BOOK
Crash Course Medical Ethics and Sociology Updated Edition - E-Book
Andrew Papanikitas | Daniel Horton-Szar | Carolyn Johnston | David Armstrong
(2015)
Additional Information
Book Details
Abstract
Crash Course – your effective everyday study companion PLUS the perfect antidote for exam stress! Save time and be assured you have all the core information you need in one place to excel on your course and achieve exam success.
A winning formula now for over 15 years, each volume has been fine-tuned and fully updated, with an improved layout tailored to make your life easier. Especially written by junior doctors – those who understand what is essential for exam success – with all information thoroughly checked and quality assured by expert Faculty Advisers, the result is a series of books which exactly meets your needs and you know you can trust.
The importance of ethics and sociology as applied cannot be underestimated, within both the medical curriculum and everyday modern clinical practice. Medical students and junior doctors cannot hope to experience every dilemma first hand, but are expected to deal with new and problematic clinical situations in a reasoned, professional and systematic way. This volume, which accounts for the revised core curriculum in Medical Ethics and Law, will prove an indispensable companion.
- More than 80 line artworks, tables and boxes present clinical, diagnostic and practical information in an easy-to-follow manner
- Friendly and accessible approach to the subject makes learning especially easy
- Written by junior doctors for students - authors who understand exam pressures
- Contains ‘Hints and Tips’ boxes, and other useful aide-mémoires
- Succinct coverage of the subject enables ‘sharp focus’ and efficient use of time during exam preparation
- Contains a fully updated self-assessment section - ideal for honing exam skills and self-testing
- Self-assessment section fully updated to reflect current exam requirements
- Contains ‘common exam pitfalls’ as advised by faculty
- Crash Courses also available electronically
Crash Course – your effective everyday study companion PLUS the perfect antidote for exam stress! Save time and be assured you have all the core information you need in one place to excel on your course and achieve exam success.
A winning formula now for over 15 years, each volume has been fine-tuned and fully updated, with an improved layout tailored to make your life easier. Especially written by junior doctors – those who understand what is essential for exam success – with all information thoroughly checked and quality assured by expert Faculty Advisers, the result is a series of books which exactly meets your needs and you know you can trust.
The importance of ethics and sociology as applied cannot be underestimated, within both the medical curriculum and everyday modern clinical practice. Medical students and junior doctors cannot hope to experience every dilemma first hand, but are expected to deal with new and problematic clinical situations in a reasoned, professional and systematic way. This volume, which accounts for the revised core curriculum in Medical Ethics and Law, will prove an indispensable companion.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Copyright | iv | ||
| Series editor foreword | v | ||
| Prefaces | vii | ||
| Author | vii | ||
| Faculty Advisor | vii | ||
| Acknowledgements | ix | ||
| Dedication | xi | ||
| Contents | xiii | ||
| Chapter 1: Foundations of medical ethics and law | 1 | ||
| WHAT IS `MEDICAL ETHICS´ AND WHY IS IT IMPORTANT? | 1 | ||
| THE CORE CURRICULUM IN MEDICAL ETHICS AND LAW | 1 | ||
| ETHICAL ARGUMENTS | 2 | ||
| ETHICAL THEORIES | 3 | ||
| Utilitarianism | 3 | ||
| Deontology | 4 | ||
| Virtue theory | 5 | ||
| Values-based medicine | 6 | ||
