Medical curriculum : how do we manage incidental findings in educational settings?
MetadataShow full item record
Medical curricula encompass two practical-based teaching categories with likelihood of identifying incidental findings (unexpected and previously undiagnosed findings with potential health implications) in live models for demonstration purposes. One relates to clinical skills involving peers and simulated or volunteer patients. The other involves laboratory sessions, with live models, for the purposes of demonstrating scientific principles. As educationalists, it is our professional and ethical duty to have guidance on how to manage incidental findings. In this commentary, we have outlined our best practice guidelines formalised as a written policy exploring consent, debriefing, and the teachers’ role. Our aim was to develop an ‘easy-to-follow’ standardised mechanism.
Varsou , O , Hughes , A , Humphreys , R A & Laidlaw , A H 2021 , ' Medical curriculum : how do we manage incidental findings in educational settings? ' , Medical Science Educator , vol. 31 , no. 2 , pp. 893 - 895 . https://doi.org/10.1007/s40670-021-01211-3
Medical Science Educator
Copyright © 2021 International Association fo Medical Science Education. This work has been made available online in accordance with publisher policies or with permission. Permission for further reuse of this content should be sought from the publisher or the rights holder. This is the author created accepted manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1007/s40670-021-01211-3.
Items in the St Andrews Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.