A medical student has no duty to refrain from repeating a clinical instructor’s comments except for patient-revealing elements. He may, in fact, have a duty to repeat those remarks to someone who can correct the instructor.
Patients with dementia need social supports and opportunities and acceptance of their disability in order to feel hopeful despite their functional decline.
AMA J Ethics. 2017;19(7):649-655. doi:
10.1001/journalofethics.2017.19.7.ecas2-1707.
Some disability advocates take issue with the “normalization” goals of the medical model of rehabilitation, but expressions of that position can be dismissive of rehabilitationists’ efforts to remediate oppressive functional deficits.
AMA J Ethics. 2015;17(6):562-567. doi:
10.1001/journalofethics.2015.17.6.msoc1-1506.
Viewing dementia as a distinct disease promotes funding for research but may stigmatize those who have dementia and lead to disinvestment in caregiving.
AMA J Ethics. 2017;19(7):713-719. doi:
10.1001/journalofethics.2017.19.7.mhst1-1707.
Medical educators must become aware of undesirable behaviors or attitudes that they may inadvertently be modeling to students in the clinic because the implicit messages students receive can profoundly affect their behavior and interactions with patients.
AMA J Ethics. 2015;17(2):142-146. doi:
10.1001/virtualmentor.2015.17.2.jdsc1-1502.