Teaching Effective Informed Consent Communication Skills in the Virtual Surgical Clerkship.

Pang, Joyce H; Finlay, Esme; Fortner, Sally; Pickett, Bradley; Wang, Ming-Li

BACKGROUND The disruption by the COVID-19 pandemic on undergraduate medical education allowed for assessment of virtual curricular innovations. One of the difficulties encountered in the virtual curriculum is the teaching of clinical competencies that would traditionally require students to undergo in-person simulations and patient encounters. We implemented a novel informed consent activity module with standardized patients to improve self-efficacy in communication within our core surgery clerkship. STUDY DESIGN All medical students who participated in the virtual surgery clerkship were recruited to participate in a retrospective survey study regarding the novel informed consent module. These questions evaluated their perceived competence in four domains relating to informed consent: identifying the key elements, describing common challenges, applying the New Mexico Clinical Communication Scale (NMCCS, and documenting. RESULTS 34 out of the 90 students participated in the study (38% of the cohort). Respondents to the survey reported that their self-efficacy in communication skills related to informed consent improved as a result of their participation in the activity in each of the four domains surveyed (p<0.01), with the majority of students identifying as satisfactory or above in each domain post-module. Students generally viewed the virtual informed consent activity positively, but noted that it was not the same as an in-person clinical experience. CONCLUSION A virtual module of communication skills training using standardized patients and faculty improved student belief in their self-efficacy in obtaining informed consent. This communication module can be useful in a virtual or mixed curricular structure for both current and future medical students.