Informed consent skills in internal medicine residency: how are residents taught, and what do they learn?

• Published in: Academic medicine Vol. 79; no. 2; p. 128
• Main Authors: McClean, Karen L, Card, Sharon E
• Format: Journal Article
• Language: English
• Published: United States 01.02.2004
• Subjects: Canada; Clinical Competence; Communication; Education, Medical; Educational Measurement; Humans; Informed Consent; Internship and Residency - organization & administration; Physician-Patient Relations; Surveys and Questionnaires; Teaching - methods; Canada; Empirical Approach; Professional Patient Relationship
• ISSN: 1040-2446
• DOI: 10.1097/00001888-200402000-00006

Obtaining informed consent is an essential skill in internal medicine (IM). The authors' informal observations and formal testing revealed deficiencies in residents' informed consent skills. This study evaluated how residents acquire informed consent skills and how informed consent skills are addressed in Canadian IM residency programs. A questionnaire was delivered to all 16 IM program directors in Canada, asking how informed consent is taught and assessed. At the University of Saskatchewan IM residency program, residents were assessed through an objective structured clinical examination station, written examination, and a self-assessment questionnaire. No consistent approach to teaching or evaluating informed consent skills exists within Canadian IM programs. Program directors and residents identified informal mentoring by residents as an important learning modality. Although residents performed well in discussing procedural indications and techniques, discussing risks was inadequate. Residents focused on general and minor risks but avoided discussing serious risks and had difficulty discussing the frequency of complications. Residents lacked a structured approach to assessing capacity and often assessed only comprehension. Residents were unfamiliar with concepts such as material risk, implied consent, and therapeutic privilege. Explicit training in informed consent skills is urgently needed. Informal mentoring must be recognized as an important training method for informed consent and supported by appropriate teaching and evaluation strategies to ensure that resident-instructors do so effectively.