TY - JOUR
T1 - Informed Consent Education in Obstetrics and Gynecology
T2 - A Survey Study
AU - Propst, Katie
AU - O'Sullivan, David M.
AU - Ulrich, Amanda
AU - Tunitsky-Bitton, Elena
N1 - Publisher Copyright:
© 2018 Association of Program Directors in Surgery
PY - 2019/7/1
Y1 - 2019/7/1
N2 - OBJECTIVE: The practice of obstetrics and gynecology poses specific ethical challenges for informed consent (IC). Data regarding resident confidence with the IC process are lacking. Our objective was to evaluate obstetrics and gynecology residents’ education, experience, and confidence related to IC. DESIGN: This was a cross-sectional survey of obstetrics and gynecology residents. Descriptive analyses were performed using mean and standard deviation or frequency expressed as a percentage. The results were analyzed for statistical significance using chi-square or Fisher's exact tests for categorical variables and Student t or Mann-Whitney U tests, as appropriate, for continuous variables; all results yielding p < 0.05 were deemed statistically significant. SETTING: Electronic survey. RESULTS: Two hundred eighty-one trainees completed the survey. The majority of participants were female (84.3%) and from an academic training program (65.1%). Two hundred seventy-seven trainees (98.6%) reported that they had obtained IC for operating room procedures; the majority had first done this in the first postgraduate year (PGY) (n = 258, 91.8%). Trainees most commonly obtain IC for resident and general gynecology attending cases. Most trainees primarily learn how to obtain IC via observation of their coresidents and attendings. Nearly 90% of trainees have obtained IC for a procedure for which they were unsure of all the risks. One hundred seventy-three trainees (61.6%) reported that they would like to have more training in IC. Increasing PGY was significantly associated with increasing confidence in obtaining IC for gynecologic, obstetric, and office procedures (all p < 0.01). There were no differences based on PGY in frequency of reviewing who will perform the surgical procedure (p = 0.75), how trainees will be involved in the procedure (p = 0.35), review of alternative treatments (p = 0.91), or in documentation of the IC process (p = 0.16). CONCLUSIONS: Based on the findings of this survey study, education related to the IC process is warranted and curriculum development should be the focus of future study.
AB - OBJECTIVE: The practice of obstetrics and gynecology poses specific ethical challenges for informed consent (IC). Data regarding resident confidence with the IC process are lacking. Our objective was to evaluate obstetrics and gynecology residents’ education, experience, and confidence related to IC. DESIGN: This was a cross-sectional survey of obstetrics and gynecology residents. Descriptive analyses were performed using mean and standard deviation or frequency expressed as a percentage. The results were analyzed for statistical significance using chi-square or Fisher's exact tests for categorical variables and Student t or Mann-Whitney U tests, as appropriate, for continuous variables; all results yielding p < 0.05 were deemed statistically significant. SETTING: Electronic survey. RESULTS: Two hundred eighty-one trainees completed the survey. The majority of participants were female (84.3%) and from an academic training program (65.1%). Two hundred seventy-seven trainees (98.6%) reported that they had obtained IC for operating room procedures; the majority had first done this in the first postgraduate year (PGY) (n = 258, 91.8%). Trainees most commonly obtain IC for resident and general gynecology attending cases. Most trainees primarily learn how to obtain IC via observation of their coresidents and attendings. Nearly 90% of trainees have obtained IC for a procedure for which they were unsure of all the risks. One hundred seventy-three trainees (61.6%) reported that they would like to have more training in IC. Increasing PGY was significantly associated with increasing confidence in obtaining IC for gynecologic, obstetric, and office procedures (all p < 0.01). There were no differences based on PGY in frequency of reviewing who will perform the surgical procedure (p = 0.75), how trainees will be involved in the procedure (p = 0.35), review of alternative treatments (p = 0.91), or in documentation of the IC process (p = 0.16). CONCLUSIONS: Based on the findings of this survey study, education related to the IC process is warranted and curriculum development should be the focus of future study.
KW - Communication Skills
KW - Interpersonal
KW - Medical Knowledge
KW - Patient Care
KW - communication
KW - consent forms
KW - gynecologic surgery
KW - informed consent
KW - medical education
KW - physician-patient relations
UR - http://www.scopus.com/inward/record.url?scp=85059327759&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85059327759&partnerID=8YFLogxK
U2 - 10.1016/j.jsurg.2018.12.005
DO - 10.1016/j.jsurg.2018.12.005
M3 - Article
C2 - 30611700
AN - SCOPUS:85059327759
SN - 1931-7204
VL - 76
SP - 1146
EP - 1152
JO - Journal of Surgical Education
JF - Journal of Surgical Education
IS - 4
ER -