Medical Education Law Research Articles

Integrating ethics and law in medical education: Development, content and evaluation of a three week course for bachelor students

Integrating ethics and law in medical education: Development, content and evaluation of a three week course for bachelor students

COLLABORATIVE GOVERNANCE IN MEDICAL PROFESSION REGULATION: LESSONS LEARNT FROM INDONESIA

Background: Medical profession regulation are carried out through certification and licensure which can be executed by the government, the organizational profession or the collaboration of both. Having a long standing credibility in professional regulation, medical professions have required every medical graduate to undergo certification and licensure process. The UK system adopts the government-led and the USA system has opted for the professional-led medical regulation. In Indonesia currently there are two laws regulating medical profession, namely Medical Practice Law No.29/2004 and Medical Education Law. No.20/2013. These two Laws have given mandates for medical profession regulation to different stakeholders, resulting in conflicting roles and functions, particularly in certification and licensure. Attempts to overcome these situations have been initiated, by inviting all stakeholders involved to discuss the solution during the period of December 2014-January 2015. This study aims at understanding the decision making process to achieve consensus using the concept of collaborative governance.Method: Qualitative method using a case study is applied and documents analysis is used for data collection. Thematic analysis is employed for data analysis.Results: Six themes are identified to reflect the decision making process in collaborative governance. It starts with distrust, followed by mutual understanding and willingness to listen, then common goals are agreed. Each stakeholder conducts an internal reflection and eventually accepts a consensus.Conclusion: The concept of collaborative governance can be applied in medical profession regulation to achieve consensus in collective decision making process.

The Role of Primary Care Physicians (DLP) in Community Care

Dokter Layanan Primer (DLP) or Primary Care Physician (PCP) is a newly introduced term by the Indonesian government in 2013 since the enforcement of Medical Education Law 20/2013. DLP is a physician who solidifies his/ her education and career in primary care. They have postgraduate medical training in primary care and are experts in this field. In most countries, to be a generalist physician practising at primary care facilities such as health centres and primary care clinics, medical school graduates have to take postgraduate medical training to be proficient in terms of knowledge and skills in primary care services. Family medicine is the main body of knowledge of the primary care postgraduate training program in those countries even though their graduates are called differently among countries. These physicians are called family doctors or family physicians in the United States of America (USA), general practitioners (GPs) in Commonwealth countries, huisarts in the Netherlands. In Indonesia, where social, economic, and cultural diversity is very high in various regions, in addition to Family Medicine, Community Medicine and Public Health....

The Role of Indonesian Medical Council in Assuring The Quality of Medical Education

Background: Indonesian Medical Council (IMC) was established in October 2005 as mandated by the Medical Practice Law No.29/2004. The main function of IMC is to safeguard the medical practices through several mechanism, one of which is through ensuring the quality of medical education by approving the standards of competences and standards of medical education as well as by monitoring the implementation of those standards. A new Medical Education Law No.20/2013 is enacted. In this Law, the role of IMC in assuring the quality of medical education disappeared.Method: This is an exploratory qualitative study. Documents are analysed using a content analysis. Typology for medical regulatory framework is applied.Results: Five categories are identified, namely (1) educationally-oriented regulators, (ii) mix regulatory regimes, (iii) collaborative governance, (iv) professional regulation and (v) mix-credentialing regimesConclusion: For governance of medical education, educationally-oriented regulators predominates. In quality assurance for medical education, mix-regulatory, collaborative governance and professional regulation are applied; however there is a contradictory of role between IMC and the Ministry. In funding, mix-regulatory regime and collaborative regime are applied. In education trajectory, educationally-oriented regulator is used and in exam and qualification mix-credentialing regime is applied. Only in quality assurance in medical education, there is a serious contradiction of IMC role.

Teaching Medical Law in Medical Education

Although the teaching of medical ethics and law in medical education is an old story that has been told many times in medical literature, recent studies show that medical students and physicians lack confidence when faced with ethical dilemmas and medico-legal issues. The adverse events rates and medical lawsuits are on the rise whereas many medical errors are mostly due to negligence or malpractices which are preventable. While it is true that many medical schools teach their students medical law and ethics, there are wide variations in what is being taught because there is no universally agreed syllabus. Yet the knowledge of medical law and ethics is closely relevant to the medical profession and that failure in abiding the law may result in serious civil or even criminal consequences. While this paper does not propose to lay detailed analysis of the relevant areas of law or ethics, it proposes to cover some legal areas so as to highlight and bring to attention the need for a medical law and ethics course. This article also considers the problems faced and recommendation as to future directions to be taken with respect to teaching medical law and ethics. It concludes with a suggested course outline for the teaching of medical law and ethics.

Readiness for legally literate medical practice? Student perceptions of their undergraduate medico-legal education

Medical councils increasingly require graduates to understand law and to practise medicine mindful of the legal rules. In the UK a revised curriculum for medical law and ethics has been...

Towards effective outcomes in teaching, learning and assessment of law in medical education

Law is slowly emerging as a core subject area in medical education, alongside content on the ethical responsibilities of doctors to protect and promote patient health and well-being. Curriculum statements have begun to advise on core content and methods for organising teaching and assessment. However, no comprehensive overview of approaches to the delivery of this law curriculum has been undertaken. This paper reports an assessment of the nature and strength of the published evidence base for the teaching, learning and assessment of law in medical education. It also provides a thematic content overview from the best available literature on the teaching of law to medical students and on the assessment of their legal knowledge and skills. A systematic review of the evidence base was completed. Detailed scrutiny resulted in the inclusion of 31 empirical sources and 11 conceptual papers. The quality of the included material was assessed. Significant gaps exist in the evidence base. Empirical studies of the teaching of law are characterised by insufficient sample sizes and a focus on individual study programmes. They rely on measures of student satisfaction and on evaluating short-term outcomes rather than assessing whether knowledge is retained and whether learning impacts on patient outcomes. Studies reveal a lack of coordination between pre- or non-clinical and clinical medico-legal education. Although evidence on the development of students' knowledge is available, much learning is distant from the practice in which its application would be tested. Law learning in clinical placements appears to be opportunistic rather than structured. The place of law in the curriculum remains uncertain and should be more clearly identified. A more robust knowledge base is needed to realise the aspirations behind curriculum statements on law and to enable medical students to develop sufficient legal literacy to manage challenging practice encounters. Further research is needed into effective methods of teaching, learning and assessing legal knowledge and skills during and following initial medical education.

The Teaching of Law in Medical Education

Medical schools should have formal curriculum on the laws and regulations that pertain to medical practice. Virtual Mentor is a monthly bioethics journal published by the American Medical Association.

Update on Medicare graduate medical education law, regulations, and legislative proposals

Update on Medicare graduate medical education law, regulations, and legislative proposals