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Consent for teaching.

Ben Gray1

  • 1Primary Health Care and General Practice, University of Otago, Wellington.

The New Zealand Medical Journal
|June 30, 2022
PubMed
Summary
This summary is machine-generated.

Obtaining informed consent for medical teaching is crucial, even with time constraints. A broader focus on overall interaction quality and cultural safety offers a more effective approach than strict adherence to "consent" alone.

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Area of Science:

  • Medical Ethics
  • Patient Rights
  • Healthcare Quality

Background:

  • Informed consent for medical education is mandated by the Health and Disability Code of Health and Disability Consumer Rights, stemming from the Cartwright Inquiry.
  • A consensus statement from Otago and Auckland medical schools emphasizes that time or resource limitations do not negate the requirement for consent.

Purpose of the Study:

  • To critically evaluate the concept of "consent" in the context of medical education and patient interaction.
  • To propose an alternative framework for ethical patient engagement that moves beyond a narrow focus on consent.

Main Methods:

  • This is a viewpoint article, presenting an argument based on existing ethical frameworks and practical considerations.
  • Analysis of the term "consent" and its limitations in describing complex patient-physician interactions.

Main Results:

  • A singular focus on "consent" is insufficient and potentially inappropriate when considering the broader aspects of healthcare quality.
  • The term "consent" inadequately captures the nuanced, ongoing nature of patient interactions in medical settings.

Conclusions:

  • Relying solely on "consent" may not adequately address ethical considerations in medical teaching.
  • A more promising approach involves a holistic view of interaction quality and prioritizing cultural safety in patient engagement.