TB/HIV Co-Infection: Diagnosis

Learning Objective:

  • Conduct proper diagnostic tests on presumptive TB cases using the clinical algorithm.
  • Observation

    Tell your mentee you would like to assess his/her knowledge related to following the proper diagnostic algorithm in 3 different kinds of patients by observing him/her. Inform your mentee that the purpose of this activity is to support him/her in his/her learning and guide them in how he/she can improve his/her practice.

    Tap on the type of patient to see the observation checklist. Eventually, try to cover all three of the patient types with your mentee.

    Following the observation, provide feedback to your mentee and give mentorship as needed.


    • [activity type]

      Tell your mentee that you will review a case study and ask some questions to help him/her improve skills in using the Algorithms for Diagnosing TB. Choose which case study you would like to review (but do not share this with the mentee).


    • [activity type]

      Instructions: Tell your mentee that you will review a case study and ask some questions to help him/her improve skills in using the TB diagnostic algorithms.


      A 30-year-old HIV-positive man complains of a cough that has lasted for 1 week. He reports purulent expectoration, chest pain, shortness of breath, and chills last night. He was evaluated for ART initiation approximately 6 months ago but his CD4 count was 554 and was told he was not eligible. He was due for a follow-up CD4 count when he became sick.

      Ask your mentee:

      1. What else do you want to know?

        Patient medical and surgical history, current medications including non-prescription, herbs and vitamins, HIV care and treatment linkage (where is he getting his HIV care), adherence to care (clinic/counseling appointments) and treatment (ART, CPT), disclosure, HIV status of partner and children, physical examination, and whether he is in need of urgent care.

      2. What will you think about?

        Think first of a bacterial pneumonia (sudden onset, short duration). Also TB.

      3. In thinking about differential diagnoses, what diagnoses do you consider related to duration of cough?

        If lasts days: bacterial pneumonia. If lasts weeks: TB/PCP (pnuemocyctis caranii pneumonia).

      4. In thinking about differential diagnoses, what diagnoses do you consider related to sputum production?

        • Usually purulent is TB/BP (bacteria pneumonia).
        • Dry/scant: PCP/early bacterial pneumonia.
      5. In thinking about differential diagnoses, what diagnoses do you consider related to fever quality?

        • Common, 39 degrees Celsius or more: think about bacterial pneumonia.
        • Low-grade/afebrile: think of TB / PCP.
      6. How will you confirm your diagnosis?

        • Through chest examination (which may include a chest x-ray), FBC, and AFB taken if possible.
        • Urine m/c/s.
        • Malaria test.
        • Stool m/c/s or rectal swab/blood culture if the temp fails to respond to the treatment.
    • [activity type]

      Tell your mentee that you will review a case study and ask some questions to help him/her improve skills in diagnosing TB.


      Maiba is a 44-year-old woman who presented to the clinic 3 months ago with a chronic productive cough, fever, and weight loss. She had recently moved to the village to be near her mother. Maiba informed you that she was treated for TB which had been diagnosed based on positive sputum results one year prior to arriving here and it was managed on the RZHE regimen. Her HIV test was negative a year ago and repeated prior to beginning this current regimen and the HIV test remained negative. Her sputum results tested positive. She was classified as Previously Treated TB case/Relapse and was started on 2(RHZE)S/1(RHZE) daily. For the past 3 months, she was supervised closely by DOT in the clinic and by her mother, who is her treatment supporter. Maiba's adherence has been good, despite continued GI complaints of nausea and poor appetite. She has only gained a small amount of weight even with her mother cooking for her and encouraging her to eat small frequent meals. Today’s visit is the end of her 3-month intensive phase.

      Ask your mentee:

      1. What will be included in your monitoring visit today?

        Vital signs, weight, clinical evaluation including assessment of lung sounds, adherence assessment. Spot sputum examination.

      Additional Information
      Maiba’s spot sputum was positive.

      1. What are the next steps needed in this case?

        Take sputum for culture and DST and commence continuation phase in consultation with your clinical mentor or HO while awaiting the results of the sputum test. Consultation will be needed with the regional MDR TB team when the results of the DST are available. The continuation phase is started if the sputum specimen is negative or positive.
        Note that if the sputum result remains positive after 4 months, all medicines should be stopped for three days and a sputum specimen sent to the National Reference Laboratory for culture and sensitivity. The continuation phase can then be continued.

      2. Maiba is at risk for drug-resistant TB (DR-TB), which may be due to a number of factors. Give an example of a health worker related factor, health system related factor, and patient related factor.


        Health worker related factors

        • Lack of TB management knowledge
        • Inappropriate use of guidelines for the management of TB cases
        • Non-compliance with the national treatment guidelines
        • Inadequate monitoring of patients on anti-TB treatment

        Health system related factors

        • Poor quality anti-TB medicines
        • Poor storage conditions
        • Stock outs
        • Absence of clear guidelines
        • Poor or inadequately trained healthcare workers

        Patient related factors

        • Poor adherence
        • Difficulty accessing the health facility
        • Side effects
        • Substance use with failure to adhere to treatment
        • Exposure to a DR-TB case
        • Immunosuppression
    • [activity type]

      Explain to the mentee that you are going to engage in a role play to help him or her learn how to improve TB diagnostic skills. He or she will play the role of health care provider and you will be the patient.


      Part 1

      A 26-year-old man has come to the health facility alone. He’s married to Sipiwe and has a 6-month-old child who is breastfeeding. Sipiwe delivered at home because the family could not afford to pay for ANC services. Both are unemployed and stay in a small, one room apartment. The man has been losing weight and has had an irritating, productive cough, especially in the mornings, for the past one month. Ensure that you complete the Presumptive TB Case Register and TB notification form.

      • Your task is to act the role of this TB patient. You have not been feeling well for several weeks but you have not told your wife. You do not want her to worry since she is taking care of your child and is worried that you have not found work. Sipiwe is your only partner now. You have had many partners in the past, but none were ever sick and you have never had an HIV test.

        Your job is to listen carefully during the role play so that you can comment on what was done well and what could be improved.

        Check the boxes below to indicate whether the mentee asked the appropriate questions. At the end of the role play, review any problem areas with the mentee.

        Did the mentee

      Part 2

      He returns 3 days later. The results of his visit are:
      Sputum: Sputum results show no AAFBs but the comment on the results slip says the sputum was salivary.
      Still coughing
      Temperature: 38.9 degrees Celcius

      • You ask the health care provider:

        • Do I have TB? Why do I have to give you more sputum? Does the laboratory know how to do the test?
        • If I do have TB, have I given that to my child and wife?
        • I do not believe that I am HIV positive. Please do the test again now.

        Your job is to listen carefully during the role play so that you can comment on what was done well and what could be improved.

        Check the boxes below to indicate whether the mentee asked the appropriate questions. At the end of the role play, review any problem areas with the mentee.

        Did the mentee