Evaluation of an informed consent (EPA11) curriculum and feedback in the transition to residency course for surgical residencies

Abstract Purpose Informed consent is a core entrustable professional activity (EPA) for medical students entering residency. This study aims to evaluate an informed consent curriculum delivered to fourth-year students preparing for a surgical-based residency. Methods Students received the curriculum and practiced a specialty-specific encounter (laparoscopic cholecystectomy, LC; joint replacement, JR; c-section, CS) with a standardized patient (SP). Student performance was rated by the SP using an assessment tool, guiding SP formative feedback. An end-of-course survey was completed by students. Results Total mean scores were 82.5%, 80.7%, and 80.5% for LC, JR, CS, respectively. There was no difference amongst total score means ( p = 0.759). On the end-of-course survey, 86.8% of students strongly agreed/agreed (SA/A) the curriculum prepared them to obtain informed consent. 100.0% SA/A they felt comfortable obtaining informed consent. Conclusions The curriculum equipped students to obtain informed consent. The findings provide insights into an effective informed curriculum, assisting students’ transition to a surgical-based residency.