iHuman Dianne Steinberg: differentials and chest exam
The third question is the one that rewards preparation: naming which auscultation, palpation and percussion findings were normal and which were not, which means recording them during the case rather than reconstructing afterwards.
Editorial process
Last reviewed · August 15, 2026
Three questions about one virtual patient
Do the iHuman case before drafting anything, and record the examination findings as you go, because the third question asks for them specifically and they cannot be reconstructed afterwards from a summary. The first question asks for a list of appropriate differential diagnoses with reasoning, and the discipline is the same as in any differential: each candidate has to be tied to a finding that supports it and, ideally, to one that would argue against it. Build the list from the presenting complaint and the history the case gives you rather than from a textbook list of respiratory diagnoses, since the marks are for reasoning from this patient's data. Keep the list to a workable size — three to five well-argued candidates beats eight named ones, since the reasoning is what is marked rather than the breadth of the list, and a long list dilutes the argument for each.
The second question asks for the final diagnosis and the assessment findings that support it, which is a request for convergence: say which specific findings, taken together, made this diagnosis rather than the others on your list, and be explicit about the finding that excluded your nearest alternative. That is what a diagnostic argument looks like. The third question is the most technical and the most commonly under-answered, because it asks about all three examination modalities rather than auscultation alone. Auscultation covers breath sound character and intensity, and the presence, timing and location of crackles, wheeze, rhonchi or a rub, plus transmitted voice sounds where they are relevant. Palpation covers chest expansion symmetry, tactile fremitus, tenderness and tracheal position. Percussion covers resonance against dullness or hyperresonance, and diaphragmatic excursion. For each, say what was found in this patient and whether it was normal — and say what each finding would have indicated had it been abnormal.
Likely learning objectives
Inferred from the brief — check these against your own rubric.
- 01Build a differential from a specific patient's data rather than from a category list.
- 02Argue a final diagnosis by convergence and by exclusion of the nearest alternative.
- 03Report chest findings across auscultation, palpation and percussion.
- 04Explain what each examination manoeuvre would have shown had it been abnormal.
Read the full question
Review every instruction before using the planning guidance that follows.
Turn the brief into deliverables
- 01A reasoned differential list with support for each candidate.
- 02A final diagnosis with the findings that support it.
- 03Chest findings across all three modalities, normal and abnormal.
- 04APA citations to course texts and library sources.
- 05Substantive responses to at least two classmates.
Differentials, the final diagnosis, then the chest findings
Differentials from the case data
List three to five candidates, each tied to findings for and against.
The final diagnosis
State it and give the converging findings that support it.
What excluded the alternatives
Name the finding that ruled out the nearest competing diagnosis.
Auscultation findings
Report breath sounds, adventitious sounds and their location and timing.
Palpation and percussion
Report expansion, fremitus, tracheal position, resonance and excursion.
Sources for respiratory examination findings
Recommended databases
- The iHuman case itself
- South University Online Library
- NCBI Bookshelf (StatPearls)
- Your course textbook on physical assessment
Search sequence
- 1.Record every examination finding during the case rather than trying to recall them later.
- 2.Look up the expected findings for your leading diagnosis, so you can say which were present.
- 3.Read on tactile fremitus and percussion note, which are the two most often reported vaguely.
- 4.Find a source for each differential you name, since the assignment requires citations.
Reference shortlist
These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.
Nothing here is cleared for citation until you have read it.
- 01
Community-Acquired Pneumonia
StatPearls, NCBI Bookshelf · 2023
Expected examination and investigation findings in pneumonia, the commonest case-study endpoint.
- 02
Acute Bronchitis
StatPearls, NCBI Bookshelf · 2023
Acute bronchitis findings, which is the nearest alternative that must usually be excluded.
- 03
Chronic Obstructive Pulmonary Disease (COPD)
StatPearls, NCBI Bookshelf · 2023
Chronic airway disease findings, useful for the percussion and expansion answers.
- 04
Upper Respiratory Tract Infections With Focus on The Common Cold
StatPearls, NCBI Bookshelf · 2023
Upper respiratory infection, which is often the differential that history rather than examination excludes.
Review before submission
Common mistakes
- Writing the differential from a textbook list rather than from the case's findings.
- Naming the final diagnosis without saying what excluded the alternatives.
- Answering the third question with auscultation only.
- Reporting findings without saying whether they were normal.
- Attempting the write-up without having recorded findings during the case.
Submission checklist
- Does each differential connect to a specific finding?
- Have you named what excluded your nearest alternative?
- Are palpation and percussion both covered, not just auscultation?
- Is each finding labelled normal or abnormal?
- Have you cited sources and replied to two classmates?
Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by
Aaron Bishop
MA, Education
assignment interpretation and research-methods coaching across disciplines
Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by
Dr. Nathan Cole
PhD, Rhetoric & Composition
Argumentation and thesis development
Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.