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J Med Ethics 2004;30:480-486 doi:10.1136/jme.2003.006304
  • Teaching and learning ethics

Sex and the surgery: students’ attitudes and potential behaviour as they pass through a modern medical curriculum

  1. J Goldie1,
  2. L Schwartz2,
  3. J Morrison3
  1. 1Department of General Practice, University of Glasgow, Glasgow, Scotland, UK
  2. 2Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ontario, Canada
  3. 3Department of General Practice, University of Glasgow, Glasgow, Scotland, UK
  1. Correspondence to:
 Dr J Goldie
 Department of General Practice, University of Glasgow, 4 Lancaster Crescent, Glasgow, G12 ORR, UK; johngoldiefsmail.net
  • Received 20 August 2003
  • Accepted 29 November 2003
  • Revised 23 November 2003

Abstract

Objective: To examine students’ attitudes and potential behaviour to a possible intimate relationship with a patient as they pass through a modern medical curriculum.

Design: A cohort study of students entering Glasgow University’s new learner centred, integrated medical curriculum in October 1996.

Methods: Students’ pre year 1 and post year 1, post year 3, and post year 5 responses to the “attractive patient” vignette of the Ethics in Health Care Survey instrument were examined quantitatively and qualitatively. Analysis of students’ multi-choice answers enabled measurement of the movement towards professional consensus opinion. Analysis of written justifications helped determine whether their reasoning was consistent with professional consensus and enabled measurement of change in knowledge content and recognition of the values inherent in the vignette. Themes on students’ reasoning behind their decision to enter a relationship or not were also identified.

Results: No significant movement towards consensus was found at any point in the curriculum. There was little improvement in students’ performance in terms of knowledge content and their abilities to recognise the values inherent in the vignette. In deciding to enter a relationship with the patient the most frequently used reasoning was that it could be justified if the patient changed their doctor.

Conclusions: Teaching on the subject of sexual or improper relationships between doctors and patients, including relationships with former patients requires to be made explicit. Case based teaching would fit in with the ethos of the problem based, integrated medical curriculum.

Footnotes

  • This study was internally funded by the Department of General Practice, Glasgow University.

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