MedEdPORTAL. 2016 Jul 21;12:10427. doi: 10.15766/mep_2374-8265.10427.
Providing Informed Consent: A Standardized Case.
MedEdPORTAL : the journal of teaching and learning resources
Samantha Kempner, Helen Morgan, David Stern, Lisa Colletti, Susan Goold, Monica L Lypson, Laura Hopson, Paula Ross
Affiliations
Affiliations
- Clinical Instructor, Department of Obstetrics and Gynecology, University of Michigan Medical School.
- Clinical Assistant Professor, Departments of Obstetrics and Gynecology and Learning Health Sciences, University of Michigan Medical School.
- Professor, Department of Internal Medicine, New York University School of Medicine.
- Professor, Department of General Surgery, University of Michigan Medical School.
- Professor, Department of Internal Medicine, University of Michigan Medical School.
- Professor of Internal Medicine and Learning Health Sciences, University of Michigan Medical School.
- Assistant Professor, Department of Emergency Medicine, University of Michigan Medical School.
- Director of Advancing Scholarship, University of Michigan Medical School.
PMID: 31008207
PMCID: PMC6464558 DOI: 10.15766/mep_2374-8265.10427
Abstract
INTRODUCTION: From the first day of residency, residents may be required to consent patients for interventions, procedures, or tests. The ability to perform an informed consent is considered one of the Association of American Medical College's Core Entrustable Professional Activities for entering residency. This case provides learners with the opportunity to obtain informed consent for a lumbar puncture procedure and to receive immediate structured feedback on their performance. This is a formative assessment, which has been used with both senior medical students and first-year residents at our institution.
METHODS: The case involves a standardized patient with a history of leukemia who presents to the emergency department with a headache, fever, and lethargy. The learner is charged with the task of compassionately, honestly, and confidently explaining the process of a lumbar puncture in order to appropriately obtain informed consent.
RESULTS: This case was well received, with the vast majority of learners rating the instructions as clear and the tasks of the station as appropriate for the level of learner. Comments provided by the learners regarding the standardized patients' feedback indicate that this is a useful exercise to assist with the development of the crucial skill of obtaining informed consent.
DISCUSSION: Overall, learners are able to perform this task and find it a meaningful exercise. We are able to measure both content and communication skills. In our cohort, learners are able to perform above the targeted passing score. This provides some evidence of competency in terms of both content and communication skills.
Keywords: Counseling; Decision Making; Informed Consent; Lumbar Puncture; Shared Decision Making; Standardized Patient
Conflict of interest statement
None to report.
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