Scholarlink

Objective <p>The objective of this study was to assess the efficacy and satisfaction of an innovative decision-making capacity curriculum in undergraduate medical education.</p> Methods <p>Authors used Kern’s six-step approach for curriculum development to develop a curriculum to teach decision-making capacity assessment. Using a modified Delphi approach, authors also created a communication checklist for decision-making capacity assessment. The educational intervention was implemented for a full academic year, targeting medical students completing their core psychiatry clerkship. Changes in knowledge and comfort level were evaluated through pre- and posttests. Satisfaction was assessed using student feedback.</p> Results <p>Of the 136 medical students who completed the core psychiatry clerkship, 64 medical students completed both a pretest and posttest. Mean knowledge scores (3.5 vs 6.1, <i>p</i> &lt; 0.001) and comfort level (11% vs 89% comfortable, <i>p</i> &lt; 0.001) significantly improved from pretest to posttest. One hundred and five students provided course feedback, which demonstrated positive ratings of the course.</p> Conclusions <p>This capacity curriculum led to significant knowledge improvement and increased self-reported comfort with capacity assessment. Health professions educators can adapt this curriculum to promote competency in this important clinical skill. Moreover, educators can use this innovative capacity communication skills checklist for both learning and evaluation.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Decision-Making Capacity: A Curriculum and Evaluation Checklist for Medical Students

  • 期刊论文

  • 发表日期：

    2025年6月2日

查看全文
  • Brittany N. Goldstein,
  • Sheridan Goldstein,
  • David H. Salzman,
  • Cara Angelotta

摘要

Objective

The objective of this study was to assess the efficacy and satisfaction of an innovative decision-making capacity curriculum in undergraduate medical education.

Methods

Authors used Kern’s six-step approach for curriculum development to develop a curriculum to teach decision-making capacity assessment. Using a modified Delphi approach, authors also created a communication checklist for decision-making capacity assessment. The educational intervention was implemented for a full academic year, targeting medical students completing their core psychiatry clerkship. Changes in knowledge and comfort level were evaluated through pre- and posttests. Satisfaction was assessed using student feedback.

Results

Of the 136 medical students who completed the core psychiatry clerkship, 64 medical students completed both a pretest and posttest. Mean knowledge scores (3.5 vs 6.1, p < 0.001) and comfort level (11% vs 89% comfortable, p < 0.001) significantly improved from pretest to posttest. One hundred and five students provided course feedback, which demonstrated positive ratings of the course.

Conclusions

This capacity curriculum led to significant knowledge improvement and increased self-reported comfort with capacity assessment. Health professions educators can adapt this curriculum to promote competency in this important clinical skill. Moreover, educators can use this innovative capacity communication skills checklist for both learning and evaluation.