Universität zu Köln

Chiapponi, C., Meyer, F., Kersten, F. and Bruns, C. (2016). STeP (Students Teaching Patients): Medical Students Following up on Informed Consent Discussions. Results of a Methodological Change and Further Considerations. Zent.bl. Chir., 141 (6). S. 645 - 652. STUTTGART: GEORG THIEME VERLAG KG. ISSN 1438-9592

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Abstract

Background: Literature shows an increasing number of reports on the incompleteness of informed consent discussions held by residents. Residents feel insecure and not adequately prepared for this task. This project aimed to integrate supervised informed consent discussions into the medical curriculum, working with real patients instead of other students or actors. Method: STeP (Students Teaching Patients) is a teaching format which has been recently introduced at the University of Magdeburg. Initially, a certified physician prepares medical students for taking informed consent. Using standard questionnaires, students interview patients who have given consent, following up on what patients recall from the informed consent discussion. Afterwards the results are reported to the physician, who then checks back with the patient that there are no new or unanswered questions. In this part of the project, the original process was changed in that a group of patients was interviewed twice to evaluate whether students were able to increase patients' knowledge. Results: Although all students taking part in this study had already completed the surgery course, they were not sufficiently aware of the most relevant complications of laparoscopic cholecystectomy. Also it was difficult for informed patients to render the consequences and complications resulting from such a procedure. Randomly chosen patients recalled only one possible complication on average, although they had signed the informed consent form. Most of them could not explain the effects of a lesion of the bile duct. Although those patients who had been interviewed twice recalled more complications than those who had been interviewed only once, patients generally did not like to be interviewed twice, which caused us to discontinue this part of the project. Conclusions: Based on the analysis of the limitations of this method of repeated interviews, we now plan to perform STeP as a student consultation before the physician takes informed consent, with students reflecting their own consultation. Increase in knowledge and patient satisfaction will be measured postoperatively by the students. The results of this project are pending.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Chiapponi, C. UNSPECIFIED UNSPECIFIED UNSPECIFIED Meyer, F. UNSPECIFIED UNSPECIFIED UNSPECIFIED Kersten, F. UNSPECIFIED UNSPECIFIED UNSPECIFIED Bruns, C. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-254236
DOI:	10.1055/s-0042-114871
Journal or Publication Title:	Zent.bl. Chir.
Volume:	141
Number:	6
Page Range:	S. 645 - 652
Date:	2016
Publisher:	GEORG THIEME VERLAG KG
Place of Publication:	STUTTGART
ISSN:	1438-9592
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language BILE-DUCT STRICTURES; INJURY Multiple languages Surgery Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/25423