Consent for Teaching—The Experience of Pediatrics and Psychiatry

Abstract

Informed consent protects patients’ right of autonomy, as they may refuse to participate in clinical teaching. In Pediatrics, young people aged 16 or over, and with the necessary judgment, may consent; in Psychiatry, consent is also essential due to the personal nature of the subjects addressed. This study aimed mainly to assess the practical application of informed consent in medical education. An observational cross-sectional study was developed, and an interview-like questionnaire was applied to participants waiting for a scheduled consultation for themselves or the person they represented, in Pediatrics and Psychiatry. Only 54% of Pediatrics participants and 75% of Psychiatry participants stated that the physician asked them if they minded the students’ presence and an even smaller percentage from both departments affirmed that students introduced themselves as medical students and requested their consent to examine them. Patients feel satisfied to contribute to the students’ training, although a considerable percentage of them had experiences without being informed or asked for consent, which represents an evident disrespect for their autonomy. There is a need to intervene and provide an adequate education of ethical values in clinical practice to students.

Ethical issues and proposed solutions in conducting practical assessment of medical students involving patients

“…Although patient autonomy has been recognised as a basic right for decades, there is evidence suggesting that medical education often fails to uphold this principle [2,[7][8][9]. Instances have been reported where patients are asked to return to the clinic or are admitted solely for teaching purposes, without being adequately informed about their participation in assessments [10].…”

Attitude of Romanian Medical Students and Doctors toward Business Ethics: Analyzing the Influence of Sex, Age, and Ethics Education

“…The research of Hermannsdottir, Stangej, and Kristinsson suggests that there is no difference in attitudes toward business ethics between business students and nonbusiness students, meaning that ethical behavior is not predetermined by the students’ professional orientation but rather by ethics education and studying specific subjects [ 18 ]. Giacalone [ 19 ] suggests that universities should be involved in developing students’ ethical attitudes through ethics education that helps students acquire the knowledge and skills necessary to make correct judgments and develop a sense of ethics [ 20 , 21 , 22 ].…”