| Table 3: Changes in clinical practice and teaching, planned by attendees after having taken the course concerning physician-patient sexual misconduct and teacher-learner harassment and mistreatment (from comments written on evaluation forms | |
|---|---|
| Planned change | No. of respondents who noted the change |
| More teaching about boundary issues or greater awareness of these issues in practice | 26 |
| More formal and professional manner and dress | 15 |
| More care in dealing with patients and students | 14 |
| More care in explanations given in response to intimate inquiries or in discussion of physical examinations | 14 |
| More sensitivity to patients' perceptions of situations | 12 |
| More care in the use of chaperons during pelvic, rectal and breast examinations | 10 |
| More caution in "dangerous situations" or with "special patients" | 10 |
| Reluctance to make facetious remarks or tell sexual jokes to patients or students | 10 |
| Limitation of personal disclosures to and social interactions with patients | 6 |
| More care with chart documentation | 4 |
| More privacy for patients to undress before examination | 4 |
| More consultations concerning "difficult" patients | 3 |
| Unwillingness to give supportive hugs or kisses | 3 |
| Premature retirement because this is so upsetting | 3 |
| More attention to draping patients | 2 |
| More caution about which patients are seen after staff leave | 2 |
| Decision to stop seeing and examining female patients | 2 |
| Unwillingness to date patients shortly after treatment ends | 1 |
| Installation of video monitor in office to avoid false accusations | 1 |