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Medical Curriculum: How Do We Manage Incidental Findings in Educational Settings?
Ourania Varsou1,2, Alun Hughes2, Robert Humphreys2
1Anatomy Facility, School of Life Sciences, University of Glasgow, Thomson Building, University Avenue, Glasgow, Scotland G12 8QQ UK.
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.
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