Goldstein Brittany N, Goldstein Sheridan, Salzman David H, Angelotta Cara
Northwestern University, Chicago, IL, USA.
Acad Psychiatry. 2025 Jun 2. doi: 10.1007/s40596-025-02162-2.
The objective of this study was to assess the efficacy and satisfaction of an innovative decision-making capacity curriculum in undergraduate medical education.
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.
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.
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.
本研究旨在评估本科医学教育中一门创新的决策能力课程的效果和满意度。
作者采用克恩六步法进行课程开发，以制定一门教授决策能力评估的课程。作者还采用改良的德尔菲法创建了一份决策能力评估沟通清单。该教育干预实施了一整个学年，针对完成核心精神科实习的医学生。通过前后测试评估知识和舒适度的变化。使用学生反馈评估满意度。
在完成核心精神科实习的136名医学生中，64名医学生完成了前测和后测。从前测到后测，平均知识得分（3.5对6.1，p<0.001）和舒适度（11%舒适对89%舒适，p<0.001）显著提高。105名学生提供了课程反馈，对该课程给予了积极评价。
该能力课程导致知识显著提高，并增加了自我报告的能力评估舒适度。卫生专业教育工作者可以调整这门课程，以提升这项重要临床技能的能力。此外，教育工作者可以将这份创新的能力沟通技能清单用于学习和评估。
