloring in the ‘B’ cup and stir.

o Put equal amounts of red and blue in the ‘AB’ cup and stir (purple).

o There will now be a cup of clear water (Type O), a red water (Type A), a blue

water (Type B), and a purple water (Type AB).

2. Share: We just watched a video on blood types. In a moment, you will take on the role of

a phlebotomist preparing a trauma patient for a blood transfusion. We do not want you to

harm your patient! This demonstration should help clarify the complex topic of blood type

compatibility (making sure blood types are the same) and prepare you for the lab.

3. Explain: If I can pour one type into another and not change the color of the receiver,

then the receiver can accept the donation—the transfusion will be successful!

o Hold up type O and act as if you are about to pour type A into it. Pause.

o Ask: What would happen if I poured A into O?

o Invite a student to share.

o Listen for: The clear water would change color, so type O cannot receive type

A blood—the transfusion would fail.

o Model combining a few of the samples and recording the information in the

chart (see student packet).

Now you will take on the role of a phlebotomist.

Who can recap the procedure you will use as you test “blood types”? Who would like to

share their first question about the procedure?

You are going to work with a colleague to decode the mystery of blood types using your

critical thinking and problem solving skills. It is important to learn a person’s blood type

before any surgery or transfusion.

Ask: Why is this important?

You are going to test various patients’ blood types to learn what kind of blood they can

receive in an upcoming surgery. Remember, this is life or death, so stay focused as you

collaborate with your partner.

1. Distribute the materials for the <Phlebotomist: Trials Before Transfusion Lab>.

Ensure the YPs are working in collaboration as they test results and record data when they mix samples. Circulate and ask them to discuss their results and thinking. Cue the YPs to keep conversation focused on the topic during the simulation/lab

activity.

Be sure to emphasize the difference between “donor” and “recipient” during this demonstration. This is a crucial distinction for students to understand the real world implications of

the lab.

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o Students will repeat an activity similar to what was modeled, recording their data.

2. As groups finish, have them discuss and answer the <Lab Questions>.

3. Debrief.

o Ask: One of these blood types is called the universal donor. It can be given to

any other blood type. Which type is the universal donor? Can you justify your

thinking using your data?

o Listen for: Type O is the universal donor because it can be added to all of the

cups without changing the color of the water.

o Ask: One of these blood types is called the universal receiver. It can receive all

blood types. Which type is the universal receiver? Can you justify your thinking

using your data?

o Listen for: Type AB is the universal receiver because all types can be added to

it without changing the color of the water.

4. Watch the video <What Are Blood Types?>

(https://www.youtube.com/watch?v=ttjn1jVACk8)

5. Say: Clearly, blood types are more complex than the demonstration we did in the lab.

We made a simplified chart based on blood types, without thinking of the influence of the

Rh antigens. Positive can accept positive and negative, while negative can only accept

negative.

In summary:

o O can receive only O blood.

o A can receive both A and O blood

o B can receive both B and O blood

o AB can receive all blood types and is the universal receiver.

o O is the universal donor—it can give to any blood type.

o Note: this experiment does not deal with positive and negative blood types,

but is meant as an introduction to blood types.

Blood Transfusion Game (20 min)

Young phlebotomist, are you ready for a life or death simulation? Use your new

knowledge and your chart from the blood transfusion lab to help—and hopefully not

hurt—your patient!

1. Project the website:

Note: If there are

not enough

computers for

students to try this

in pairs, consider

projecting it and

having the class

problem solve

together.

10 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

http://www.nobelprize.org/educational/medicine/bloodtypinggame/

2. Hand the YPs the prepared chart as a reference for the game.

3. Walk students through identifying the blood type of the patient, and then choosing what

blood he/she can receive. This is a two-step process.

4. Assign the young professionals a colleague and a computer station.

5. Provide time for the young professionals to play the game.

6. Remind them to use their charts from the blood transfusion lab to assist them.

7. As they play the game, challenge them to complete the chart for matching donor and

recipient blood types in their student packet so they can track their progress. If students

are struggling to complete this chart, you can provide them with the answer key to

assist:

8. Be prepared to support struggling or frustrated pairs.

1. http://www.redcrossblood.org/donating-blood/donor-zone/games/blood-type

provides an easier game (but requires flash).

