Article #5 Rhetorical Precis

In Andy Wearn and Harsh Bhoopatkar’s article, “Evaluation of consent for peer physical examination: students reflect on their clinical skills learning experience” (2006), they assert that medical students accept and support a formal consent process for peer physical examination.  They support their claims by exploring the students view for formal consents; most students had read the participant information sheet prior to signing with 78% giving consent.  The purpose of this article was to show the opinions of the medical students in order to prove that peer evaluation is important in the early clinical skills.  The audience for this article was clinical teachers and students undergoing residency in school.  

Article #4 Rhetorical Precis

In the article “Muslim women and medical students in the clinical encounter “ (2010), Michelle McLean et al. assert that Muslim women refuse to receive care from male medical students.  They support their claim conducting interviews of the female Emirati nationals attending out-patient clinics at a public hospital in Al Ain.  The purpose of this article was to prove medical professionals need to be sensitive to religious and cultural issues in order to appeal to different cultures such as Muslim women.  The article was for audiences in the medical profession because employees will encounter people from various backgrounds with different belief systems.     

Article #3 Rhetorical Precis

In Charlotte E. Rees and Lynn V. Monrouxe’s article, “Medical students learning intimate examinations without valid consent: a multicentre study” (2011), they assert that students observed or performed intimate examinations should gain valid consent from the patient.  The authors support their claims by conducting individual and group interviews of the medical students.  The purpose of this author was to gain explanations of the student’s behavior in order to see if patient consent is necessary.  The authors’ tone was highly educated, but the authors failed to express their knowledge in lemans terms.    

"Sorry, it's my first time!" Will patients consent to medical students learning procedures? Rhetorical Précis

In her article "Sorry, it's my first time! Will patients consent to medical students learning procedures?" (2005) Santen et al. asserts that patients do not have the opportunity to consent to the procedures perform by medical students because they are uninformed of the student’s inexperience.  The authors support their claims by conducting an experiment in the adult emergency department; patients was given a survey about their perceptions on medical students prior to their care and the medical students inform each patient on their inexperience.  The purpose was to propose a solution in order for medical students to obtain the ultimate experience as well as maintain patient advocacy.  The author’s tone is relatable and applies to a widespread of patients.      

Rhetorical Precis for Scholarly Article

In his article “Refuting patients’ obligations to clinical training: a critical analysis of the arguments for an obligation of patients to participate in the clinical education of medical students” (2001), Jude T Waterbury addresses the argument that clinical teaching of medical students is vital for the future of medicine, and this learning process has a significant impact in the patient’s care and autonomy.  Waterbury supports his claims by making a critical analysis on the main arguments that have arisen: the furthering of medical education; compensation when uninsured or unable to pay; an equitable return for the care received in a teaching hospital; and fulfillment of a student’s need for or right to clinical training.  Waterbury’s purpose is to evaluate each claim in order to find a solution to the controversy.  In this article, Waterbury is very informative and unbiased on any side of the argument; he presents a critical analysis without any personal opinions.