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Obtaining and Documenting Informed Consent: An Advanced UME Cross-Specialty, Role-Playing Skill Builder.

Radhika Tyagi¹, Elizabeth A Greene², Louis Lachman²

¹Resident, Department of Psychiatry, Walter Reed National Military Medical Center.

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Summary

This study enhanced medical students' informed consent skills through a postclerkship course. The training improved confidence and proficiency in obtaining and documenting consent across various medical specialties.

Keywords:

Case-Based Learning Clinical/Procedural Skills Training Communication Skills Provider-Patient Relationship Quality Improvement/Patient Safety Simulation

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Area of Science:

Medical Education
Clinical Skills Training

Background:

Informed consent is crucial in medicine, but training is often insufficient for medical students.
Deficiencies in formal informed consent education persist despite its importance as a core Entrustable Professional Activity.

Purpose of the Study:

To evaluate an enhanced, postclerkship educational course aimed at improving medical students' informed consent skills.
To assess the impact of the course on students' proficiency in obtaining and documenting informed consent across multiple specialties.

Main Methods:

A 4-hour synchronous course with online preparation, lecture, role-playing, and peer feedback was delivered to fourth-year medical students.
Students practiced informed consent scenarios involving medications and procedures, with faculty guidance.
Pre- and post-course surveys and knowledge quizzes measured satisfaction and learning outcomes.

Main Results:

The course significantly increased students' self-reported confidence in obtaining informed consent.
Role-playing sessions were identified as the most valuable component by students.
The course was highly rated by students compared to other skills training sessions.

Conclusions:

The enhanced course effectively improved medical students' ability and confidence in informed consent.
The training addressed curriculum gaps by including diverse specialties and documentation practice.
The model is adaptable for ongoing assessment of informed consent proficiency in medical trainees.