9. Circulate and assist pairs as needed.

11 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Closure (5 min)

Phlebotomist: Career Droplets

If the sight of blood won’t make you queasy or faint, the important work of the phlebotomist in

the health care professions might be for you. You can gain certification and employment as a

phlebotomist in less than a year after high school! Training programs are a mix of classwork and

hands-on training—how else could you learn to draw blood and do all the lab testing? After the

yearlong certification, you can work anywhere blood needs to be drawn in patient treatment.

Phlebotomists can double their salary by continuing along a career ladder to become registered

nurses, medical laboratory technicians, or clinical laboratory scientists.

Project: https://www.youtube.com/watch?v=ISpKAn1-6-g (1:04).

Let’s take a moment to look at this career using your three lenses. As you read through the

statements, color the one’s that apply to you red. Select three elements about the career of

phlebotomist that match your talents, interests or goals. As an alternative to this activity,

consider having the YPs do a career line-up from 0-100 using the same statements on the

student sheet.

Remember, the idea is not to convince the YPs to become phlebotomists, but to help

them think about their futures and transferable elements of careers available.

A phlebotomist is considered an entry-level career due to its limited salary options.

o Discussion Extensions:

Why might people be interested in an entry-level career?

What is the difference between an entry-level job and an entry-level

career? (Entry-level careers may allow students to gain experience in the

Allied Health field as they work their way through college—or take

advantage of an employer’s educational benefits to pursue further

opportunities.)

12 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Name:

Date:

PHLEBOTOMY: How Do You Say Phlebotomist?

Today’s Learning Objectives:

I can:

Use a variety of media to develop and deepen my understanding of a topic or idea.

Model the composition of human blood.

Diagram the components of human blood.

Deal with frustration as I learn complex new content.

I will begin this lesson by learning some blood basics before building a model of human blood.

After making a diagram of my results, I will be introduced to the composition to human blood

types (A, B, AB, and O) and an antibody factor. I will then conduct a simplified lab simulation to

determine matches of blood type before a blood transfusion. Finally, I will explore the career of

phlebotomists and their role in the day-to-day operations of a doctor’s office or medical lab.

Today’s Activities:

Emergency Scenario: The Phlebotomist

I Vant to Learn about Blood

Bloody Model

Exit Survey

13 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Emergency Scenario: The Phlebotomist

As a phlebotomist, you draw blood from patients so that their blood can be studied by

hematologists, or the doctors who study blood. Phlebotomy is a Greek word that translates to

vein cut. Usually, you use one of two methods to collect a blood sample: blood drawn from a

vein, typically in the arm, or a venipuncture, a finger stick. You need to collect a blood sample

from a young skateboard accident victim who needs surgery on his leg. You need the blood

sample so that the medical providers know some things about him and his health before the

operation. Your first task is to introduce yourself to the young patient and be sure that he is the

correct patient. You introduce yourself, ask him his name, talk to him a little about his accident,

and check his medical bracelet and his file folders for his patient identification number. You then

explain that you will be doing a blood draw and talk him through what you need to do.

You are drawing blood to test the patient for a few things. First, doctors need to know the

patient’s blood type, in case a blood transfusion is needed during surgery due to a lot of

bleeding. You also need to test the blood for a condition known as anemia, when the patient

does not have enough red blood cells to transport oxygen. If a patient is anemic, then he or she

can have an issue with low oxygen during surgery. Other tests let the doctors know if the patient

has kidney problems and so would not be able to flush out the medications used during surgery

very well. They also test blood for indications of malnutrition, or not getting enough good food,

and for whether or not the blood clots effectively, so the person does not have a lot of bleeding

that cannot stop.

You love your work and the number of people you meet. You sometimes see up to 150 patients

per day! You’re always on the move, and you know your role is critical for taking care of people

who need medical help.

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Bloody Facts! KWL

K (Know) W (Want To Know) L (Learned)

15 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Bloody Quiz! Directions. Select the correct response to the questions below.

1. How many components does human blood have?

A. Over 1,000

B. Over 20,000

C. Over 4,000

D. Over 35,000

2. Which blood type is most attractive to mosquitoes?

A. Type A

B. Type B

C. Type AB

D. Type O

3. How many blood types does a human have? How many blood types does a cow

have?

