Unit 2.3 New to the Practice: New patient diagnostic workup: history, vitals, bloodwork, genetics, evidence synthesis.
Your PLTW coursework: Principles of Biomedical Science ▸ Unit 2: Clinical Care ▸ Lesson 2.3 New to the Practice ▸ "Problem 2.3.1 A New Patient"
What to do if absent- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Synthesize a , vitals, bloodwork, and genetic results into a and a written recommendation for next steps.
- 1Read the and list the history details that could matter to a diagnosis.
- 2Record the vitals and results in a single organized table.
- 3Write a of two to three possible conditions that fit the evidence.
- 4For each possibility, note which evidence supports it and which evidence argues against it.
- 5Choose the most likely diagnosis and explain your in two or three sentences.
- 6Write a clear recommendation for the next test or referral and why it is needed.
- • You will be able to organize patient-chart data into a usable evidence table.
- • You will be able to write a with supporting and opposing evidence.
- • You will be able to defend one diagnosis and recommend an evidence-based .
Open any day for its full lesson, the work due that day, and guided notes.
CER with a specific diagnostic claim, multi-source evidence from the workup, reasoning linking each evidence point to the claim, a next-steps recommendation, and one stated limitation.
Annotated six-link chain of infection diagram with PPE and mapped to specific links, plus a brief vs. adaptive outline.
Written analysis identifying the weakest chain-of-infection link in the scenario, naming the intervention, and stating one limitation.
Your worksheet: the side you argued, your three strongest arguments, the opposing point you had to answer, and where you actually stand now.
- Hook: a new patient walks in with no clear answer, and your job is to turn scattered data into a plan.
- Today's goal: practice the way a real clinical team does, one chart at a time.
- Monday bioethics debate ties in: how certain should a clinician be before sharing a serious diagnosis?
- Reminder: your graded diagnostic workup and recommendation are submitted on the class site.
Do this: Advance your PLTW PBS diagnostics benchmark by completing the new-patient workup and recommendation in the online course shell.
- • A lists the conditions that could explain a patient's evidence.
- • weighs multiple data sources to reach a defensible conclusion.
- • Organize a and results into a clear evidence table.
- • Write a recommendation that is justified by the strongest evidence.
📋 PLTW evidence due: the completed diagnostic workup and written recommendation in the course shell.
All PLTW activities are completed inside the PLTW course environment: this page only gives direction.
Use this chart to keep your place. Nothing on it is turned in through the portal.
| Day | Work | Turn in |
|---|---|---|
| Monday · Mon, Nov 16 | Recommendation CER | CER with a specific diagnostic claim, multi-source evidence from the workup, reasoning linking each evidence point to the claim, a next-steps recommendation, and one stated limitation. |
| Tuesday · Tue, Nov 17 | Chain of infection notes | Annotated six-link chain of infection diagram with PPE and aseptic technique mapped to specific links, plus a brief innate vs. adaptive immune response outline. |
| Wednesday · Wed, Nov 18 | Infection-control case | Written analysis identifying the weakest chain-of-infection link in the scenario, naming the aseptic intervention, and stating one limitation. |
| Thursday · Thu, Nov 19 | JCU bioethics 9: Prosecuting health misinformation | Your worksheet: the side you argued, your three strongest arguments, the opposing point you had to answer, and where you actually stand now. |
| Friday · Fri, Nov 20 | Evidence for |
- First class day: bioethical debate (Monday is a closure)
- T: teacher background notes + PLTW launch task
- W: lab / data or model work
- Th: analysis / CER or design revision
Turn in: Unit 2.3 New to the Practice: New patient diagnostic workup: history, vitals, bloodwork, genetics, evidence synthesis. weekly work due Diagnostic workup packet.
Go to Schoology to turn this in.
Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
2 panels from the illustrated semester.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
Most days, this class is your PLTW coursework: and PLTW is online and individual. So being out usually just means doing exactly what we did in class, from home.
Open Clever, then myPLTWSign in to Clever with your district Microsoft account to open Schoology or myPLTW. Follow today's posted steps. If myPLTW will not open, use the posted alternative and tell Mr. Mendoza. Turn in your completed work through the Schoology assignment.
You can't do those from home: do this instead: Teacher-posted data/model packet, same objective. Supplemental: Khan: clinical data interpretation teacher-selected resources.
Class still runs. A substitute will post today's plan: complete the online activity above; it's built to be self-guided. Need the concept taught without a teacher? Use this authoritative explainer:
NIH MedlinePlus Lab Tests
Hand-picked readings and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.