ArticleAcademic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry2026
Decision-Making Capacity: A Curriculum and Evaluation Checklist for Medical Students.
Article in Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
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
objectiveThe objective of this study was to assess the efficacy and satisfaction of an innovative decision-making capacity curriculum in undergraduate medical education.
methodsAuthors used Kern's six-step approach for curriculum development to develop a curriculum to teach decision-making capacity assessment. Using a modified Delphi approach, authors also created a communication checklist for decision-making capacity assessment. The educational intervention was implemented for a full academic year, targeting medical students completing their core psychiatry clerkship. Changes in knowledge and comfort level were evaluated through pre- and posttests. Satisfaction was assessed using student feedback.
resultsOf the 136 medical students who completed the core psychiatry clerkship, 64 medical students completed both a pretest and posttest. Mean knowledge scores (3.5 vs 6.1, p < 0.001) and comfort level (11% vs 89% comfortable, p < 0.001) significantly improved from pretest to posttest. One hundred and five students provided course feedback, which demonstrated positive ratings of the course.
conclusionsThis capacity curriculum led to significant knowledge improvement and increased self-reported comfort with capacity assessment. Health professions educators can adapt this curriculum to promote competency in this important clinical skill. Moreover, educators can use this innovative capacity communication skills checklist for both learning and evaluation.
Indexed as
Identifiers
40457039What OpenQuestion holds
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.