Background: Acute leukemia is the most common malignant disease in children. Some genetic abnormalities have been recognized to have prognostic or therapeutic relevance. Objective: To analyze the clinical presentations, laboratory features, and genetic abnormalities in childhood acute leukemia patients. Materials and methods: It was a descriptive cross-sectional study on childhood acute leukemia patients who admitted to the hospital between November, 2017 and May-2022. Results: There were 83 new patients with acute lymphoblastic leukemia (ALL) (70.3%) and 35 patients with acute myeloid leukemia (AML) (29.7%), the ratio of male to female was 1.51:1. The median age was 5.8 ± 4.0 years. The most common symptoms were anemia (87.3%), hepatomegaly (48.3%), enlarged lymph nodes (44.9%), fever (44.9%), splenomegaly (41.5%), bleeding (39.8%) and bone pain (21.2%). Regarding laboratory features, white blood cell (WBC) median is 12.3x109/l, there is 28.8% of the patients with WBC ≥ 50x109/l. Platelet (PLT) median is 43,5x109/l, there is 75.4% patients with PLT <100x109/l. Hemoglobin (Hb) mean is 8.0 ± 2.3 g/dl, there is 78.9% patients with Hb < 10 g/dl. In ALL, genetic analysis showed that 18.1% patients have NUDT15 polymorphism, 6.9% patients have TPMT polymorphism, 12.1% patients have TEL/AML1, 4.8% patients with BCR/ABL1, 2.4% patients with MLL/AF4, 3.6% patients with E2A/PBX1 and 1.2% patient with SET/NUP214. In AML, the percentage of AML1/ETO, AML1/ETO+BCR/ABL1, PML/RARA, MLL/AF6 and KMT2A/MLLT10 were 14.2%, 2,9%, 8.6%, 5.7% and 2.9% respectively. Conclusions: The most common clinical presentations were anemia, hepatosplenomegaly, fever, enlarged lymph nodes, bleeding and bone pain. Some genetic abnormalities help classification, prognosis and treatment for childhood acute leukemia. Key words: Acute leukemia, children, genetic abnormalities.

Introduction: Group learning (TBL) has recently become a popular trend in global health education in promoting active learning. This is an advanced teaching method that promotes small group interaction, exchange, discussion and enhances students’ ability to work together as well as their critical thinking. However, the application of the teaching method is rarely used due to limited resources in building lectures following this method. Objectives: To develope health care courses for adults with cardiovascular diseases according to the TBL teaching method for nursing students. Results: Complete building orientation packet learning TBL care for cardiovascular disease, the test of individual and group discussions when applied to teach in this method, the source reference materials prepared for students to self-study first before going to class. Conclusion: The deployment and application of TBL teaching methods are necessary, helping students to actively participate in learning and improve communication skills, critical thinking, decision-making skills, and increased satisfaction with learning outcomes, in addition to reducing the time spent in class Key words: Team-based learning, active learning method.