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

Varsou, O. , Hughes, A., Humphreys, R. and Laidlaw, A. (2021) Medical curriculum: how do we manage incidental findings in educational settings? Medical Science Educator, 31(2), pp. 893-895. (doi: 10.1007/s40670-021-01211-3)

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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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Varsou, Dr Ourania
Authors: Varsou, O., Hughes, A., Humphreys, R., and Laidlaw, A.
College/School:College of Medical Veterinary and Life Sciences > School of Life Sciences
Journal Name:Medical Science Educator
Publisher:Springer
ISSN:2156-8650
ISSN (Online):2156-8650
Published Online:09 February 2021
Copyright Holders:Copyright © 2021 International Association of Medical Science Educators
First Published:First published in Medical Science Educator 31(2): 893-895
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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