M. Naughton, I. Callanan, A. Guerandel and K. Malone
Medical confidentiality derives from the Hippocratic Oath and has been affirmed in most codes of professional conduct, including the Irish Medical Council's guide to professional…
Abstract
Purpose
Medical confidentiality derives from the Hippocratic Oath and has been affirmed in most codes of professional conduct, including the Irish Medical Council's guide to professional conduct and ethics. The Irish Data Protection Act 1988 and Amendment 2003 bring this responsibility into a legal forum. The aim of this audit is to assess how comprehensively medical tutors/consultants instilled knowledge and appreciation of confidentiality and data protection to medical students in a prominent Dublin University Hospital.
Design/methodology/approach
Breaches in data protection legislation by final year medical students were identified by means of a questionnaire. Changes were made to the curriculum (presentations, notices on students' e‐learning interface and induction manual) and to the exams in psychiatry, to increase awareness of data protection legislation. Students at the same point in their education were re‐assessed one year later to see if the interventions were helpful in increasing knowledge and improving adherence to data protection legislation.
Findings
Significant breaches of the data protection legislation at baseline and follow up were identified. Examples include: “Data shall be kept for one or more specified, explicit and legitimate purposes” – when asked if they would inform patients that assessments were for submission of a case report, 44 per cent at baseline and 56 per cent at follow‐up said yes. “Appropriate security measures shall be taken against unauthorised access” – 52 per cent password‐protected their computer at baseline and 59 per cent did at follow‐up. Of those that had no password protection at baseline, 70 per cent of their computers were used by others, with little change in this at follow‐up (68 per cent). At baseline 52 per cent kept a copy of reports on USB devices compared to 46 per cent at follow‐up. 26 per cent admitted to losing a USB device in the past. “Data should not be kept longer than is necessary for that purpose” – 63 per cent admitting keeping electronic copies of case reports on their computers following submission at baseline and 64 per cent at follow‐up. “Data should be made anonymous” – 96 per cent at baseline and 100 per cent at follow‐up used initials when submitting case reports to make the data anonymous.
Practical implications
What was disappointing was that, while knowledge and awareness of obligations under data protection legislation improved following intervention, breaches in compliance still remained.
Originality/value
This is the first such audit in Ireland on the provision of educational training in the area of data protection legislation to medical students. It is likely that that such breaches by medical students reflect the tip of the iceberg in relation to probable breaches amongst registered healthcare professionals. The challenge now facing the medical profession and healthcare services is to effect behavioural change to improve compliance with data protection legislation.
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Marie Naughton, Seamus MacSuibhne, Ian Callanan, Allys Guerandel and Kevin Malone
Purpose – A large Dublin‐based teaching hospital facilitates a weekly Psychiatric Case Presentation meeting, which is relatively unique in medicine and even in psychiatry, in that…
Abstract
Purpose – A large Dublin‐based teaching hospital facilitates a weekly Psychiatric Case Presentation meeting, which is relatively unique in medicine and even in psychiatry, in that there is a large variety of attendees from various multidisciplinary groups: consultant psychiatrists, psychiatric trainees, nurses, psychologists and psychoanalytic psychotherapists, occupational therapists, social workers and pastoral care staff. The aim of this audit is to assess the quality of education for members of different disciplines at these meetings, and to highlight the differing learning needs of the attendees. Design/methodology/approach – Group‐structured assessments and Likert scale questionnaires were used to identify what attendees thought were educational and what needed to be improved. Findings – Overall, the case conference is educationally worthwhile but there were several areas of dissatisfaction. Some felt that the case conference was overly medical in its orientation and that there was excessive medical jargon. The seating arrangements were not conducive to group discussion. Consultants and psychiatric trainees felt that the quality of the clinical presentations could be improved. Presentation skills teaching classes and topic‐based classes would be useful inclusions. Feedback to the multidisciplinary group on the patients' progress and feedback to the patient is important. Changes were implemented in areas of dissatisfaction, and these changes evaluated. Originality/value – The educational qualities of multidisciplinary Case Conferences need to be constantly evaluated to ensure that the learning needs of the different disciplines who attend are being met.
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Anne Schmitt and Matthew Atencio
Significant research has shown that gender and social class relationships can be problematic within the context of water-based leisure activities such as surfing, windsurfing, and…
Abstract
Significant research has shown that gender and social class relationships can be problematic within the context of water-based leisure activities such as surfing, windsurfing, and sailing (Olive et al., 2016; Wheaton, 2003). More specifically, it has been argued that sailing is traditionally practiced and dominated by upper-class males who can determine social codes that exclude and devalue others (Créac'h & Sébileau, 2004). We develop these critical ideas about broader water sport activity through the lens of family involvement within the context of an international comparative qualitative study of sailing projects based within secondary schooling sites in California and France. A key line of analysis involved investigating how various forms of capital (Bourdieu, 1979) were reproduced through gendered and social class hierarchies. We found that parents played key roles in reinforcing gendered stereotypes and divisions that were operating in youths' daily practices and competitions (middle school and high school). Additionally, our data show that sailing was regularly utilized by families to maintain upper-class values and distinctive social status (Friedman, 2013). Thirty interviews and 113 hours of field observations with stakeholders such as coaches, teachers, youths (14 to 17 years old), and their parents frame these various lines of analysis around sailing activity.