Legal Implications of the Use of Vaccines

1979 ◽  
Vol 47 (4) ◽  
pp. 152-159 ◽  
Author(s):  
Michael O'Brien
Keyword(s):  
Medical Students ◽  
Health Service ◽  
Community Health ◽  
Significant Role ◽  
Medical Practice ◽  
Health And Safety ◽  
General Medical Council ◽  
Theory And Practice ◽  
Medical Council ◽  
Legal Implications

The legal implications of the use of vaccines to promote individual and group immunity constitute a complex pattern of common and statute law interwoven with the ethical code governing medical practice. In the circumstances under discussion, teaching the theory and practice of vaccination to medical students, several roles have to be considered. Firstly there is the recipient, a baby or schoolchild, both with the oversight of a parent or guardian. In some circumstances the recipient may be an adult. Secondly, there is the person advising upon, and administering the vaccine — either the student or the doctor. Lastly, the Authority in whose premises the teaching and vaccination take place plays a significant role. In the wings, waiting to be cued to activity by misfortune, the General Medical Council, the Health Service Commissioner, the Health and Safety Executive, lawyers and community health councillors play a passive, but everpresent role.

scholarly journals Psychiatry: a core curriculum for undergraduate medical students

1996 ◽  
Vol 20 (4) ◽  
pp. 230-233 ◽  
Author(s):  
Mervat Nasser
Keyword(s):  
Medical Students ◽  
Medical Practice ◽  
Core Curriculum ◽  
General Medical Council ◽  
Medical Council ◽  
Undergraduate Medical Students ◽  
Education Committee ◽  
Medical Discipline ◽  
The Subject

There is a growing pressure on universities to review their curriculum for undergraduate medical students in the light of the new General Medical Council (GMC) Education Committee recommendations (1993). One major recommendation was for universities to develop a ‘core curriculum’ for every medical discipline. In psychiatry, the curriculum for undergraduate medical students has always varied between universities. We propose a broad design of a core curriculum that consists of eight modules covering what is considered vital to the subject and relevant to the student's future medical practice. The curriculum is designed to be taught in pre-clinical as well as clinical years in an attempt to achieve full integration and aspires to succeed in eliminating this traditional divide.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

scholarly journals Could Personalised Self-Inking Stamps Improve Identification Standards in Medical Records?

2012 ◽  
Vol 94 (4) ◽  
pp. 128-130
Author(s):  
Sac MacKeith ◽  
Svelusamy ◽  
A Pajaniappane ◽  
P Jervis
Keyword(s):  
Medical Practice ◽  
Medical Records ◽  
General Medical Council ◽  
Case Note ◽  
Medical Council ◽  
Patient Records ◽  
Medical Case ◽  
Good Medical Practice ◽  
Professional Contact

Doctors' handwriting has long been criticised as being difficult to read or even illegible. In more recent years research has confirmed that it is not uncommon to find medical case note entries that are deficient, illegible or unidentifiable. In Good Medical Practice the General Medical Council (GMC) asks that doctors 'keep clear, accurate, legible and contemporaneous patient records'. In addition, the GMC 'expects that all doctors will use their reference numbers widely to identify themselves to all those with whom they have professional contact'. This includes encouragement for its use in case note entries and prescribing.

Can medical students teach? A near-peer-led teaching program for year 1 students

2012 ◽  
Vol 36 (3) ◽  
pp. 192-196 ◽  
Author(s):  
T. A. Jackson ◽  
D. J. R. Evans
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Learning Experience ◽  
Teaching Style ◽  
General Medical Council ◽  
Student Outcome ◽  
Medical Council ◽  
Teaching Program ◽  
Active Teaching ◽  
Tutorial Program

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ∼30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.

