OBJECTIVES: This article explores ethical and practical issues associated with the Liaison Committee on Medical Education (LCME) provision that states health professionals who provide psychiatric/psychological care to medical students must have no involvement in the academic evaluation or promotion of students receiving those services. METHOD: The authors address the pros and cons of this provision as they relate to the overall well-being of the student. RESULTS: Arguments in support of this provision include students’ desire for confidentiality, avoidance of dual-relationships, and fear of documentation in the academic record. Arguments against this provision include the elimination of student autonomy to select a psychiatrist, the suitability and accessibility of academic psychiatrists to treat students, and the delimiting nature of this standard. CONCLUSION: In general, the LCME provision eliminates potential barriers to the mental health treatment of medical students. However, research and debate on its impact and appropriateness on a case-by-case basis should continue.
The Role of Academic Psychiatry Faculty in the Treatment and Subsequent Evaluation and Promotion of Medical Students: An Ethical Conundrum
Abstract
OBJECTIVES: This article explores ethical and practical issues associated with the Liaison Committee on Medical Education (LCME) provision that states health professionals who provide psychiatric/psychological care to medical students must have no involvement in the academic evaluation or promotion of students receiving those services. METHOD: The authors address the pros and cons of this provision as they relate to the overall well-being of the student. RESULTS: Arguments in support of this provision include students’ desire for confidentiality, avoidance of dual-relationships, and fear of documentation in the academic record. Arguments against this provision include the elimination of student autonomy to select a psychiatrist, the suitability and accessibility of academic psychiatrists to treat students, and the delimiting nature of this standard. CONCLUSION: In general, the LCME provision eliminates potential barriers to the mental health treatment of medical students. However, research and debate on its impact and appropriateness on a case-by-case basis should continue.Preview Only. This article cannot be rented because we do not currently have permission from the publisher.
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The Role of Academic Psychiatry Faculty in the Treatment and Subsequent Evaluation and Promotion of Medical Students: An Ethical Conundrum
Kavan, Michael G.; Malin, Paula Jo; Wilson, Daniel R.
Follow Academic Psychiatry
, Volume 32 (1): 3
American Psychiatric Publishing, Inc (Journal) – Feb 1, 2008
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