ArticleCureus2025
Simulated Learning for Real-World Skills: Evaluating the Impact of Pediatric Informed Consent Training on Learner Communication in a Simulated Emergency Room.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Clinical Decision-Making Case: Pediatric Sexually Transmitted Infections and Consent.Journal of education & teaching in emergency medicine · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Informed consent is an integral part of medical care and can be especially complicated in the care of the pediatric population where adult caregivers provide consent. Despite the complexity and importance required in obtaining parental consent, many healthcare trainees (students and residents) do not feel comfortable securing consent. Obtaining informed consent is often not a standard part of the medical education curriculum, which adds to this level of discomfort. This study measured communication outcomes during obtaining informed consent during a simulated ER setting for 200 medical professional students when given a structured didactic curriculum. Results showed that in comparing the groups of those who received the intervention after obtaining consent with those who obtained the intervention before the consent, an independent t-test revealed a statistically significant difference in scores between the groups who did not complete the education module before completing the simulation (n=42, mean = 0.627, s.d. = 0.127) and the groups who did receive the education model before completing the simulation (n=42, mean = 0.685, s.d. = 0.136),
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.