A comprehensive psychiatric case study is attached in file. Assistance is needed in the blue highlighted areas as followed (see attatch file to complete assignment)
1: Diagnostic results- this includes any labs, Xrays, psych tools or other diagnostics tools that are needed to develop the differential diagnosis (support with evidence and guidelines)
2: differential diagnosis (needs supportive evidence). Explain what rules each differential diagnosis in or out and justify the primary diagnosis impression selection. Use supportive evidence from literature to support rationale. Include pertinent positive and pertinent negatives for this specific case.
3: Reflection: reflect on this case and discuss whether or not you agree with your preceptor’s assessment and diagnostic impression of that patient and why or why not. What did you learn from this case? What would you do differently?
Also include in the reflection, a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentially and consent for treatment), social determinates of health, health promotion and disease prevention taking into consideration patient factors (such as age, ethic group, etc.) PMH and other risk factors (e.g. socioeconomic, culture background, etc.)
* at least 3 evidence-based peer-reviewed journal articles or evidence-based guidelines which relates to this case to support diagnostic and differential diagnosis
*do not alter document in anyway
Expert Solution Preview
Introduction:
As a medical professor, it is crucial to provide accurate and comprehensive assignments for medical college students to enhance their critical thinking and analytical skills. In this case, we are provided with a psychiatric case study that requires us to analyze and develop a differential diagnosis, based on diagnostic results and supportive evidence from literature. Additionally, we must reflect on the case, discuss legal and ethical considerations, social determinants of health, health promotion and disease prevention in consideration of patient factors, PMH, and other risk factors.
1. Diagnostic Results:
Diagnostic results are crucial in developing a differential diagnosis. In this case study, we need to identify any labs, X-rays, psych tools, or other diagnostic tools that are relevant to the development of a differential diagnosis for the patient. The diagnostic results we obtain should support our primary diagnosis impression selection. Guidelines such as the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) can assist in identifying the relevant diagnostics tools needed to develop accurate and evidence-based differential diagnoses.
2. Differential Diagnosis:
The differential diagnosis involves identifying the possible conditions that could be causing the patient’s symptoms and ruling them in or out based on supportive evidence from literature. In this case study, we need to identify the rules for each differential diagnosis and justify our primary diagnosis impression selection. We can use supportive evidence from peer-reviewed journal articles or evidence-based guidelines to support our rationale. Additionally, we need to include pertinent positive and negative information from the patient’s history and examination to support our differential diagnoses.
3. Reflection:
Reflection is an essential aspect of medical education. In this case study, we need to reflect on the diagnosis and assessment made by our preceptor and discuss whether we agree or not and why. We also need to identify what we learned from this case and what we could do differently. Additionally, we need to discuss legal and ethical considerations, including those beyond confidentiality and consent for treatment. We need to consider social determinants of health, health promotion, and disease prevention while taking into account patient factors such as age, ethnicity, PMH, and other risk factors. We must use evidence-based peer-reviewed journal articles or evidence-based guidelines to support our reflections.
In conclusion, the case study provides an opportunity for the medical college students to demonstrate their skills in developing differential diagnoses, analyzing diagnostic results, and reflecting on legal/ethical considerations while considering patient factors, PMH, and other risk factors. The process requires critical thinking, analytical skills, and evidence-based approaches to support the rationale for the diagnosis and differential diagnosis.
