A Multidisciplinary Program to Educate and Advocate for Living Donors

2008 ◽  
Vol 18 (4) ◽  
pp. 284-289 ◽  
Author(s):  
Anita K. Sites ◽  
Jason R. Freeman ◽  
Michael R. Harper ◽  
David B. Waters ◽  
Timothy L. Pruett

Education is critical in decision making and the informed consent process in prospective living donors. Little has been written about how and what living donors should be taught. This article describes a multidisciplinary program for living donor education at the University of Virginia. The goals of the program are to impart information needed for prospective donors to make an informed decision and to independently evaluate donors' medical and psychosocial suitability. A partnership between the transplant department and an independent donor advocacy team establishes an environment conducive to education. By embracing independence, transparency, partnership, and advocacy, our program permits bidirectional education. This partnership facilitates unbiased understanding and appreciation of this education and considers each individual's unique circumstances when making informed decisions. Likewise, prospective donors educate the team about their circumstances, which helps the team safeguard the prospective donor and may enhance the safety of prospective donors and the perceived integrity of living organ donation.

Blood ◽  
2010 ◽  
Vol 116 (21) ◽  
pp. 2556-2556
Author(s):  
Karl Desch ◽  
Jun Z. Li ◽  
Scott Kim ◽  
Naomi Laventhal ◽  
David Siemieniak ◽  
...  

Abstract Abstract 2556 The informed consent process is a critical component of human subject protection in biomedical research, with the goals of informing participants of the purpose of the study, as well as the likely risks, benefits and alternatives. The signed informed consent document (ICD) is a required legal disclosure which documents that the informed consent process has taken place and provides research subjects with comprehensive information about their role in a study. Despite efforts to optimize the ICD, only limited data are available regarding the utilization of these documents by participants in biomedical research. We measured the time taken by participants, in a genetic study of hematologic traits, to review a 2833 word online ICD prior to indicating consent. ICDs were generated utilizing standard templates provided by the University of Michigan IRB with the addition of a hyperlink at word 2254 of the ICD that read “If you are reading this form, please click on this sentence”. Identification of the hyperlink, as a proxy for thorough reading of the ICD, was recorded. The study was approved by the University of Michigan IRB (IRBMED# 2005-0080.) A total of 1209 subjects were recruited from the University of Michigan, Ann Arbor student population from 2/12/08 to 1/30/09. Age ranged from 14 to 35 years with a mean of 21. Standard reading speeds predicted a range of 567 to 850 seconds to read the full ICD text. The distribution of consent times was heterogeneous, heavily weighted toward times that would suggest little to no reading of the ICD. Twenty-eight percent of participants consented within ten seconds. Only 78 participants (6.4%) took longer than the minimum estimated reading time (566 seconds) to indicate consent. The hyperlink was identified by 2.2% of participants with a median reading time of 621 seconds, significantly longer than those who did not (52 seconds, p<3×10−11). Additionally, significant differences in consent time were noted for sex, age, and downloading of the ICD PDF file. Our results demonstrate that the majority of participants in this study (93.6%) provided consent without spending sufficient time to thoroughly read and comprehend the ICD. The 6.4% of participants with consent times greater than the minimum predicted ICD reading times is likely a significant overestimate of ICD comprehension since the consent interval recorded could also include time spent on other distracting activities. In conclusion, these observations imply that the consent by subjects to participate in this and many other low-risk studies is unlikely to have been as truly informed as originally intended by the investigators and the IRB. This lack of truly informed consent is also likely to extend beyond research studies, to include ICDs used for treatment in the routine clinical care setting. These data suggest that current ICDs, particularly for low-risk studies, may no longer serve the intended informed consent purpose and that ICD length and complexity should be reassessed. Disclosures: No relevant conflicts of interest to declare.


2007 ◽  
Vol 25 (18_suppl) ◽  
pp. 9072-9072
Author(s):  
S. Hitchcock-Bryan ◽  
B. Hoffner ◽  
S. Joffe ◽  
M. Powell ◽  
C. Parker ◽  
...  

