Journey of the Full Blood Count (FBC)

Course Overview
The emphasis of the module will be on the journey of the FBC from the patient to the lab to the clinician.
Empty space, drag to resize
  • Written by experts
  • Introductory
  • 100% online
  • Video content
  • Multiple choice quiz
  • Approx. 1 hour to complete
  • Completion certificate
Write your awesome label here.
About this course
This course is intended for ST3 haematology trainees and junior basic medical scientists, however the module is equally valuable for all junior doctors, physician assistants, nurses and pharmacists to gather a basic understanding of the full blood count (FBC) and how to interpret it. The emphasis of the module will be on the journey of the FBC from the patient to the lab to the clinician.
At the end of this course, you will be able to:
  • Outline best practice in taking blood
  • List the main technologies used in the automated blood counter
  • Identify blood count printout/scatterplots from automated blood counter
  • Outline laboratory quality assurance principles
  • Identify the clinical value of the indices from the full blood count
  • Identify abnormal blood indices that require urgent action
  • Outline lab errors contributing to abnormal blood indices

Course authors and designers

Rui Leite

Specialist Biomedical Scientist, Laboratory Haematology






Lubna Ghani

Health Education England Medical Education Fellow and Haematology Trainee






Deepti Radia

Consultant Haematologist and Postgraduate Lead for Education
Deepti has been in her Haematology Consultant post at Guy’s & St Thomas’ NHS Foundation Trust since 2002. She is also Deputy Head of School of Pathology (London and South East).

Paul Gillary

Learning Technologist | BSc, MSc
Paul is a Senior Learning Technologist with expertise in web development, content creation, and software development. He collaborates with King's Health Partners (KHP) to design and develop courses in medical education and is particularly adept at crafting online and blended learning programs, ensuring effective and engaging educational experiences.
Special thanks: Health Education England (HEE), London School of Pathology, King's Health Partners and Viapath who supported the development of this module.