ArticleCureus2025
Comparing the Lecture-Based Learning With the Four-Component Instructional Design (4C/ID) Model of Learning in Enhancing the Skills of Consent-Taking in the Emergency Department: A Quasi-experimental Study.
Article in Cureus, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Authors and funding
3 authors.
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Abstract
Introduction The emergency department (ED) is the first point of care for critically ill patients who require rapid stabilization and treatment, which frequently involves obtaining informed consent. The environment of the ED is challenging due to the complex interaction between staff and patients and their families, with numerous tasks needing to be performed within a limited time window. That is why consent-taking in the ED by healthcare professionals and nurses is sometimes inconsistent with best practices, leading to ethical and legal concerns. Informed consent-taking in the ED is critical yet challenging, with traditional lecture-based training often failing to equip healthcare professionals with practical skills. This study compares the Four-Component Instructional Design (4C/ID) model, a task-driven, interactive approach with lecture-based learning (traditional methods) for enhancing consent-taking skills. Methods A quasi-experimental study was conducted with 21 emergency care professionals, randomized into two groups: the control group underwent traditional lecture-based training, and the intervention group received 4C/ID-based training (simulations and role-playing). Outcomes were assessed via pre- and post-tests (knowledge retention), Objective Structured Clinical Examinations (OSCEs; practical skills), and focus group discussions (qualitative feedback on comfort/confidence). Results Both the control and intervention groups showed similar knowledge retention, but the 4C/ID group demonstrated better skill performance in OSCEs than traditional training. Qualitative analysis revealed that the 4C/ID participants reported greater confidence, understanding, and satisfaction with the training. Conclusion The 4C/ID model was shown to be promising in teaching consent-taking skills in the ED and increasing the healthcare professional's confidence, compared to traditional lectures. This evidence supports adopting interactive, task-based training for ethical communication in high-pressure clinical settings like the ED.
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