Day 2
The use of differential diagnoses can be a powerful tool to help students learn critical thinking skills and deductive reasoning. Once a list of possibilities is made (differentials) then additional information is evaluated to either eliminate or reinforce possible diagnoses on the list. So, once you have your initial list of differential diagnoses for this patient, take a look at the vitals and lab data.
1. What abnormal values are present in the Lab Work and Vitals? Are the abnormal values higher or lower than they should be?
2. Are the respiratory sounds heard on auscultation normal? What is their significance?
3. Why is the patient short of breath and dizzy?
4. Does this information help you rule out any disorders on your list? If so, which ones? Explain. Do you want to add any? If so, which ones, and explain why. Compare patient's results to these normal values for the CBC and differential to help you.
The use of differential diagnoses can be a powerful tool to help students learn critical thinking skills and deductive reasoning. Once a list of possibilities is made (differentials) then additional information is evaluated to either eliminate or reinforce possible diagnoses on the list. So, once you have your initial list of differential diagnoses for this patient, take a look at the vitals and lab data.
1. What abnormal values are present in the Lab Work and Vitals? Are the abnormal values higher or lower than they should be?
2. Are the respiratory sounds heard on auscultation normal? What is their significance?
3. Why is the patient short of breath and dizzy?
4. Does this information help you rule out any disorders on your list? If so, which ones? Explain. Do you want to add any? If so, which ones, and explain why. Compare patient's results to these normal values for the CBC and differential to help you.