Background: There are different classifications of the diagnostic error. For the education process it is useful to classify the error based on both the method and the procedures that diagnosis uses in the solution of the problem, in order to be able to identify the diagnostic errors which the pupils could incur and be able to improve this way his diagnostic performance
Methods: From the methodological point of view ,the authors classify the diagnostic error attending the different steps of the deductive hypothetical method. In each of the above-mentioned steps those of errors are categorized also as regards the types of procedures that are executed. 50 incomer patients have been selected and analyzed from the diagnostic point of view by 50 students of last year medicine career. There have been categorized the diagnostic errors that these commit in his performance
Results: The used classification allowed to categorize all the diagnostic errors that the students committed in his performance. The most frequent errors were related to the generation of the diagnostic hypothesis, which was determined fundamentally by errors in the interpretation of the diagnostic evidence, and in particular of the physiopathologic reasoning .
Conclusion: To classify the diagnostic error based on both the method and the procedures used in the diagnostic´s process, is useful for the education´s process.
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