| THE FOUR PRINCIPLES | 6 | ||
| Respect for autonomy | 6 | ||
| Beneficence and non-maleficence | 6 | ||
| Justice | 7 | ||
| EMPIRICAL BIOETHICS | 7 | ||
| WHY IS ALL THIS IMPORTANT IN MEDICINE? | 7 | ||
| AN INTRODUCTION TO MEDICAL LAW | 8 | ||
| The role of the law | 8 | ||
| Case law | 8 | ||
| Statute law | 9 | ||
| Legal rights and the Human Rights Act | 9 | ||
| Article 2: Right to life (Absolute Right) | 9 | ||
| Article 3: Prohibition of torture, inhuman and degrading treatment (Absolute Right) | 9 | ||
| Article 8: Right to respect for private and family Life (Qualified Right) | 9 | ||
| Article 9: Freedom of thought, conscience and religion (Qualified Right) | 9 | ||
| Article 12: Right to marry and found a family (Qualified Right) | 9 | ||
| Article 14: Right to protection from discrimination (Qualified Right) | 9 | ||
| Medical negligence | 10 | ||
| Breach of the duty of care | 10 | ||
| References | 11 | ||
| Further reading | 11 | ||
| Chapter 2: Professionalism and medical ethics | 13 | ||
| PROFESSIONALISM, OATHS AND DECLARATIONS | 13 | ||
| Professional regulation | 13 | ||
| The General Medical Council | 13 | ||
| DUTIES FOR MEDICAL STUDENTS | 14 | ||
| The Royal Medical Colleges | 15 | ||
| The British Medical Association | 15 | ||
| Ethical issues faced by medical students | 15 | ||
| Medical indemnity | 16 | ||
| Trust, honesty and truth-telling | 16 | ||
| Telling the truth | 16 | ||
| Scenario 1 | 16 | ||
| Scenario 2 | 17 | ||
| Telling the whole truth and the law: therapeutic privilege | 17 | ||
| CONFIDENTIALITY | 17 | ||
| Legal regulation of confidentiality and disclosure | 18 | ||
| Case discussion (adapted from Hope et al. 2003): | 18 | ||
| Statutory basis of confidentiality and patients´ access to healthcare records | 18 | ||
| When should confidential information be disclosed? | 19 | ||
| Laws which permit or require disclosure of confidential information | 20 | ||
| Case discussion: Mr S | 20 | ||
| Case discussion: Mr L | 21 | ||
| CONSCIENCE AND PERSONAL BELIEFS | 21 | ||
| DISCLOSURE OF MISTAKES AND MISCONDUCT | 22 | ||
| Ethics and occupational health | 23 | ||
| PROFESSIONAL BOUNDARIES | 23 | ||
| Power relationships | 23 | ||
| Boundary violations | 23 | ||
| Blurred professional boundaries and the use of social media | 23 | ||
| Key points: | 23 | ||
| Sexualized behaviour | 24 | ||
| But what if I practise in a remote location and everyone in the local community is my patient? | 24 | ||
| Chaperones | 24 | ||
| What is an intimate examination? | 24 | ||
| In the consultation | 25 | ||
| Intimate examinations under anaesthetic | 25 | ||
| Financial dealings and gifts | 25 | ||
| Treating friends and family and doctors as patients | 26 | ||
| Scenario | 26 | ||
| A PROFESSIONAL APPROACH TO RESEARCH ETHICS | 26 | ||
| A brief history of ethics guidelines in medical research | 26 | ||
| 1932-1970 | 26 | ||
| 1940-1945 | 26 | ||
| 1949 | 26 | ||
| 1954 | 27 | ||
| 1964 | 27 | ||
| 1968 | 27 | ||
| 1984 and 1990 | 27 | ||
| 1991-2001 | 27 | ||
| 2001 | 27 | ||
| 2004 | 27 | ||
| 2009 | 27 | ||
| The ethical issues at stake in medical research | 27 | ||
| Research on vulnerable groups | 28 | ||
| Research in children | 28 | ||
| Research in incapacitated adults and adults with mental disabilities | 29 | ||
| Animal research | 29 | ||
| Researching healthcare staff and students | 29 | ||
| Publication ethics | 30 | ||
| References | 30 | ||
| Further reading | 31 | ||
| Chapter 3: The doctor, the patient and society | 33 | ||
| CONSENT | 33 | ||
| COMPETENCE | 33 | ||
| Clinical scenario | 34 | ||
| SOME LEGAL CASES ILLUSTRATING THE BROAD NATURE AND PURPOSE OF TREATMENT | 34 | ||
| VOLUNTARINESS | 34 | ||
| SUFFICIENT INFORMATION | 34 | ||
| THE MENTAL CAPACITY ACT 2005 (MCA 2005) | 35 | ||