9072 Background: In an effort to improve the informed consent process for subjects considering participation in a clinical trial, we created an educational video: “Entering a Clinical Trial: Is it Right for You?” In this randomized study, we assessed the effect of the video on patients’ understanding and perceptions of clinical trials. We also assessed patient satisfaction with the video and how the video impacted decision-making and patient-provider communication. Methods: We recruited 90 adults considering cancer clinical trials of whom 77 participated. After discussing the trial with the physician and reading the trial consent form, patients were randomized to receive (n=38) or not receive (n=39) the study video. Using a validated questionnaire, we interviewed subjects to assess objective understanding of the trial, our primary endpoint, and self-reported understanding of clinical trials. All subjects completed a second interview assessing secondary endpoints, including patient-provider communication, satisfaction with video, and decision-making. We used linear regression (two-sided tests) to conduct the primary analysis and the Wilcoxon rank-sum test and descriptive statistics to analyze the secondary aims. Results: Neither objective nor self-reported understanding of clinical trials differed between the two groups (Mean 86.5 vs. 87, p=0.75). 85% (61/72) indicated the video was an important source of information about clinical trials; 89% of those who watched the video with their family/friends (n=37) said the video helped loved ones better understand clinical trials; 73% indicated it helped their family accept their decision about participation. 81% (58/72) felt better prepared to discuss the trial with their physician after watching the video. Of those who found the video helpful with decision- making, 80% (21/26) were considering a trial for the first time compared with 19% (5/26) veterans who had previously participated in a clinical trial. Conclusions: The video did not measurably improve subjects’ understanding of their clinical trials. However, subjects reported that the video was an important source of information, helped them educate their families, and enhanced patient-provider communication. No significant financial relationships to disclose.


2019 ◽  
Vol 32 (1) ◽  
pp. 340-347
Author(s):  
Amanda L. Porter ◽  
James Ebot ◽  
Karen Lane ◽  
Lesia H. Mooney ◽  
Amy M. Lannen ◽  
...  

2016 ◽  
Vol 29 (2-3) ◽  
pp. 245-253 ◽  
Author(s):  
Rebecca A. Ferrer ◽  
Jennifer Tehan Stanley ◽  
Kaitlin Graff ◽  
William M. P. Klein ◽  
Nina Goodman ◽  
...  

2019 ◽  
Vol 4 (3) ◽  
pp. 57-66 ◽  
Author(s):  
Astrid Pratidina Susilo ◽  
◽  
Brahmaputra Marjadi ◽  
Jan van Dalen ◽  
Albert Scherpbier ◽  
...  

2020 ◽  
Vol 42 (5_suppl) ◽  
pp. 16S-22S
Author(s):  
Guru S Gowda ◽  
Arun Enara ◽  
Furkhan Ali ◽  
Mahesh R Gowda ◽  
Chethan Basavarajappa ◽  
...  

Consent is an essential and important medico-legal prerequisite for a patient’s treatment. This necessitates the service provider to participate in the informed consent process and discuss the risk-benefit of the proposed treatment, the best available treatment, engage in shared decision-making process, opportunity to convey their view and thereby limit chances of legal liability for all parties. The clinician should have ample knowledge and skill pertaining to the informed consent process and also have adequate understanding of medical ethics and law. This article provides an overview on informed consent pertaining to telepsychiatric services in India.


Author(s):  
Laura A. Siminoff ◽  
Maria D. Thomson

Our knowledge and understanding of bioethics is informed by cancer communication research, particularly around the informed consent process and participation in clinical trials. This chapter provides an overview of several ethical theories used to guide bioethics, including principlism, casuistry, and virtue ethics. With these in mind, the informed consent process and the importance of quality communication is described. Despite many patients preferring a style of communication that is more participatory in nature, physicians still struggle with how much and what kind of information to share regarding clinical trials. In the context of palliative care, surrogate decision-making adds an additional layer of complexity to this process. Further, many patients still endorse the ‘therapeutic misconception’, meaning they believe experimental treatments are superior to standard treatments. The communication models of paternalism, the fully informed model, and shared decision-making are described, with the goal to provide patients with clear, unbiased information to inform decision-making.


2021 ◽  
pp. 147775092110635
Author(s):  
Alastair Moodley ◽  
Ames Dhai

Informed consent for anesthesia is an ethical and legal requirement. A patient must have adequate decision-making capacity (DMC) as a prerequisite to informed consent. In determining whether a patient has sufficient DMC, anesthesiologists must draw on their knowledge of DMC. Knowledge gaps regarding DMC may result in incorrect assessments of patients’ capacity. This could translate to an informed consent process that is ethically and legally unsound. This study examined the DMC-related knowledge of anesthesiologists in a group of four university-affiliated hospitals. The findings suggest that anesthesiologists have several areas of knowledge deficiency regarding DMC and DMC assessment. These findings could inform the development of undergraduate and postgraduate curricula.


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