Skip to main content

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

THIM Hogeschool voor Fysiotherapie heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen. Je kunt je links eenvoudig registreren. Met deze gegevens kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL. Heb je een vraag, neem dan contact op met helpdesk@thim.nl.

Registreer

Om ook buiten de locaties van THIM, thuis bijvoorbeeld, van Mijn BSL gebruik te kunnen maken, moet je jezelf eenmalig registreren. Dit kan alleen vanaf een computer op een van de locaties van THIM.

Eenmaal geregistreerd kun je thuis of waar ook ter wereld onbeperkt toegang krijgen tot Mijn BSL.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Top
Gepubliceerd in:

Open Access 01-04-2015 | Letter

The issue of ‘informed consent’ in medical student introductions

Auteurs: Rahul Prashanth Ravindran, David George Lester, Khizr Ather Nawab, Sayinthen Vivekanantham

Gepubliceerd in: Perspectives on Medical Education | Uitgave 2/2015

share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
insite
ZOEKEN
‘Good morning! My name is John Smith and I am a medical student.’ This familiar phrase is employed by medical students the world over in a variety of formats. Despite the varying terminology, the purpose of this introduction remains to obtain ‘informed consent’ from patients. Even though the importance of informed consent is universally acknowledged by doctors, patients and students, Silver-Isenstadt and Ubel [1] found evidence for a worrying decline in the perceived importance of conveying one’s student status in medical students as they progress through medical school. This was in contrast to patients’ desires for clear communication of medical student roles and the scope of their involvement, especially in the context of invasive procedures in operating theatres under the influence of anaesthesia [1]. This calls into question the adequacy of current medical student introductions in obtaining true informed consent.
Recently, Carson-Stevens et al. [2] surveyed medical students’ perceptions on the role of terminology used for introducing themselves and found that students knowingly employed varying terminology, often choosing to introduce themselves as ‘student doctors’. Students perceived this to have a dual benefit of increasing the probability of patient consent and reassuring patients of the near-professional status of the student [2]. However, Santen et al. [3] confirmed that even when informed of the medical student’s relative inexperience, 90 % of patients consented to a procedure in the emergency department although 66 % of patients did feel that they should be informed if the medical student is performing the procedure for the first time [3].
We believe that the continued use of ambiguous introductions by medical students restricts patient autonomy by withholding essential information, and this also erodes trust in the student/doctor-patient relationship. We propose that medical students approach the matter of clinical introduction by introducing themselves unambiguously as medical students, explaining their affiliation with the medical team and indicating the breadth of their experience prior to requesting consent.

Conflicts of interest notification

No conflicts of interest.
Open Access This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
Literatuur
1.
2.
go back to reference Carson-Stevens A, Davies MM, Jones R, Chik ADP, Robbé IJ, Fiander AN. Framing patient consent for student involvement in pelvic examination: a dual model of autonomy. J Med Ethics. 2013;39:676–80.CrossRefPubMed Carson-Stevens A, Davies MM, Jones R, Chik ADP, Robbé IJ, Fiander AN. Framing patient consent for student involvement in pelvic examination: a dual model of autonomy. J Med Ethics. 2013;39:676–80.CrossRefPubMed
3.
go back to reference Santen SA, Hemphill RR, Spanier CM, Fletcher ND. ‘Sorry, it’s my first time!’ Will patients consent to medical students learning procedures? Med Educ. 2005;39:365–9.CrossRefPubMed Santen SA, Hemphill RR, Spanier CM, Fletcher ND. ‘Sorry, it’s my first time!’ Will patients consent to medical students learning procedures? Med Educ. 2005;39:365–9.CrossRefPubMed
Metagegevens
Titel
The issue of ‘informed consent’ in medical student introductions
Auteurs
Rahul Prashanth Ravindran
David George Lester
Khizr Ather Nawab
Sayinthen Vivekanantham
Publicatiedatum
01-04-2015
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
Perspectives on Medical Education / Uitgave 2/2015
Print ISSN: 2212-2761
Elektronisch ISSN: 2212-277X
DOI
https://doi.org/10.1007/s40037-015-0170-3