| Medical treatment without capacity | 36 | ||
| Clinical scenario | 36 | ||
| Deprivation of liberty | 36 | ||
| CHILDREN | 36 | ||
| Why does the clinical care of children raise ethical issues? | 36 | ||
| Example: male circumcision | 36 | ||
| Children and the Law | 37 | ||
| The Children Act 1989 (amended 2004) | 38 | ||
| Children and consent | 38 | ||
| Gillick competence and the Fraser guidelines | 38 | ||
| Children and the refusal of treatment | 39 | ||
| Child abuse | 40 | ||
| If you are worried that a child is at significant risk of harm, what should you do? | 40 | ||
| Child protection orders | 41 | ||
| Specific issue order | 41 | ||
| Care and supervision order | 41 | ||
| Emergency protection order | 41 | ||
| Child assessment order | 41 | ||
| Other laws relevant to child welfare | 41 | ||
| LEGAL AND ETHICAL ASPECTS OF MEDICAL CARE OF OLDER PEOPLE | 41 | ||
| Driving in later life | 41 | ||
| Testamentary capacity | 42 | ||
| Age discrimination | 42 | ||
| Elder abuse | 42 | ||
| MENTAL HEALTH AND MENTAL ILLNESS | 43 | ||
| The ethical justification for psychiatric treatment | 43 | ||
| The Mental Health Act 1983 (2007) | 44 | ||
| So why do we need a Mental Health Act in addition to a Mental Capacity Act? | 45 | ||
| References | 45 | ||
| Further reading | 46 | ||
| Chapter 4: Ethics and law at the beginning and end of life | 47 | ||
| CONTRACEPTION | 47 | ||
| A legal distinction between contraception and abortion? | 47 | ||
| STERILIZATION | 47 | ||
| Failed sterilization | 48 | ||
| Sterilization and the mentally incompetent | 48 | ||
| THE HUMAN EMBRYO | 48 | ||
| The embryo is morally valuable because it is a human organism | 49 | ||
| The embryo is morally valuable because it is a potential human being | 49 | ||
| The embryo/fetus is morally valuable if it is a `person´ | 49 | ||
| The embryo is morally valuable because it is valued by others | 49 | ||
| The moral value of the embryo increases as it continues to develop | 50 | ||
| ABORTION | 50 | ||
| Abortion legislation | 50 | ||
| The ethical arguments for and against abortion | 51 | ||
| The mother-fetus conflict | 51 | ||
| Clinical dilemma: Part I | 51 | ||
| Clinical dilemma: Part II | 52 | ||
| ASSISTED REPRODUCTION | 52 | ||
| Gamete donation | 52 | ||
| In-vitro fertilization | 52 | ||
| Surrogacy | 53 | ||
| Assisted reproduction separates sex from reproduction | 53 | ||
| Assisted reproduction alters the nature of traditional relationships | 53 | ||
| Assisted reproduction perpetuates negative social attitudes towards infertile women | 53 | ||
| Assisted reproduction leads to the exploitation of women | 53 | ||
| Assisted reproduction is not sufficiently important to be provided on the NHS | 54 | ||
| Assisted reproduction will lead to social and eugenic selection | 54 | ||
| General ethical approaches to assisted reproduction | 54 | ||
| Assisted reproduction and legislation | 54 | ||
| Artificial insemination | 55 | ||
| Artificial insemination from the husband/the male partner (AIH) | 55 | ||
| Artificial insemination with sperm from a donor (AID) | 55 | ||
| Activities which are unlawful under the HFE Act 1990 (Amended 2008) | 55 | ||
| GENETIC COUNSELLING AND SCREENING | 56 | ||
| Clinical dilemma | 56 | ||
| The father | 56 | ||
| The fiancée and future children | 56 | ||
| The daughter | 56 | ||
| CLONING | 57 | ||
| The loss of genetic variation argument | 57 | ||
| The `it is unnatural´ argument | 58 | ||
| Clones are not `unique´ | 58 | ||
| Psychological harm to the clone | 58 | ||
| The commodification of children | 58 | ||
| THE END OF LIFE | 58 | ||
| The sanctity of life or the value of life? | 58 | ||
| Acts and omissions | 59 | ||
| Withholding and withdrawing life-sustaining treatment | 59 | ||
| Treatment and basic care | 60 | ||
