Medical curriculum: how do we manage incidental findings in educational settings?

Ourania Varsou; Alun Hughes; Robert Anthony Humphreys; Anita Laidlaw

doi:10.1007/s40670-021-01211-3

Medical curriculum: how do we manage incidental findings in educational settings?

Ourania Varsou^* (Corresponding Author), Alun Hughes, Robert Anthony Humphreys, Anita Laidlaw

^*Corresponding author for this work

Research output: Contribution to journal › Comment/debate

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.

Original language	English
Pages (from-to)	893-895
Number of pages	3
Journal	Medical science educator
Volume	31
Issue number	2
Early online date	9 Feb 2021
DOIs	https://doi.org/10.1007/s40670-021-01211-3
Publication status	Published - 1 Apr 2021

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Copyright © 2021 International Association of Medical Science Educators. This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s40670-021-01211-3
Accepted author manuscript, 747 KBLicence: Unspecified

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Medical curriculum: how do we manage incidental findings in educational settings?

Abstract

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