A. 4; 4

B. 4; 800

C. 800; 4

D. 800; 800

4. Which blood type can be donated to anybody?

A. Type A

B. Type B

C. Type AB

D. Type O

5. What are the common types of blood donations?

A. Whole blood, plasma, red blood cells, and platelets

B. Just whole blood

C. Whole blood and plasma

D. Whole blood, plasma, and red blood cells

6. About how much blood does a newborn baby have?

A. 3 liters

B. 1 cup

C. 10 cups

D. 1 liter

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Vat Is in Blood?

WORD BANK

Red Blood Cells: Carry oxygen to all parts of the body

Plasma: The liquid

White Blood Cells: Consume harmful bacteria that enters the body

Platelets: Create clots to stop cuts from bleeding

Diagram your model. Draw and label the components of human blood in the circle below.

17 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Exit Survey

Directions. Complete the following survey. Answer the questions using complete sentences. Today’s lesson was fun and engaging. 1 2 3 4 5 Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree Which activity did you find most engaging? Least engaging? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ I learned a lot in class today. 1 2 3 4 5 Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree Explain at least one thing you learned today: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Share at least one idea to improve class: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

18 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

New Terms Instructions: Fill in the blanks with the correct term.

________________________________________________: a person who draws blood

for diagnostic tests or to remove blood for treatment purposes. ________________________________________: a marker on a red blood cell that

tells our immune system that something does not belong in our body. Type A. This blood type has a marker known as "A." Type B. This blood type has a marker known as "B." Type AB. The blood cells in this type have both A and B markers.

Type O. This blood type has neither A nor B markers.

Phlebotomist: Trials Before Transfusion Lab

Adapted from NSF Focus! Lesson Are You My Type?

Materials:

4 small plastic cups of water

4 small empty plastic cups

Red, blue, and purple food coloring

Sharpie pen

Procedure:

1. Make a small cup of red water, label “Blood Type A”

2. Make a small cup of blue water, label “Blood Type B”

3. Make a small cup of purple water, label “Blood Type AB”

4. Pour a small amount of plain water into a cup, label “Blood Type O”

5. Pour a small amount of one of the blood types into an empty cup (recipient). Add

a second blood type to it (donor), simulating a “blood transfusion.”

6. Notice the results and record on the data table.

A color change indicates that the transfusion failed. (In a real blood transfusion,

this failure would be evidenced by agglutination, or clumping, of the red blood

cells.)

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Trials Before Transfusion Lab Data Table & Lab Questions

Instructions: Record change/no change. A color change indicates a failure. Highlight

successful transfusions. Then, answer the questions below.

1. The “universal donor” is the blood type everyone can accept. Which blood type is this? Share your reasoning.

2. The “universal recipient” can accept all types of blood. Which blood type is this?

Share your reasoning.

3. If a blood bank could only receive ONE type of blood, what do you think they

would want? Why?

4. Why is it important to know an individual’s blood type?

Blood Type Receiver O Receiver A Receiver B Receiver AB

Donor O

Donor A

Donor B

Donor AB

20 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Blood Typing Game

Directions. As you play the Blood Typing game, place a ✓ in the box for each

matching blood type(s) for the donors and recipients in the chart below. One row, AB-,

has been filled out for you. After completing the chart, answer the questions that follow.

1. What transfusions were successful? How do you know?

2. What new challenges did you face with this game?

21 Health Sciences Module: Phlebotomy Pathways to Prosperity Network

Career Droplets

SELF

SECURITY

SOCIETY

I am comfortable

working directly with needles and

blood.

I am very detail-

oriented, so I feel confident that I will make successful

blood transfusions.

I am good at

calming others down, so I will be able to distract patients who might

be afraid of getting their blood drawn.

I like the idea of getting right in the laboratory after high

school by completing a three weeks to six- month

training program.

I’m excited for the potential to double my salary as I gain

experience as a phlebotomist. Median salary is

about 30,000.

I want to try an entry-level job to gain paid experience

for future health science careers and

studies.

I want to help

people being by making sure they get the transfusions they need to

survive.

I want to contribute

to the growing field of research on blood

and blood typing.