| Do not attempt resuscitation orders | 60 | ||
| Futility | 60 | ||
| Neonates | 60 | ||
| Adults | 60 | ||
| Euthanasia | 61 | ||
| Ethical arguments for and against assisted suicide and euthanasia | 61 | ||
| Arguments for euthanasia (adapted from Hope et al. 2008) | 61 | ||
| Consistency | 61 | ||
| Appeal to principles | 61 | ||
| Arguments against euthanasia (adapted from Hope et al 2008) | 62 | ||
| Improvements in palliative care mean euthanasia is unnecessary | 62 | ||
| Availability of euthanasia means advances in medicine are less likely | 62 | ||
| Exploitation by others | 62 | ||
| Slippery-slope objections | 62 | ||
| Contrary to the aims of medicine | 62 | ||
| The law and euthanasia | 62 | ||
| Important cases in the development of case law on euthanasia | 62 | ||
| The law on encouraging or assisting suicide | 63 | ||
| Public interest factors (summary) affecting the decision over prosecution with potential relevance for doctors (Director of... | 63 | ||
| Factors tending in favour of prosecution | 63 | ||
| Factors tending against prosecution | 64 | ||
| Assisted suicide and human rights: The case of Dianne Pretty | 64 | ||
| Doctrine of double-effect | 64 | ||
| Painkillers and the DDE | 64 | ||
| DEATH: WHEN DOES `DEATH´ OCCUR | 65 | ||
| Is brain-death a sufficient condition for defining death? | 65 | ||
| ORGAN TRANSPLANTATION | 65 | ||
| Willingness to receive | 66 | ||
| Willingness to give | 66 | ||
| The law and organ transplantation | 66 | ||
| The Human Tissue Act and organ transplants | 66 | ||
| The ethics of organ transplantation | 67 | ||
| Cadaveric organ donation | 67 | ||
| Organ donation from living people | 67 | ||
| Methods of increasing organ supply | 67 | ||
| Mandated choice | 67 | ||
| Presumed consent (an `opt-out´ system) | 67 | ||
| Organ markets | 68 | ||
| Xenotransplantation | 68 | ||
| References | 68 | ||
| Further reading | 69 | ||
| Chapter 5: Healthcare commissioning and resource allocation | 71 | ||
| COMMISSIONING AND RESOURCE ALLOCATION | 71 | ||
| What is need? | 71 | ||
| What should count as health care? | 71 | ||
| The two levels of resource allocation | 72 | ||
| Are there any particular ethical concerns regarding commissioning? | 72 | ||
| Conflicts of interest | 72 | ||
| Transparency | 72 | ||
| Patient involvement in decision-making | 72 | ||
| The role of the private sector | 72 | ||
| Safeguarding local NHS services | 73 | ||
| WHY IS RESOURCE ALLOCATION NECESSARY? | 73 | ||
| Utilitarianism and quality-adjusted life years | 74 | ||
| Objections to quality-adjusted life years | 74 | ||
| Rawls' theory of justice | 75 | ||
| A theory of resource allocation in the healthcare setting | 75 | ||
| Exceptions | 75 | ||
| Exercise | 76 | ||
| Organ transplantation and resource allocation | 76 | ||
| Challenging resource-allocation decisions in the courts | 77 | ||
| Judicial review | 77 | ||
| Negligence | 77 | ||
| References | 77 | ||
| Chapter 6: Introduction to sociology and disease | 79 | ||
| WHY IS SOCIOLOGY IMPORTANT TO MEDICAL STUDENTS? | 79 | ||
| SOCIAL CAUSES OF DISEASE | 79 | ||
| What is a `cause´ of disease? | 79 | ||
| Theories of disease causation | 80 | ||
| Germ theory | 80 | ||
| Epidemiological triangle | 81 | ||
| Web of causation | 81 | ||
| General susceptibility | 81 | ||
| Socioenvironmental approach | 81 | ||
| SOCIAL STRUCTURES AND HEALTH | 81 | ||
| Social integration, support and life events | 81 | ||
| Adverse life events | 82 | ||
| SOCIAL AND CULTURAL CHANGE | 82 | ||
| IATROGENESIS: DOES HEALTH CARE CREATE DISEASE? | 83 | ||
| References | 84 | ||
| Further reading | 84 | ||
| Chapter 7: Experience of health and illness | 85 | ||
| ILLNESS BEHAVIOUR AND THE SICK ROLE | 85 | ||
| Illness behaviour | 85 | ||
| Lay referral and self-help | 87 | ||
| Alternative and complementary medicine | 88 | ||
