Framework

The four kinds of dizziness

A patient says “I'm dizzy.” The clinician's job is to find out which of four very different experiences they mean — because each points to a different mechanism and work-up.

“I feel dizzy…”

An illusion of motion — typically rotation — of the body or environment, from asymmetric or mismatched vestibular input. Often with nausea, vomiting, and oscillopsia.

Think ofBPPVLabyrinthitisVestibular migraineMénière's diseaseVestibular neuritisAcoustic neuromaAge-related vestibular lossCerebellar infarction
Drachman & Hart (1972). The first job with any “dizzy” patient is semantic — converting the umbrella complaint into one of four categories (vertigo, presyncope, disequilibrium, nonspecific), because each carries a different mechanism and work-up.

Drachman & Hart's classification

Trainee

Drachman & Hart categorised dizziness into vertigo, presyncope, disequilibrium, and nonspecific dizziness — a framework that remains foundational.1 It aids in distinguishing vestibular from non-vestibular causes and selecting targeted tests, even though overlap occurs in complex cases.

A caution from the evidence: clinicians who rely on symptom qualityalone often misclassify, because patients describe the same sensation in different words and vice versa.2 Open-ended questioning, then targeted clarification, out-performs leading questions.3

The four, at a glance

  • Vertigo — an illusion of motion; vestibular (peripheral or central).
  • Presyncope — impending faint; cerebral hypoperfusion (cardiovascular/autonomic).
  • Disequilibrium — unsteadiness without motion illusion; multisensory/cerebellar.
  • Nonspecific — vague fog/floating; often psychiatric, metabolic, or functional.

Triage in practice

Put the framework to work: classify the sensation, then run the category's red-flag check to separate the benign from the dangerous.

The patient says “I'm dizzy.” Which do they describe?

From a word to a plan. Classify the sensation, then apply the category's red-flag check — the fastest route to separating benign from dangerous causes. A teaching aid, not a protocol.