Law and educational components of patient's safety in surgery

Sazhin, V P; Karsanov, A. M.; Maskin, S. S.

doi:10.17116/hirurgia2018150-56

Cited by 2 publications

(2 citation statements)

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“…Teaching legal concepts in medical education programs can improve the community’s well-being, especially the vulnerable population, and remove barriers that can provide adequate health care [ 23 ]. Despite the importance of this issue, physicians’ knowledge of legal issues is still very scarce [ 24 – 26 ]. Therefore, one of the physicians’ most critical professional challenges is facing patients’ legal issues [ 10 – 12 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review

Abbasi,

Shirazi,

Torkmandi

et al. 2023

BMC Med Educ

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Background It is necessary to improve medical students’ legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the proper teaching and assessment methods is crucial in this matter. This study aimed to investigate the impact of teaching, learning, and assessment of medical law on the cognitive, affective, and psychomotor skills of medical students. Methods A systematic review was conducted in PubMed, Embass, and Web of Science databases, and Google Scholar search engine using MECIR and PRISMA, AMEE Guide 94 for 1980 to 2022.12.30. Nineteen articles met the inclusion criteria. MERSQI checklist was used to assess the quality of the articles, and URSEC (theoretical underpinning of the development, resources required, setting, educational methods employed, and content) used to assess the risk of educational bias. Results Internship courses called Medical Education Humanities and Society (MESH), clinical scenario design, seminars and small group discussions, web-based interactive training, legal training courses, PBL, and mind maps have been used to improve the medico-legal knowledge of medical students. MESH clerkship, simulation of a legal event, medico-legal advocacy program based on interdisciplinary education, group discussion, integration, and court-based learning used to improve student attitudes. Multidisciplinary training, small group discussions after the seminar, mock trial competition, and interdisciplinary education are used to teach psychomotor skills. All studies, except one on knowledge, reported positive effects of legal education on students’ knowledge, attitudes, and legal performance. Written assessments were used for cognitive and affective domains, while performance was assessed by OSCE, simulated court, and evaluation of patient referrals. Conclusion There are few studies to examine the cognitive, affective, and legal psychomotor skills of medical students. The texts have not yet fully explored the high level of affective and psychomotor domains, which is evidence of a gap in this sector. Recognizing that medico-legal problems are prevented through proper education and assessment, it is recommended that this area be considered a research priority and that effective educational policies are adopted.

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Section: Introductionmentioning

confidence: 99%

Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review

Abbasi,

Shirazi,

Torkmandi

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Teaching legal concepts in medical education programs can improve the community's wellbeing, especially the vulnerable population, and to remove barriers which can provide adequate health care [23]. Despite the importance of this issue, physicians' knowledge of legal issues is still very scarce [24][25][26]. Therefore, one of the physicians' most critical professional challenges is facing patients' legal issues (10).…”

mentioning

confidence: 99%

Teaching, learning, and assessment of law on medical students' cognitive, affective and psychomotor skills: a systematic review

Abbasi

Shirazi

Torkmandi

et al. 2023

Preprint

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Background: It is necessary to improve medical students' legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the proper teaching and assessment methods is very crucial in this matter. This study aimed to investigate teaching, learning, and assessment of law on medical students' legal cognitive, affective, and psychomotor skills. Methods: We conducted a systematic study in PubMed, Embass, Web of Science databases, and Google Scholar search engine using MECIR and PRISMA, AMEE Guide 94 for 1980 to 2022.12.30. Nineteen articles met the inclusion criteria. “The MERSQI checklist” was used to assess the quality of the articles and “the URSEC” (the theoretical underpinning of the development, the resources required, the setting, the educational methods employed, and the content) was used to assess the risk of educational bias. Results: Internships courses called Medical Education Humanities and Society (MESH), clinical scenario design, seminars and small group discussions, web-based interactive training, law training courses, PBL, and mind maps were used to improve the medical law knowledge in medical students. MESH clerkship, simulation of a legal event, medico-legal advocacy program based on inter-disciplinary education, group discussion, integration, and court-based learning were used to improve students’ attitude. Multidisciplinary training, small group discussions after the seminar, mock trial competition, and interdisciplinary education were used to teach the psychomotor skills. Except for one study in the field of knowledge, all other studies reported law education to be effective on the students' knowledge, attitude, and legal performance. All assessments of cognitive and affective were written, but the OSCE, the simulated court, and the review of patient referrals were used to assess performance. Conclusion: There are few studies to examine the cognitive, affective, and legal psychomotor skills of medical students. The texts have not yet fully explored the high level of affective and psychomotor domains, which is evident of a gap in this sector. It is vital to acknowledge that these problems can be prevented with proper education and evaluation. It is recommended for terms of ‘research’ and ‘effective educational policies’ to be considered and adopted in this field.

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Law and educational components of patient's safety in surgery

Cited by 2 publications

References 10 publications

Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review

Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review

Teaching, learning, and assessment of law on medical students' cognitive, affective and psychomotor skills: a systematic review

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