| Normality in disease | 89 | ||
| Statistical basis | 89 | ||
| Bio-statistical basis | 89 | ||
| Normative basis | 90 | ||
| The sick role | 90 | ||
| Social deviancy | 90 | ||
| Labelling | 90 | ||
| Stigma in disease | 91 | ||
| THE DOCTOR-PATIENT RELATIONSHIP | 92 | ||
| How the doctor-patient relationship is changing | 92 | ||
| Models of the doctor-patient relationship | 93 | ||
| The patient-centred consultation | 94 | ||
| Patients´ agendas | 95 | ||
| Conflict in the doctor-patient relationship | 95 | ||
| Resolving conflict in the doctor-patient relationship | 95 | ||
| Compliance and concordance | 97 | ||
| HOSPITALS AND PATIENTS | 98 | ||
| CHRONIC DISEASE | 99 | ||
| Living with chronic illness | 100 | ||
| DEATH AND BEREAVEMENT | 101 | ||
| The stages of dying | 101 | ||
| Place of death | 103 | ||
| At home | 103 | ||
| In a hospice | 103 | ||
| In a hospital | 103 | ||
| In retirement villages | 103 | ||
| Awareness of dying | 103 | ||
| Outcomes of open awareness | 103 | ||
| Bereavement and loss | 104 | ||
| References | 105 | ||
| Further reading | 106 | ||
| Chapter 8: Organization of healthcare provision in the UK | 107 | ||
| BEFORE THE NHS | 107 | ||
| NATIONAL HEALTH INSURANCE | 107 | ||
| THE BIRTH OF THE NHS | 107 | ||
| Evolution | 108 | ||
| Current organization | 108 | ||
| OTHER SYSTEMS FOR ORGANIZING AND FUNDING HEALTH CARE | 111 | ||
| HEALTH PROFESSIONS | 111 | ||
| Health professions and multidisciplinary working | 111 | ||
| THE HOLISTIC MODEL | 112 | ||
| CARE IN THE COMMUNITY | 112 | ||
| GOVERNMENT DEPARTMENTS | 113 | ||
| References | 114 | ||
| Further reading | 114 | ||
| Chapter 9: Inequalities in health and healthcare provision | 115 | ||
| IMPACT OF SOCIAL CLASS | 115 | ||
| Social stratification | 115 | ||
| Variations in health according to social class | 117 | ||
| Why do such profound differences in health exist? | 117 | ||
| Relative vs absolute deprivation | 121 | ||
| Reducing inequality between social classes I and V | 122 | ||
| GENDER DIFFERENCES | 123 | ||
| Levels of gender health differences | 123 | ||
| Mortality | 123 | ||
| Morbidity | 123 | ||
| Childhood and adolescence | 123 | ||
| Female longevity | 124 | ||
| Young people and working adults | 124 | ||
| Elderly adults | 125 | ||
| Explaining the gender health differences | 125 | ||
| Artefact | 126 | ||
| Genetic/biological explanations | 126 | ||
| Social causation | 126 | ||
| ETHNIC MINORITIES | 127 | ||
| A brief history of immigration to the UK | 127 | ||
| Characteristics of ethnic minority groups | 127 | ||
| The health of ethnic minorities | 127 | ||
| Mortality | 128 | ||
| Morbidity | 128 | ||
| Long-standing and limiting long-standing illness | 128 | ||
| Acute sickness | 128 | ||
| Cardiovascular disease | 128 | ||
| Hypertension | 128 | ||
| Diabetes | 129 | ||
| Explanations for variation in cardiovascular disease | 129 | ||
| Mental illness | 129 | ||
| Explanations for variations in mental illness | 129 | ||
| Use of health services | 129 | ||
| General explanations for variations in mortality and morbidity | 129 | ||
| THE AGEING POPULATION | 130 | ||
| The changing population | 130 | ||
| Social factors compounding medical problems in older people | 131 | ||
| Ageing and health policy | 131 | ||
| Sociological views and older people | 131 | ||
| General explanations for health inequalities in older people | 132 | ||
| References | 132 | ||
| Further reading | 133 | ||
| Chapter 10: Epidemiology and public health | 135 | ||
| INTRODUCTION | 135 | ||
| TYPES OF EPIDEMIOLOGICAL RESEARCH | 135 | ||
| Ecological study | 135 | ||
| Cross-sectional studies | 135 | ||
| Case-control study | 136 | ||
| Cohort studies | 136 | ||
| Prospective and retrospective cohort studies | 137 | ||
