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Medical curriculum : how do we manage incidental findings in educational settings?
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dc.contributor.author | Varsou, Ourania | |
dc.contributor.author | Hughes, Alun | |
dc.contributor.author | Humphreys, Robert Anthony | |
dc.contributor.author | Laidlaw, Anita Helen | |
dc.date.accessioned | 2022-02-09T00:42:18Z | |
dc.date.available | 2022-02-09T00:42:18Z | |
dc.date.issued | 2021-04 | |
dc.identifier | 272209239 | |
dc.identifier | 35ce6ca9-ab38-4d67-a606-314911e54e85 | |
dc.identifier | 85100794390 | |
dc.identifier | 000649467800080 | |
dc.identifier.citation | 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 | en |
dc.identifier.issn | 2156-8650 | |
dc.identifier.other | ORCID: /0000-0003-1214-4100/work/90112858 | |
dc.identifier.uri | https://hdl.handle.net/10023/24829 | |
dc.description.abstract | 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. | |
dc.format.extent | 764493 | |
dc.language.iso | eng | |
dc.relation.ispartof | Medical Science Educator | en |
dc.subject | Incidental findings | en |
dc.subject | Teaching | en |
dc.subject | Education | en |
dc.subject | Clincal skills | en |
dc.subject | Medicine | en |
dc.subject | LB Theory and practice of education | en |
dc.subject | R Medicine | en |
dc.subject | T-NDAS | en |
dc.subject.lcc | LB | en |
dc.subject.lcc | R | en |
dc.title | Medical curriculum : how do we manage incidental findings in educational settings? | en |
dc.type | Journal item | en |
dc.contributor.institution | University of St Andrews. Education Division | en |
dc.contributor.institution | University of St Andrews. School of Medicine | en |
dc.contributor.institution | University of St Andrews. Sir James Mackenzie Institute for Early Diagnosis | en |
dc.contributor.institution | University of St Andrews. Centre for Higher Education Research | en |
dc.contributor.institution | University of St Andrews. Health Psychology | en |
dc.identifier.doi | 10.1007/s40670-021-01211-3 | |
dc.description.status | Peer reviewed | en |
dc.date.embargoedUntil | 2022-02-09 |
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