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3. Using case-based learning with dilemmas about confidentiality should be preferred to rule-based teaching. Discussions of fictional vignettes may be very useful in helping candidates think through the dilemmas around patient confidentiality in an experience near way. [See Appendix for an example of a such a vignette]
D: Institute Culture :
Make the protection of confidentiality an issue of regular and collective concern each time members or candidates present clinical material in society meetings, seminars, working groups, supervisions, etc. Often, the greatest risk of breaching patient confidentiality occurs during spontaneous discussions after a planned presentation. It would be a virtue if an Institute’s culture encouraged (kindly) reminding members to omit or disguise identifying data. Training/Personal Analysts should be mindful of the possibility that candidates might meet each other in the waiting room of their offices. The privacy of the Candidate-Personal Analyst relationship should be preserved institutionally, and Candidate cohorts should be encouraged to discuss how they want to handle privacy around the identities of their analysts. Some groups might feel it helps to know who each person is in treatment with so that that analyst is not discussed. Others feel that the information is private and better not shared. Candidates should feel free to not reveal the identity of their analyst if they do not want to.
E: Scientific Meetings at Psychoanalytic institutes:
1. Presenters should read a statement about confidentiality. 2. Meeting organizers should ascertain from the presenters their method of maintaining patient confidentiality in clinical portions of presentations. 3. The audience should be reminded that the most frequent breaches in confidentiality occur during the unprepared and spontaneous discussion with the audience. 4. For further information, see the IPA Confidentiality Committee’s “Thoughts on Confidentiality in Conference Planning.”
Conclusion:
3
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