Blueprint-aligned OSCE station assessment for consent-taking skills¶

Element · All elements
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

A practical skills assessment for consent-taking consisting of OSCE stations whose content was 'blueprint-aligned to the four domains of informed consent' — capacity, communication, voluntary decision-making, and disclosure. Stations cover rapport building, procedure explanation, risk and benefit disclosure, capacity assessment, language barriers, family dynamics, alternatives, time-sensitive consent, and documentation, scored on standardized checklists with standardized patients.

Design Implications¶

Context¶

Requirements¶

• Standardized patients, standardized checklists, and two independent trained raters per station, with evaluators blinded to participant group to minimize bias

Constraints¶

• The OSCE was the primary outcome assessed immediately after the intervention, and the article notes the lack of long-term follow-up limits conclusions about sustainability

Target Learners¶

• emergency physicians
• emergency nurses

Target Learning Goals¶

• assessing practical consent-taking and communication skills

Claims¶

• 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]
• Plotting experience against OSCE results showed no effect of years of emergency department experience on consent-taking skill scores [~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