ReviewJournal of medical education and curricular development
Current Practices, Limitations, and Recommendations for Informed Consent Education in Medical Students and Physicians: A Scoping Review.
Review in Journal of medical education and curricular development. 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
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
1 citing paper in PubMed.
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: The ability to provide informed consent (IC) is a critical component of patient autonomy. Medical training programs have recognized the importance of training physicians to become skilled in obtaining IC, but few have reported curricula that address IC separately from broader ethical principles. This review aims to consolidate current methodologies and outcomes regarding medical education on informed consent. Methods: Adhering to PRISMA-ScR guidelines, studies were obtained from PubMed and MedEdPORTAL that focused on evaluating the need for informed consent education and on assessing strategies to teach informed consent. Educational programs or assessments that focused broadly on medical ethics without a specific focus on the teaching of informed consent were excluded. Results: Of 142 abstracted articles, 59 were included for analysis. 34 were categorized as needs-assessments, while 25 were interventions. Across various medical and surgical specialties and training levels, there is a need for more robust education on informed consent. No standard process for training medical learners about this topic exists currently. Of the interventions examined, both didactic curricula and simulation-based modalities demonstrated efficacy in improving knowledge and comfort levels with IC. Conclusions: This review summarized both studies on needs assessments of IC education in medical training and on interventions to improve trainees' skills in obtaining IC. Though obtaining IC is a critical clinical skill for nearly all clinicians, there is no consensus method to teach IC, satisfaction with current IC education is low, and debate exists on whether IC can ever be entrusted to trainees. These important gaps in IC education suggest a need to develop a structured, systematic approach to providing IC education in order to assure competency in this essential skill for patient safety and trainee wellness.
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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.