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Psychotropic Medication Informed Consent: A Cross-Specialty Role-Playing Skill Builder
Emily Diana1, Derrick Hamaoka2, Matthew Goldenberg3
1Fourth-Year Medical Student, Uniformed Services University of the Health Sciences F. Edward Hébert School of Medicine.
Summary
Informed consent (IC) role-playing training improved medical students' knowledge and skills. Enhanced training, including videos and feedback, correlated with fewer exam failures, suggesting better medication knowledge.
Area of Science:
- Medical Education
- Clinical Skills Training
- Informed Consent
Background:
- Obtaining informed consent (IC) is a critical medical competency.
- Traditional methods may not fully equip students with necessary IC skills.
- Role-playing offers a practical approach to enhance IC training.
Purpose of the Study:
- To evaluate the effectiveness of role-playing training for informed consent (IC).
- To assess the impact of enhanced IC training on medical students' knowledge and skills.
- To determine if IC training influences academic performance, specifically shelf exam scores.
Main Methods:
- Utilized formative role-playing exercises with medication study cards for 555 medical students (2017-2020).
- Implemented an enhanced curriculum in 2020, incorporating a training video and structured feedback forms.
- Assessed effectiveness through anonymous postclerkship surveys and specialty shelf exam scores.
Main Results:
- Surveys revealed high student satisfaction and increased confidence in obtaining informed consent.
- Students receiving enhanced IC training demonstrated fewer failures on specialty shelf exams.
- Results suggest a potential link between improved IC training and enhanced fund of medication knowledge.
Conclusions:
- Peer role-playing informed consent (IC) training is well-received and improves medication knowledge.
- The enhanced IC curriculum shows promise in strengthening clinical skills and academic outcomes.
- This training model is adaptable for various specialties and educational levels.
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