4C/ID-based interactive consent-taking workshop for emergency department staff¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

A four-hour interactive workshop grounded in the 4C/ID model for teaching informed-consent skills to emergency physicians and nurses. It combines a brief lecture with 'progressively complex role-play scenarios simulating real consent-taking encounters', supportive information, just-in-time videos, part-task practice, and feedback, with facilitators 'gradually reducing support to encourage learner autonomy'. The article evaluated it against a one-hour didactic lecture in a quasi-experimental study of 21 emergency care professionals.

Design Implications¶

Context¶

Requirements¶

• Role-play scenarios, consent-taking checklists, videos of model performances, and facilitators/instructors for supervision and feedback, as listed in the article's course plan

Constraints¶

• The authors state that the small sample size, single-center design, and short intervention duration restrict the generalizability of findings
• The lack of long-term follow-up limits conclusions about sustainability of the observed improvements

Target Learners¶

• emergency physicians
• emergency nurses

Target Learning Goals¶

• informed consent-taking skills
• patient-centered communication under time pressure
• interprofessional collaboration

Claims¶

• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals [+W]
• The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant [+W]
• Focus group participants described role-play as transformative for conceptual clarity and confidence in consent-taking [+W]
• Mixed interprofessional group training promoted mutual respect, understanding of roles, and appreciation of teamwork among ED participants [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Khan Abdus Salam, Khan Muhammad Nasir Ayub, Khan Muhammad I. (2025). Comparing the Lecture-Based Learning With the Four-Component Instructional Design (4C/ID) Model of Learning in Enhancing the Skills of Consent-Taking in the Emergency Department: A Quasi-experimental Study. Cureus. https://doi.org/10.7759/cureus.94133