The frontiers of medical negligence and diagnosis: an interview-based analysis.

While errors in medical diagnosis are common and often litigated, the different dimensions of diagnosis-formation, communication, recording-have received much less legal attention. When the process of diagnosis is differentiated in this way, new and contentious legal questions emerge that challenge the appropriateness of the Bolam/Bolitho standard. To explore these challenges, we interviewed 31 solicitors and barristers and asked them: (i) whether Montgomery should apply to information about alternative diagnoses; and (ii) whether the Bolam/Bolitho standard should be rejected in 'pure diagnosis' cases.

Differentiating Negligent Standards of Care in Diagnosis.

Diagnosis lies at the heart of the medical encounter, yet it has received much less attention than treatment. It is widely assumed that negligent diagnosis claims should be governed by the Bolam test, but we demonstrate that this is not always the case. First, we disaggregate the diagnostic process into three different acts: forming the diagnosis, communicating it to the patient, and recording it.

Montgomery's legal and practical impact: A systematic review at 6 years.

Rationale, Aims And Objectives: Six years ago, the Supreme Court judgement in Montgomery v Lanarkshire changed medical law. It introduced a new patient-based standard of care for the communication of treatment risks and alternatives, rejecting the doctor-based standard that had long governed all aspects of medical negligence. This is the first systematic review to analyse the literature on Montgomery.

Principles, exemplars, and uses of history in early 20th century genetics.

This paper is concerned with the uses of history in science. It focuses in particular on Anglo-American genetics and on university textbooks--where the canon of a science is consolidated, as the heterogeneous approaches and controversies of its practice are rendered unified for its reproduction. Tracing the emergence and eventual standardization of geneticists' use of a case-based method of teaching in the 1920s-1950s, this paper argues that geneticists created historical environments in their textbooks-spaces in which students developed an understanding of the laws of genetics through simulations of their discovery and use.