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Journal of Postgraduate Medicine
Medknow Publications and Staff Society of Seth GS Medical College and KEM Hospital, Mumbai, India
ISSN: 0022-3859 EISSN: 0972-2823
Vol. 49, Num. 2, 2003, pp. 159-162
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Journal of Postgraduate Medicine, Vol. 49, No. 2,
April-June,
2003, pp. 159-162
Ethics Forum
Ethics of Patient Care by Trainee-Doctors in Teaching Hospitals
Sethuraman KR
Departments of Medicine & Medical Education, JIPMER, Pondicherry
- 605006, India.
Address for Correspondence: K. R. Sethuraman, MD, Departments of Medicine & Medical
Education, JIPMER, Pondicherry-6, India.
E-mail: krs@jipmer.edu
Code Number: jp03042
Education without character is like a body without its head.
- Rabindranath Tagore. Bengali poet & playwright; 1913
Nobel Prize for Literature.
It is the aim of the teaching hospitals to provide the trainees
and the supervising clinician-faculty with an environment conducive to teaching
and learning without compromising the quality of patient care in any way. In
contrast to the traditional learning in a classroom, clinical learning includes
all activities undertaken by a trainee in providing patient care.
An ethically sensitive teacher often faces the dilemma of
having to balance between one's duty as a teacher to train the students well
and duty as a clinician to do the best for the patient. The essence of this
dilemma is - beneficence to students versus non-maleficence to patients. This
can only be sorted out by careful introspection - "Is patient welfare
being compromised to accommodate the needs of the students?"
Some Common Scenarios in India
- An unsuspecting "teaching material" - also
known as a general ward patient with a clinically interesting problem or
disease - is wheeled in to a large seminar hall where a "Grand Round" will
be held shortly.
- Several students examine a female patient with "good
findings" per vaginum.
- An "examination case" - for example, a massive
pleural effusion or a breast tumor - is kept in the ward for several days
without appropriate intervention until the university examination is over.
- Regardless of the complexity of the surgical problems,
the student trainees get to operate on patients from the free wards while
the consultant takes charge of the "private cases."
An ethically sensitive person recognises violation of principle
of equality in the above examples. In addition, the principle of autonomy is
also violated when no freedom of choice is given to the patients being treated
by the trainees. The clinician-teacher is paternalistic in allotting patients
for procedures to be done by trainees.
Students' Perspective
During the clinical training, medical students are subject
to high levels of stress, and some may not cope with it well. Due to their
youth and immaturity, they may be emotionally unprepared for experiences
of diseases, suffering, and death. In such instances, the emotional
price of clinical training can be enormous.1
Previous research indicates that medical students often experience
ethical dilemmas concerning patient-care. Three types of ethical dilemma are
characteristic of early clinical training:
- Conflict between medical education and patient care
- Responsibility exceeding student's capabilities
- Involvement in care perceived to be substandard
Research also suggests that these dilemmas are
seldom resolved during medical school.2
Conflict Between Medical Education and Patient Care
The conflict between educational needs and ethical requirements
is especially acute in the teaching of intimate examinations. On the one hand,
intimate examinations are not particularly risky procedures, although the patient
may have some pain or discomfort, loss of privacy, and potentially psychological
damage. Traditional teaching of these procedures was guided by a utilitarian
ethic_that learning how to do intimate examinations would benefit future patients
by improving standards of care. More recently the invasive and potentially
disturbing aspect of these procedures has been recognized.3
Responsibility exceeding student's capabilities
Several examples have been recently published of which two
are cited here. The Prison Service of UK was sharply criticised by an independent
inquiry into the death of a prisoner who had an attack of asthma in his cell.
