# Obtaining and Documenting Informed Consent: An Advanced UME Cross-Specialty, Role-Playing Skill Builder

## TL;DR

A new medical training course improves students' ability to obtain and document informed consent through role-playing and feedback.

## Contribution

An advanced cross-specialty course using role-playing to enhance informed consent skills in medical students.

## Key findings

- The course significantly increased students' confidence in obtaining informed consent.
- Role-playing sessions were identified as the most valuable component by students.
- The course addressed gaps in prior curricula by including multiple specialties and documentation practice.

## Abstract

Informed consent is a critical skill in medical practice, yet deficiencies in training are common. Despite its recognition as a core Entrustable Professional Activity for medical students, many report inadequate exposure to formal informed consent education. This study evaluates an enhanced, postclerkship course designed to improve students’ proficiency in obtaining and documenting informed consent across multiple specialties.

The course, delivered to 171 fourth-year medical students in academic year (AY) 2022 and 167 in AY 2023, involved online preparatory work and a 4-hour synchronous session combining lecture, faculty-led role-playing, and peer feedback. Students were tasked with preparing informed consent scenarios involving medications and procedures, then practicing in small groups with faculty guidance. Pre- and postcourse satisfaction surveys and knowledge quizzes were administered.

The course significantly increased students’ reported confidence in obtaining informed consent. In addition, in AY 2023, the course was rated highest among the 5 presented that week when students were asked, “Which skills do you now feel better prepared to perform?” Qualitative feedback highlighted the role-playing sessions as the course's most valuable component.

This course successfully enhanced students’ ability and confidence in obtaining informed consent in a low-stakes, supportive environment. The inclusion of multiple specialties and the opportunity to practice documentation addresses gaps identified in prior curricula. Future iterations could optimize session timing and consider offering earlier training, prior to clinical clerkships. This model could also be adapted for longitudinal assessment of informed consent proficiency in medical trainees across undergraduate and graduate medical education.