He who pays the piper

2008 ◽  
Vol 14 (2) ◽  
pp. 115-118
Author(s):  
Sameer P. Sarkar

It has been clearly established as a matter of legal principle that the duty of expert witnesses is to the court, and not to the cause of those who instruct them. I will suggest that many experts fail to maintain this neutrality, for both conscious and unconscious reasons. If this is so, there may be real dangers in the use of single joint experts, even if there is the benefit of lower costs. In England and Wales, expert witness practice is now seen as part of medical practice by the General Medical Council: the whole profession needs to engage in a debate about how this should be scrutinised and regulated.

2012 ◽  
Vol 94 (4) ◽  
pp. 128-130
Author(s):  
Sac MacKeith ◽  
Svelusamy ◽  
A Pajaniappane ◽  
P Jervis

Doctors' handwriting has long been criticised as being difficult to read or even illegible. In more recent years research has confirmed that it is not uncommon to find medical case note entries that are deficient, illegible or unidentifiable. In Good Medical Practice the General Medical Council (GMC) asks that doctors 'keep clear, accurate, legible and contemporaneous patient records'. In addition, the GMC 'expects that all doctors will use their reference numbers widely to identify themselves to all those with whom they have professional contact'. This includes encouragement for its use in case note entries and prescribing.


2017 ◽  
Vol 10 (10) ◽  
pp. 614-617
Author(s):  
Yasmin Hughes

‘Doctor’, derived from Latin, means ‘teacher’. As doctors, we teach our patients, students and colleagues. The General Medical Council makes reference to this in ‘Good Medical Practice’, stating that as a doctor ‘you should be prepared to contribute to teaching and training doctors and students’. The importance of teaching is echoed in the RCGP curriculum. Despite its importance, not every doctor has the opportunity of formal training on how to become an effective teacher. This article presents a simple guide that doctors can use to plan teaching sessions.


1979 ◽  
Vol 47 (4) ◽  
pp. 152-159 ◽  
Author(s):  
Michael O'Brien

The legal implications of the use of vaccines to promote individual and group immunity constitute a complex pattern of common and statute law interwoven with the ethical code governing medical practice. In the circumstances under discussion, teaching the theory and practice of vaccination to medical students, several roles have to be considered. Firstly there is the recipient, a baby or schoolchild, both with the oversight of a parent or guardian. In some circumstances the recipient may be an adult. Secondly, there is the person advising upon, and administering the vaccine — either the student or the doctor. Lastly, the Authority in whose premises the teaching and vaccination take place plays a significant role. In the wings, waiting to be cued to activity by misfortune, the General Medical Council, the Health Service Commissioner, the Health and Safety Executive, lawyers and community health councillors play a passive, but everpresent role.


2015 ◽  
Vol 21 (5) ◽  
pp. 295-303 ◽  
Author(s):  
Keith J. B. Rix

SummaryAlthough medical experts are valued in the administration of justice, the cases in the UK of Meadow and others, including most recently Pool, have all contributed to understandable anxiety on the part of doctors who carry out court work. This article uses an in-depth analysis of these cases and details of some other medical regulatory cases to draw out some lessons for potential medical expert witnesses. Although the most recent judgment in Pool leaves a number of unanswered questions, steps are identified that may be taken to reduce the risk of regulatory investigation by the General Medical Council.


Sign in / Sign up

Export Citation Format

Share Document