Event Title
Educating Anesthesia Residents to Obtain and Document Informed Consent for Epidural Labor Analgesia: Does Simulation Play a Role?
Start Date
5-10-2011 9:55 AM
End Date
5-10-2011 10:00 AM
Abstract
Prior to performing epidural labor analgesia in an obstetric patient, informed consent must be obtained. There is no formal teaching at our centre for residents to learn the components of informed consent, but rather this is informally done at the bedside during patient assessment.
This study aims to assess the ability of anesthesia residents to acquire and retain knowledge regarding informed consent documentation for epidural labor analgesia, in the setting of didactic teaching versus simulation. It also assesses how well this knowledge is translated to practical clinical ability by assessing the verbal informed consent process during an interaction with a standardized patient.
Twenty anesthesia residents were enrolled and randomized to a ‘didactic group’ or ‘simulation group’. Each resident was first presented with a written scenario and asked to document the informed consent process as they normally would in clinical practice (pre‐test). The didactic group then had a presentation about informed consent, while the residents in the simulation group each interviewed a simulated patient where scenarios focused on different aspects of informed consent. All residents were then again asked to read a scenario and document the informed consent process (post‐test). Six weeks later all residents interviewed a standardized patient in labor and documented the informed consent from this interaction (6 week test).
The documentation as well as the verbal interaction with the standardized patient was scored using a points system that was developed based on current literature and expert opinion from several obstetrical anaesthesiologists. Results will be presented at the research symposium.
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Educating Anesthesia Residents to Obtain and Document Informed Consent for Epidural Labor Analgesia: Does Simulation Play a Role?
Prior to performing epidural labor analgesia in an obstetric patient, informed consent must be obtained. There is no formal teaching at our centre for residents to learn the components of informed consent, but rather this is informally done at the bedside during patient assessment.
This study aims to assess the ability of anesthesia residents to acquire and retain knowledge regarding informed consent documentation for epidural labor analgesia, in the setting of didactic teaching versus simulation. It also assesses how well this knowledge is translated to practical clinical ability by assessing the verbal informed consent process during an interaction with a standardized patient.
Twenty anesthesia residents were enrolled and randomized to a ‘didactic group’ or ‘simulation group’. Each resident was first presented with a written scenario and asked to document the informed consent process as they normally would in clinical practice (pre‐test). The didactic group then had a presentation about informed consent, while the residents in the simulation group each interviewed a simulated patient where scenarios focused on different aspects of informed consent. All residents were then again asked to read a scenario and document the informed consent process (post‐test). Six weeks later all residents interviewed a standardized patient in labor and documented the informed consent from this interaction (6 week test).
The documentation as well as the verbal interaction with the standardized patient was scored using a points system that was developed based on current literature and expert opinion from several obstetrical anaesthesiologists. Results will be presented at the research symposium.