Britta M Thompson1, Rhonda A Sparks2, Jonathan Seavey3, Michelle D Wallace2, Jeremy Irvan4, Alexander R Raines4, Heather McClure5, Mikio A Nihira6, Jason S Lees4. 1. University of Oklahoma College of Medicine, Office of Medical Education and Clinical Skills Education and Testing Center, 941 Stanton L. Young Boulevard, BSEB 115A, Oklahoma City, OK 73104, USA; PennState Hershey College of Medicine, Hershey, PA, USA. Electronic address: bthompson@hmc.psu.edu. 2. University of Oklahoma College of Medicine, Clinical Skills Education and Testing Center, Oklahoma City, OK, USA. 3. Department of Surgery, University of Oklahoma College of Medicine, Oklahoma City, OK, USA; National Naval Medical Center, Bethesda, MD, USA. 4. Department of Surgery, University of Oklahoma College of Medicine, Oklahoma City, OK, USA. 5. OU Physicians, Professional Liability, Patient Safety & Risk Management, Oklahoma City, OK, USA. 6. Department of Obstetrics and Gynecology, University of Oklahoma College of Medicine, Oklahoma City, OK, USA.
Abstract
BACKGROUND: Although informed consent is vital to patient-physician communication, little training is provided to surgical trainees. We hypothesized that highlighting critical aspects of informed consent would improve resident performance. METHODS:Eighty (out of 88) surgical postgraduate year 1 surgical residents were randomly assigned to one of the 2 cases (laparoscopic cholecystectomy or ventral herniorrhaphy) and instructed to obtain and document informed consent with a standardized patient (SP) followed by a didactic training session. The residents then obtained and documented informed consent with the other case with the other SP. SPs graded encounters ("Checklist"); trained raters graded notes. Repeated measures multivariate analysis of variance (MANOVA) was used to determine differences between pre- and post-training and Checklist versus "Note" scores. RESULTS: Statistically significant pre- to post differences for Note (P < .01) and Checklist (P < .01) along with significant differences between Note and Checklist (P < .01) were noted. CONCLUSIONS: Training improved surgery residents' ability to discuss and document informed consent. Despite this improvement, significant differences between discussion and documentation persisted. Documentation training is a future area for improvement.
RCT Entities:
BACKGROUND: Although informed consent is vital to patient-physician communication, little training is provided to surgical trainees. We hypothesized that highlighting critical aspects of informed consent would improve resident performance. METHODS: Eighty (out of 88) surgical postgraduate year 1 surgical residents were randomly assigned to one of the 2 cases (laparoscopic cholecystectomy or ventral herniorrhaphy) and instructed to obtain and document informed consent with a standardized patient (SP) followed by a didactic training session. The residents then obtained and documented informed consent with the other case with the other SP. SPs graded encounters ("Checklist"); trained raters graded notes. Repeated measures multivariate analysis of variance (MANOVA) was used to determine differences between pre- and post-training and Checklist versus "Note" scores. RESULTS: Statistically significant pre- to post differences for Note (P < .01) and Checklist (P < .01) along with significant differences between Note and Checklist (P < .01) were noted. CONCLUSIONS: Training improved surgery residents' ability to discuss and document informed consent. Despite this improvement, significant differences between discussion and documentation persisted. Documentation training is a future area for improvement.
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