Abstract:
OBJECTIVES:Avoidable breaches of patient confidentiality due to inadvertence or ignorance occur frequently. The aim of this study was to explore whether participants were able to identify violations of confidentiality and how serious these violations were. DESIGN:After a 2-hour theoretical education session, participants filled out a standardised questionnaire presenting 6 hypothetical cases (e.g. politician's illness mentioned to the doctor's family, violence inflicted by the police mentioned to a lawyer at a dinner party, both without patient consent) and asking whether confidentiality had been violated. Answers were given on a score of 0-3, where 0 = no violation and 3=serious violation. SETTING:University of Geneva, Switzerland. PARTICIPANTS:Three professors of criminal law (representing the gold standard) and convenience samples of 311 law, medical and dental students took part. Main outcome measures Students' answers were compared to the gold standard (answers of criminal law professors). RESULTS:According to our gold standard, a violation of confidentiality took place in all 6 cases (scores: 3, 2, 3, 2, 3, 3; means of students: 1.7, 0.6, 1.0, 0.4, 1.5, 2.6). Most students (88%) mistakenly believed in 1-3 cases that no violation took place. In only 2 cases did more than 90% of participants recognise the violation. Law students attributed significantly lower scores than medical or dental students in 3 cases and higher scores in 1 case. CONCLUSIONS:Despite theoretical education, participants did not fully understand obligations towards patient confidentiality when it came to practical situations, especially when colleagues and authorities (police, those in a judicial context) asked for information. Teaching should address the risk of patient identification and the seriousness of violations in order to motivate doctors to avoid unjustified violations of confidentiality.
journal_name
Med Educjournal_title
Medical educationauthors
Elger BS,Harding TWdoi
10.1111/j.1365-2929.2005.02097.xkeywords:
subject
Has Abstractpub_date
2005-03-01 00:00:00pages
333-7issue
3eissn
0308-0110issn
1365-2923pii
MED2097journal_volume
39pub_type
杂志文章abstract:OBJECTIVES:There are recognised difficulties in teaching and assessing intimate examination skills that relate to the sensitive nature of the various examinations and the anxiety faced by novice learners. This systematic review provides a summary of the evidence for the involvement of real patients (RPs) and simulated ...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/j.1365-2923.2009.03608.x
更新日期:2010-04-01 00:00:00
abstract:APPROACH:Theme-oriented discourse analysis looks at how language constructs professional practice. Recordings of naturally occurring interactions are transcribed and combined with ethnographic knowledge. Analytic themes drawn primarily from sociology and linguistics shed light on how meaning is negotiated in interactio...
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journal_title:Medical education
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abstract::This paper outlines one component, the project, which in 4 years became an integral part of the Human Ecology course at the Department of Community Medicine at the University of Glasgow. Although it is to be retained in some form, it would seem that the full potential of the device for medical undergraduates has not b...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1984.tb01012.x
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journal_title:Medical education
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01350.x
更新日期:1985-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2001.00982.x
更新日期:2001-08-01 00:00:00
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journal_title:Medical education
pub_type: 临床试验,杂志文章,随机对照试验
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2000.00749.x
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journal_title:Medical education
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doi:10.1111/j.1365-2923.1993.tb00300.x
更新日期:1993-09-01 00:00:00
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doi:10.1111/j.1365-2923.2009.03506.x
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pub_type: 杂志文章
doi:10.1111/j.1365-2923.2011.04048.x
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pub_type: 杂志文章
doi:10.1111/j.1365-2923.1977.tb00575.x
更新日期:1977-03-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/medu.13580
更新日期:2018-08-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2008.03038.x
更新日期:2008-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1984.tb01469.x
更新日期:1984-01-01 00:00:00
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journal_title:Medical education
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doi:10.1046/j.1365-2923.1999.00355.x
更新日期:1999-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01150.x
更新日期:1985-03-01 00:00:00
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更新日期:2019-12-01 00:00:00
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journal_title:Medical education
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更新日期:1980-11-01 00:00:00
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pub_type: 杂志文章
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更新日期:2010-03-01 00:00:00
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pub_type: 杂志文章,多中心研究
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更新日期:2013-10-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1992.tb00139.x
更新日期:1992-03-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1984.tb01277.x
更新日期:1984-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12751
更新日期:2015-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2000.00561.x
更新日期:2000-04-01 00:00:00
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pub_type: 杂志文章
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更新日期:2012-06-01 00:00:00