The 33-year old prisoner died in 1996. The junior doctor charged with his care
had been forbidden earlier by the General Medical Council to practise unsupervised.4 An
eminent professor of gynaecology was accused of delegating surgery to a junior
who lacked the competence to perform the procedure and had to appear before
the General Medical Council of
UK.5
Involvement in Care Perceived to be Substandard
A recent book on "Ward ethics" examines the dilemmas
created in trainees by demands to do things beyond their level of
competence and the pressure to do substandard things to protect
their personal progress. The editors of the book point out, `- there
is a danger of professional hypocrisy in any system that proclaims
a dedication to the goal of producing humane and compassionate physicians
while allowing institutionalised behaviours that undermine that
effort.'6
Indian Consumers' Perspective
The author had an interesting and revealing experience during
the summer of 1995 when FEDCOT (the Federation of Consumer Organizations of
Tamil Nadu) had organized a 4-day summer camp on health related consumer issues.7 During
the session on consumer rights in healthcare, the participants, who represented
over 140 consumer groups of Tamil Nadu were asked to comment on the rights
of the patients in teaching hospitals. After much deliberation, the working
group presented the following points in the plenary session:
- In order to prepare the next generation of doctors
and allied professionals, it is essential to have teaching hospitals functioning
optimally.
- To ensure that our children and subsequent generations
get competent healthcare, it is necessary for us -the present generation-
to willingly and actively take part in the training programme of the teaching
hospitals in whatever capacity required of us by the senior faculty staff.
Only such a co-operation from us the consumers can ensure that the current
batch of trainee doctors emerge with confidence and competence to treat
our descendants.
- As a reciprocal gesture to this altruistic behaviour
of the patients, the teaching faculty must ensure that the patients are
not exposed to any avoidable harm during the training process, whether it
involves
taking a class or operating on them or using them as examination cases.
- Whenever consumers enter a teaching hospital, it is
known that trainees will be involved in providing healthcare. While such
implicit acceptance is readily conceded, it is better for them to be reassured
that
no risky procedures or experiments will be conducted on them without their
explicit consent.
- Finally, government and the private organisations spend
a lot of resources in maintaining the free beds in teaching hospitals.
In return for such free services, the patients are obliged to accept a certain
amount of "harmless inconvenience" like
being physically examined by students, being kept in examination hall as
cases or being taken for discussions and seminars.
It was a revelation to find such maturity and wisdom among
consumers on the matter of patients' rights and obligations in teaching
hospitals. They approached the problem on the basis of utilitarian ethics,
so characteristic of "Consumerism" and clearly spelt out mutually
acceptable solutions.
Faculty Perspective
Ethical sensitivity can be cultivated by asking oneself, "Would
I like my near and dear to be treated thus?"8 In addition,
one can adopt ethical guidelines proposed for patient-friendly institutions.
For example, the University of Toronto has developed guidelines on ethics
in clinical teaching for its affiliated teaching hospitals.9 Recently,
British policy on the rights of patients in medical education was spelt
out.10 Based on the consumers' suggestions cited earlier and
to suit Indian context, these guidelines can be modified as a sort of ethical
framework for our colleges.
Ethical Guidelines for Clinical Teaching and Learning
A teaching hospital should -
- Be committed to excellence in patient care, teaching
and research and to high quality skill-oriented training of all the
trainees. If such institutional goals are clearly perceivable, the public
will
willingly get treated in these "teaching hospitals" and not report
there as a last resort.
- Be convinced that clinical teaching-learning is
a vital component in the development of trainees as the future
healthcare providers. If teaching hospitals ignore training of the students
in order to keep the patients away from any risks during learning process,
then
the next generation of health care professionals will be poorly
trained
and ill-equipped to perform their job with competence.
- Convey to all the patients that the institution
is a learning environment and that trainees are an integral
part of patient care. The residency scheme and clinical-clerkship are some
examples
of
making the trainees an integral part of the healthcare team.
They need to be given graded responsibilities-lists of dos and don'ts- to
facilitate
learning without compromising safety.
- Accept a patient's right to be informed about any
specific teaching activity in which he or she will participate.
Obtain verbal consent from patients before asking them to participate
as a "teaching-learning resource" for the trainees
- Accept that patients have the right to refuse to
participate in activities that are purely academic in nature (e.g. bedside
clinics for trainees, be a "live exhibit" in seminars, rounds,
etc.). If it is unethical to even publish identifiable pictures of patients
in scientific publications, is it not a patient's privilege to refuse being
a live exhibit? If the treating team has a good rapport with the patient
and if it is assured that patient will not be harmed or humiliated in the
proposed activity, most of them would not mind taking part willingly.
- Accept that the patients have a right to know the
trainees who may be involved directly in their care under the
supervision of seniors or faculty clinicians; the onus is on the supervising
clinician to suitably inform them. A good word from the unit chief goes
a
long
way in effecting this without letting the trainee down. When I
was a PG resident,
my chief used to tell the patients especially those in the private
ward that I was the brightest boy in his team and therefore I would look
after them. Such an introduction galvanised me to do my best.
