Providing Informed Consent: A Standardized Case

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 fo...
Ausführliche Beschreibung

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Autor*in:	Samantha Kempner [verfasserIn] Helen Morgan [verfasserIn] David Stern [verfasserIn] Lisa Colletti [verfasserIn] Susan Goold [verfasserIn] Monica L. Lypson [verfasserIn] Laura Hopson [verfasserIn] Paula Ross [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	Informed Consent Counseling Standardized Patient Lumbar Puncture Decision Making Shared Decision Making

Übergeordnetes Werk:	In: MedEdPORTAL - Association of American Medical Colleges, 2021, 12(2016)
Übergeordnetes Werk:	volume:12 ; year:2016

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.15766/mep_2374-8265.10427

Katalog-ID:	DOAJ012324132

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520			\|a 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.
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allfieldsGer	10.15766/mep_2374-8265.10427 doi (DE-627)DOAJ012324132 (DE-599)DOAJ188427256bae4f0c91cac936b144573a DE-627 ger DE-627 rakwb eng R5-920 Samantha Kempner verfasserin aut Providing Informed Consent: A Standardized Case 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. Informed Consent Counseling Standardized Patient Lumbar Puncture Decision Making Shared Decision Making Medicine (General) Education L Helen Morgan verfasserin aut David Stern verfasserin aut Lisa Colletti verfasserin aut Susan Goold verfasserin aut Monica L. Lypson verfasserin aut Laura Hopson verfasserin aut Paula Ross verfasserin aut In MedEdPORTAL Association of American Medical Colleges, 2021 12(2016) (DE-627)1026640059 23748265 nnns volume:12 year:2016 https://doi.org/10.15766/mep_2374-8265.10427 kostenfrei https://doaj.org/article/188427256bae4f0c91cac936b144573a kostenfrei http://www.mededportal.org/doi/10.15766/mep_2374-8265.10427 kostenfrei https://doaj.org/toc/2374-8265 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2016
allfieldsSound	10.15766/mep_2374-8265.10427 doi (DE-627)DOAJ012324132 (DE-599)DOAJ188427256bae4f0c91cac936b144573a DE-627 ger DE-627 rakwb eng R5-920 Samantha Kempner verfasserin aut Providing Informed Consent: A Standardized Case 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. Informed Consent Counseling Standardized Patient Lumbar Puncture Decision Making Shared Decision Making Medicine (General) Education L Helen Morgan verfasserin aut David Stern verfasserin aut Lisa Colletti verfasserin aut Susan Goold verfasserin aut Monica L. Lypson verfasserin aut Laura Hopson verfasserin aut Paula Ross verfasserin aut In MedEdPORTAL Association of American Medical Colleges, 2021 12(2016) (DE-627)1026640059 23748265 nnns volume:12 year:2016 https://doi.org/10.15766/mep_2374-8265.10427 kostenfrei https://doaj.org/article/188427256bae4f0c91cac936b144573a kostenfrei http://www.mededportal.org/doi/10.15766/mep_2374-8265.10427 kostenfrei https://doaj.org/toc/2374-8265 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 12 2016
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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. 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author	Samantha Kempner
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topic_title	R5-920 Providing Informed Consent: A Standardized Case Informed Consent Counseling Standardized Patient Lumbar Puncture Decision Making Shared Decision Making
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title	Providing Informed Consent: A Standardized Case
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title_sort	providing informed consent: a standardized case
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title_auth	Providing Informed Consent: A Standardized Case
abstract	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.
abstractGer	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.
abstract_unstemmed	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.
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title_short	Providing Informed Consent: A Standardized Case
url	https://doi.org/10.15766/mep_2374-8265.10427 https://doaj.org/article/188427256bae4f0c91cac936b144573a http://www.mededportal.org/doi/10.15766/mep_2374-8265.10427 https://doaj.org/toc/2374-8265
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author2	Helen Morgan David Stern Lisa Colletti Susan Goold Monica L. Lypson Laura Hopson Paula Ross
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