| Trials and meta-analyses | 137 | ||
| MEASURES OF HEALTH AND TREATMENT OUTCOMES | 137 | ||
| Mortality rates | 137 | ||
| Potential years of life lost | 138 | ||
| Quality-adjusted life years | 138 | ||
| Advantages | 138 | ||
| Disadvantages | 138 | ||
| Morbidity (illness) rates | 138 | ||
| Health service use measures | 138 | ||
| Illness self-report rates | 138 | ||
| MEASURES OF DISEASE OCCURRENCE | 138 | ||
| Incidence | 139 | ||
| Cumulative incidence | 139 | ||
| Incidence density | 139 | ||
| Prevalence | 139 | ||
| CAUSAL ASSOCIATION | 139 | ||
| MEASURES OF ASSOCIATION BETWEEN EXPOSURE AND DISEASE | 140 | ||
| Relative risk | 140 | ||
| Attributable risk | 141 | ||
| Odds ratio | 141 | ||
| THE CHANGING PATTERN OF DISEASE | 141 | ||
| The changing pattern of disease and society | 141 | ||
| Pre-agricultural society | 141 | ||
| Agricultural society | 142 | ||
| Modern industrial societies | 142 | ||
| `Developing world´ diseases | 142 | ||
| MEASURING THE HEALTH OF A NATION | 142 | ||
| Demographic data | 143 | ||
| Mortality data | 144 | ||
| Morbidity data | 144 | ||
| DEATH CERTIFICATION | 144 | ||
| PREVENTION | 144 | ||
| Primary prevention | 144 | ||
| Secondary prevention | 144 | ||
| Tertiary prevention | 144 | ||
| HEALTH PROMOTION | 145 | ||
| The Quality and Outcomes Framework | 145 | ||
| NATIONAL STRATEGIES FOR HEALTH IMPROVEMENT | 145 | ||
| SCREENING | 146 | ||
| Purpose of screening | 147 | ||
| Mass, targeted, systematic or opportunistic screening | 147 | ||
| Evaluating screening programmes | 147 | ||
| Feasibility | 147 | ||
| Effectiveness | 147 | ||
| Cost | 148 | ||
| Possible harms caused by screening | 148 | ||
| Some important screening tests used today | 148 | ||
| Cervical cancer | 148 | ||
| Breast cancer | 149 | ||
| COMMUNICABLE DISEASES | 149 | ||
| IMMUNIZATION | 150 | ||
| MANAGEMENT OF DISEASE OUTBREAKS | 150 | ||
| Principles of surveillance | 151 | ||
| Steps in controlling an outbreak | 151 | ||
| References | 152 | ||
| Further reading | 152 | ||
| Chapter 11: Clinical governance | 153 | ||
| WHAT IS CLINICAL GOVERNANCE? | 153 | ||
| EVIDENCE-BASED MEDICINE (CLINICAL EFFECTIVENESS) | 154 | ||
| Why practise evidence-based medicine? | 154 | ||
| Abbreviations and terms | 155 | ||
| Grades of recommendation | 155 | ||
| How to practise evidence-based medicine | 155 | ||
| WHAT IS CLINICAL AUDIT? | 155 | ||
| Why should I learn about it? | 157 | ||
| Audit vs research | 158 | ||
| The audit cycle | 158 | ||
| Choosing a topic | 158 | ||
| Setting standards | 159 | ||
| Assessment in audit | 159 | ||
| Comparing current practice with the standard (data analysis) | 160 | ||
| Implementing change | 161 | ||
| Closing the loop: re-audit | 161 | ||
| Other characteristics of audit | 161 | ||
| Confidentiality | 161 | ||
| Multidisciplinary and open discussion | 161 | ||
| Types of audit | 161 | ||
| Why audit does not always work | 162 | ||
| How to do your own audit | 162 | ||
| RISK MANAGEMENT | 162 | ||
| THE NHS COMPLAINTS PROCEDURE | 163 | ||
| ERRORS AND SIGNIFICANT EVENT AUDIT | 163 | ||
| Violations | 164 | ||
| References | 165 | ||
| Further reading | 165 | ||
| Self-assessment: Self-assessment | 167 | ||
| Single best answer questions (SBAs) | 169 | ||
| Extended-matching questions (EMQs) | 175 | ||
| Short-answer questions (SAQs) | 179 | ||
| Essay questions | 181 | ||
| SBA answers | 183 | ||
| EMQ answers | 185 | ||
| Objective structured clinical examination questions (OSCEs) | 187 | ||
| General advice for all OSCEs | 187 | ||
| These are a few examples of ideas that could form the basis of a clinical examination station | 187 | ||
| Some relevant ideas that may help you improve your OSCE performance in the above scenrarios | 187 | ||
| Further reading | 188 | ||
| Index | 189 | ||
| ExamPrep | ES3 |