The role of psychology in the teaching of medical ethics: the example of informed consent

Kent, Gerry

doi:10.1111/j.1365-2923.1994.tb02531.x

Cited by 8 publications

(5 citation statements)

References 24 publications

(23 reference statements)

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“…The psychological literature on decision-making would suggest that there are a number of individual and contextual factors which influence how well consent information is understood (Kent, 1994;Murphy and Clare, 1995;Sprung and Winick, 1989;Venesy, 1994). These factors must be addressed in the development, adaptation and administration of tests of capacity, with consideration of the particular difficulties experienced by people with learning disabilities (Arscott, 1996;Murphy and Clare, 1995).…”

Section: Disabilities -Considering Psychological Factorsmentioning

confidence: 99%

“…This may put them at a disadvantage when faced with making decisions in these situations (Murphy and Clare, 1995). The medical treatment context may also create feelings of stress and anxiety that make it difficult to concentrate on information (Appelbaum and Roth, 1981;Kent, 1994;Sprung and Winick, 1989;Venesy, 1994) and Ley (1988) reports that patients are often reluctant to ask questions in clinical situations.…”

Section: Environmental Factorsmentioning

confidence: 99%

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Assessing the Capacity of People with Learning Disabilities to Make Decisions About Treatment

Arscott

1997

Tizard Learning Disability Review

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A ssessing the capacity of individuals with learning disabilities to make decisions about treatment is problematic. This field has received little attention in the United Kingdom, the concept of capacity proving difficult to define. There are no commonly agreed standards, English law in this area is still developing and there are few guidelines to instruct health professionals. This paper reviews the diagnostic, outcome and functional approaches to examining the issue of capacity and outlines a number of tests that have been developed for use in the clinical setting, though not adapted for use with people with a learning disability. Issues to be addressed in the adaptation of tests are explored and areas for practitioners to consider are discussed.

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Section: Disabilities -Considering Psychological Factorsmentioning

confidence: 99%

Section: Environmental Factorsmentioning

confidence: 99%

Assessing the Capacity of People with Learning Disabilities to Make Decisions About Treatment

Arscott

1997

Tizard Learning Disability Review

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“…Just as with any medical procedure, clinical teachers and students are required to get a meaningful informed consent from patients or their legal representatives, so they can be involved and participate in the clinical teaching. In order to be an informed or valid consent, there must be a disclosure of an adequate amount of information, an understanding of that information and the voluntary choice of a preferred course [5,13]. This means that patients should understand what they are granting permission for, which implies a conversation, listening to patients, answering their questions and clarifying all their possible doubts [14].…”

Section: Introductionmentioning

confidence: 99%

Consent for Teaching—The Experience of Pediatrics and Psychiatry

2023

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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.

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“…Portuguese law states that every intervention relating to someone's health should only be performed after consent [11] and codes of conduct and ethical practice specifically designed for medical students exist. However, not all patients are fully aware of their rights, and proper consent is not always pursued [12]. Healthcare professionals are required to provide complete information to the patients and to pursue a process of active communication between them, which cannot be completed in a single conversation and often results in the patient being put on the spot in front of the students and therefore feeling obligated to consent [13].…”

Section: Introductionmentioning

confidence: 99%

Medical Education: Patients’ Perspectives on Clinical Training and Informed Consent

Santos

Costa-Santos

Duarte

2022

IJERPH

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There are complex ethical dilemmas inherent to medicine teaching, particularly in clinical practice involving actual patients. Questions must be raised on fulfilling medical students’ training needs while still respecting patients’ fundamental rights to autonomy and privacy. We aimed to assess patients’ perspectives regarding medical students’ involvement in their medical care. An observational, cross-sectional study was developed, and a questionnaire was applied randomly to patients waiting for a consultation/admitted to three distinct departments: General Surgery, Obstetrics/Gynaecology, and Infectious Diseases. Of the 77% interviewed patients who reported previous experiences with medical students, only 59% stated that they were asked for consent for their participation, and 28% stated that students had adequately introduced themselves. Patients from Gynaecology/Obstetrics were the ones who reported lower rates of these practices and were also the ones who were most bothered by students’ presence, stating that they would be more comfortable without the presence of medical students. Male patients received more explanations than female patients regarding the same matters. Thirty-five percent of patients stated that they would feel more comfortable without the medical students’ presence. The study shows a need to pay closer attention to fulfilling patients’ fundamental rights.

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The role of psychology in the teaching of medical ethics: the example of informed consent

Cited by 8 publications

References 24 publications

Assessing the Capacity of People with Learning Disabilities to Make Decisions About Treatment

Assessing the Capacity of People with Learning Disabilities to Make Decisions About Treatment

Consent for Teaching—The Experience of Pediatrics and Psychiatry

Medical Education: Patients’ Perspectives on Clinical Training and Informed Consent

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