Discussion 1.1
Jain (2017) asserts that it is difficult for a clinician to diagnose a disease with a degree of certainty based on the presentations they are seeing. As such, this calls for the need for a differential diagnosis where a list of all suspected diagnoses is developed. I agree with the definition of discussion 1.1, where the author defines differential diagnosis as a list of possible conditions that might affect an individual based on the symptoms. It is from the list that the physician will eventually come up with the most probable based on inclusion and exclusion criteria. Based on the final outcome, the clinician can engage in the treatment process or eventually refer the person to a more specialized doctor. Jain (2017) continues by asserting that the failure to include a disease in a differential diagnosis could lead to misdiagnosis. The author also emphasizes the importance of including both common and uncommon diseases in the differential diagnosis.
Discussion 2.2
The author, in discussion two, provides a more accurate definition of what entails a differential diagnosis. According to the author, it is a systematic approach aimed at achieving the correct diagnosis. I would also echo his sentiments that differential diagnosis involves developing a list of possible diagnoses based on the chief complaint or any other manifesting symptoms. Bösner, Pickert, & Stibane (2015) assert that differential diagnosis is a fundamental skill that every primary care physician should have. It is the first step towards an accurate diagnosis. However, it is a difficult and sometimes daunting process that might not be applied at all times. I agree with the author of this discussion that a differential diagnosis includes aspects such as physical examination, laboratory testing, and specialized tests in other departments. The most probable diagnosis forms the basis of the patient treatment as discussed by the author of discussion 1.2.
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References
Bösner, S., Pickert, J., & Stibane, T. (2015). Teaching differential diagnoses in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge. BMC medical education, 15(1), 63.
Jain, B. (2017). The key role of differential diagnosis in diagnosis. Diagnosis, 4(4), 239–240. doi:10.1515/dx-2017-0005
