Abstract:
The purpose of this study was to asses the patterns of medical students’ responses to the Diagnostic Thinking Inventory (DTI) at the University of Brasília. The inventory was administred within an 11 year timeframe to 677 students of both sexes early in their clinical experience. Statical procedures were used to identify interrlated item sets and groups with similar response patterns, as well as diferences between groups and their relationships with distinctive features. Results of the analyses revealed six salent DTI dimensions designeted as follows: diligente procedure, easy grasp, flexibility of conception, comparative appraisal, abstraction of meaning, and perception of uncertainty. Six studentclassification groups were identified based on clustering of the dimensions índices. Studens’ DTI índices and respective group affiliation were related to theis inclusion period in the study timeframe, early clinical achievement-gradient, sel-efficacy level, and two-semester frequency of peer tutoring after the DTI appraisal. In conclusion, medical students differ in their perceptions of the diagnostic process as entalled by the DTI, and the patterns of perceptions have meaningful relationships with theur learning progress and options.
Key-words:
Diagnosis; Students, Medical; Education, Medical; Evaluation