scholarly journals A survey of communication skills teaching at medical school

2006 ◽  
Vol 88 (3) ◽  
pp. 84-86 ◽  
Author(s):  
Andrew Raftery ◽  
Particia Scowen
Keyword(s):  
Informed Consent ◽  
Medical Students ◽  
Medical School ◽  
Communication Skills ◽  
Undergraduate Education ◽  
General Medical Council ◽  
Skills Assessment ◽  
Medical Council ◽  
Surgical Practice ◽  
Essential Component

Communication is an essential component of surgical practice. Awareness of its importance is increasing among surgeons due to both the association between litigation and poor communication and recent requirements for obtaining informed consent. The General Medical Council has stated that medical students should have acquired and demonstrated their proficiency in communication by the end of their undergraduate education. Furthermore, communication skills assessment is now a pass/fail component of the intercollegiate MRCS examination of the surgical royal colleges.

scholarly journals Escape into patient safety: bringing human factors to life for medical students

2019 ◽  
Vol 8 (1) ◽  
pp. e000548 ◽  
Author(s):  
Adam Backhouse ◽  
Myra Malik
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Human Factors ◽  
Game Design ◽  
Teaching Method ◽  
General Medical Council ◽  
Medical Council ◽  
After Action Review ◽  
Game Elements ◽  
Future Work

BackgroundPatient safety is at the core of the General Medical Council (GMC) standards for undergraduate medical education. It is recognised that patient safety and human factors’ education is necessary for doctors to practice safely. Teaching patient safety to medical students is difficult. Institutions must develop expertise and build curricula while students must also be able to see the subject as relevant to future practice. Consequently graduates may lack confidence in this area.MethodWe used gamification (the application of game design principles to education) to create a patient safety simulation for medical students using game elements. Gamification builds motivation and engagement, whilst developing teamwork and communication. We designed an escape room—a team-based game where learners solve a series of clinical and communication-based tasks in order to treat a fictional patient while avoiding ‘clinician error’. This is followed up with an after action review where students reflect on their experience and identify learning points.OutcomeStudents praised the session’s interactivity and rated it highly for gaining new knowledge and skills and for increasing confidence to apply patient safety concepts to future work.ConclusionOur findings are in line with existing evidence demonstrating the success of experiential learning interventions for teaching patient safety to medical students. Where the escape room has potential to add value is the use of game elements to engage learners with the experience being recreated despite its simplicity as a simulation. More thorough evaluation of larger pilots is recommended to continue exploring the effectiveness of escape rooms as a teaching method.

SMART tips for setting teaching objectives

2017 ◽  
Vol 10 (10) ◽  
pp. 614-617
Author(s):  
Yasmin Hughes
Keyword(s):  
Medical Practice ◽  
General Medical Council ◽  
Formal Training ◽  
Medical Council ◽  
Effective Teacher ◽  
Good Medical Practice ◽  
Teaching Objectives ◽  
And Training

‘Doctor’, derived from Latin, means ‘teacher’. As doctors, we teach our patients, students and colleagues. The General Medical Council makes reference to this in ‘Good Medical Practice’, stating that as a doctor ‘you should be prepared to contribute to teaching and training doctors and students’. The importance of teaching is echoed in the RCGP curriculum. Despite its importance, not every doctor has the opportunity of formal training on how to become an effective teacher. This article presents a simple guide that doctors can use to plan teaching sessions.

He who pays the piper

2008 ◽  
Vol 14 (2) ◽  
pp. 115-118
Author(s):  
Sameer P. Sarkar
Keyword(s):  
Medical Practice ◽  
Expert Witness ◽  
General Medical Council ◽  
Expert Witnesses ◽  
Medical Council ◽  
England And Wales ◽  
Legal Principle

It has been clearly established as a matter of legal principle that the duty of expert witnesses is to the court, and not to the cause of those who instruct them. I will suggest that many experts fail to maintain this neutrality, for both conscious and unconscious reasons. If this is so, there may be real dangers in the use of single joint experts, even if there is the benefit of lower costs. In England and Wales, expert witness practice is now seen as part of medical practice by the General Medical Council: the whole profession needs to engage in a debate about how this should be scrutinised and regulated.

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