- Define various invasive procedures that require
a patient's written consent prior to a trainee's participation
in any such invasive procedures.
- Ensure that effective supervision is available
to prevent any harm to the patients when the trainees learn skills
by hands-on experience.
Ethical Guidelines for the Faculty
- Be committed to ethical conduct in teaching activities,
especially integrity and honesty in dealing with trainees as well
as the patients.
- Recognise the value of being a role model to trainees
for ethical practice especially in professionalism, confidentiality
and treating all the patients -regardless of their social status, educational
level, religion, age or gender- with dignity and respect.
- Be open to questioning by trainees on what constitutes
ethical practice in situations of ethical dilemma. Socratic method
of learning by questioning is effective in shaping ethical dimension in
the students.
Provide trainees with opportunities to discuss any ethical problem
they
may face.
- Ensure that every trainee feels obliged to refuse
to participate in patient care or clinical teaching if he/she has
concerns regarding i) his/her own competence or ii) about the adequacy of
supervision or iii) has ethical concerns about the proposed activity.
- While accepting a learner's refusal to participate
in patient care activities or clinical teaching on ethical grounds, help
him sort out the problems in a productive manner.
- Be responsible for continuous evaluation of trainees'
competence to determine the level of supervision that each of them require
and the degree of delegation that each of them can cope with. Giving graded
responsibility to each of the trainees is perhaps the greatest challenge
for a conscientious trainer.
To sum up, it needs to be stressed that fostering ethical
awareness in our students requires us, the teachers, to change our attitudes
for the better and be role models for the next generation. As the moving force
in teaching institutions, the onus is on us to form hospital ethical committees
and promote patient-friendly initiatives and usher in effective clinical training
without causing public resentment.
Summary
Teaching hospitals and medical schools need to
become sanctuaries of respect for human rights and dignity. Making
clear to the faculty staff and the students that attitudes and behaviour
that have so damaged the reputation of doctors, no longer have a
place in medicine is an important step. This will help in alleviating stress among
students who are under pressure to perform acts of questionable ethics, often
against their personal beliefs based on youthful idealism. Such a metamorphosis
will also help to ensure that the students of today will be proud
rather than distressed that they have chosen to be the doctors of tomorrow.1
"The greatest discovery of my generation is that human
beings can alter their lives by altering their attitudes of mind."
- William James. American philosopher-psychologist, 1842-1910
References
- Doyal L. Editorial - Closing the gap between professional
teaching and practice. BMJ 2001;322:685-6.
- HicksLK , Lin Y, Robertson DW, Robinson DL, Woodrow SL.
Understanding the clinical dilemmas that shape medical students' ethical
development: questionnaire survey and focus group study. BMJ 2001;322:709-10.
- Coldicott Y, Pope C, Roberts C. The ethics of intimate
examinations-teaching tomorrow's doctors. BMJ 2003;326:97-101.
- Dyer O. Prison doctor should not have worked unsupervised,
says inquiry. BMJ 2002;325:122.
- Dyer O. Gynaecologist accused of delegating inappropriately.
BMJ 2002;325:616.
- Ward Ethics. Dilemmas for Medical Students and Doctors
in Training. In: Thomasine KK, Thomasma DC, eds. Cambridge: Cambridge
University Press; 2001.
- Sethuraman KR, Oumachigui A. Consumer rights in healthcare.
Proceedings of the summer camp on "Healthcare issues for the consumer" -
May 1995. FEDCOT, Kodaikanal, Tamil Nadu. (Unpublished data on file).
- Sethuraman KR. Trick or Treat - a survival guide to healthcare.
Pondicherry-605006: Society of EQUIP (P.B. No 8), 2000.
- University of Toronto. Guidelines for ethics in clinical
teaching. Toronto: University of Toronto, 16 May 2002. www.library.utoronto.ca/medicine/educational_programs/guidelines.pdf
(Accessed 2 Mar 2003).
- Anonymous. Policy on the rights of patients in medical
education. BMJ 2001;322:685-6.
Copyright 2003 - Journal of Postgraduate Medicine. Online full-text also available
at http://www.jpgmonline.com/
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