Cardiff University | Prifysgol Caerdydd ORCA
Online Research @ Cardiff 
WelshClear Cookie - decide language by browser settings

Medical students learning intimate examinations without valid consent: a multicentre study

Rees, Charlotte E. and Monrouxe, Lynn Valerie 2011. Medical students learning intimate examinations without valid consent: a multicentre study. Medical Education 45 (3) , pp. 261-272. 10.1111/j.1365-2923.2010.03911.x

Full text not available from this repository.

Abstract

Objectives This study aimed to explore medical students’ explanations of their behaviour when instructed to observe or perform intimate examinations or procedures without valid patient consent. Methods We used a qualitative design employing individual and group interviews to elicit narratives of dilemmas associated with professionalism. Qualitative thematic analyses of narratives were followed by a qualitative and quantitative analysis using a validated coding scheme of students’ explanations of their behaviours within dilemmas involving intimate examinations carried out without valid consent. Participants (n = 200) were medical students drawn from each academic year of three medical schools, representing two 5-year undergraduate programmes and one 4-year graduate-entry programme in England, Wales and Australia. Results Of 833 narratives collected, 112 involved dilemmas associated with intimate examinations. Of these, 63% (n = 71) described dilemmas which came about because students were instructed to observe or perform intimate examinations or procedures without valid consent. A total of 82% (n = 58) involved students complying with instructions and contained 349 distinct explanations. Thirteen narratives described cases in which students had refused to comply and contained 84 explanations. A high proportion of explanations of compliance included statements by students that they ‘had to’ observe or perform the examination or procedure. Explanations of compliance behaviours significantly downplayed the intentionality of actions, whereas explanations of refusal emphasised intentionality (χ2 = 14.225, d.f. = 2, p = 0.001). Conclusions Despite clear policies at each school, students in all schools observed or performed intimate examinations or procedures without having gained valid consent from the patient. Faculty development initiatives are clearly essential to help clinical teachers put intimate examination policy into practice.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Medicine
Subjects: L Education > L Education (General)
R Medicine > R Medicine (General)
Publisher: Wiley-Blackwell
ISSN: 0308-0110
Last Modified: 17 Mar 2021 02:48
URI: http://orca.cf.ac.uk/id/eprint/26327

Citation Data

Cited 32 times in Scopus. View in Scopus. Powered By Scopus® Data

Actions (repository staff only)

Edit Item Edit Item