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Communication is a vital skill in the medical world and it differs from the communication in any other areas due to the particular problems that are exposed and their intimate nature. The talent to speak effectively with the patient constitutes a basic element in achieving a safe and successful medical act. The art of conversation in the relationship between the doctor and his patient must be learned and mastered with craftsmanship especially when the patients are children. Because communication is the most common “medical procedure”, it is important for the physician to have the ability to communicate openly, to show tolerance and compassion for the patient, in order to carry out an effective daily medical activity. Diagnostic errors in pediatrics represent a branch which is less explored and accepted. Mistakes are not easy to accept by anyone, and doctors make no exception. In order to carry out his activity in optimum conditions, a doctor must be versed not only in pediatrics pathology, but also in child psychology.

Addison's disease, also named primary adrenal insufficiency, rare on children, can occur in both acute and chronic form. Acute adrenocortical insufficiency, also called adrenal or addisonian crisis, is severe and life-threatening. Except for this situation, the diagnosis may be delayed. Omission or delay of diagnosis occurs most frequently because of the misleading clinical picture, as the main symptoms (fatigue, anorexia and weight loss) are nonspecific, and can be found also in other disorders. Once suspected, it must be confirmed or disproven by dosing cortisol and ACTH hormones. We present the case of a girl who was diagnosed only when the adrenal crisis occurred. [ABSTRACT FROM AUTHOR]

Introduction: Patient safety is fundamental for a qualitative medical system. Although the topic of medical errors has been in the spotlight for many years, they continue to be responsible for many deaths worldwide. Out of these, the highest morbidity is claimed by diagnostic errors. Cognition is the key factor responsible for this type of errors. The aim of this study was to evaluate how medical residents are taught to employ cognition in the process of clinical reasoning. Materials and methods: The study made use of a 14-items online questionnaire filled in by 51 male and female medical residents in Iasi, Romania, between July 4th and September 4th 2017. Results and discussion: Most of the respondents (84.2%) have recognized the existence of cognitive biases during the diagnostic process. Almost half of the contributing residents (41.2%) think that the experience of older physicians is helping them commit less cognitive errors. The same percentage of respondents admits that they do not know how to reduce the incidence of diagnostic errors. Conclusions: The survey reveals the lack of information in preventing diagnostic errors and the need for education regarding clinical reasoning during residency training. [ABSTRACT FROM AUTHOR]