Biomedical Science… · SHS3 Biomedical Science

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Describe the purpose of Informed Consent from the patient and healthcare provider perspective.

By the end of the lesson, learners can:

Define informed consent in their own words and state the five key elements it must contain.
Explain the purpose of informed consent from the perspective of the patient, including protection of rights and empowerment in decision-making.
Explain the purpose of informed consent from the perspective of the healthcare provider, including reduction of medical errors and legal liability.
Describe the situations in which informed consent is legally required before a medical procedure or laboratory investigation.
Create a draft informed consent form for a simple clinical scenario and justify each section of the form.

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Curriculum details

Strand: Biomedical Science in Society (Strand 1)
Sub-strand: Biomedical Science Practice (1.1)
Content standard: 3.1.1.CS.1 - Demonstrate knowledge of good professional practice as biomedical scientists. 3.1.1.LO.1 Explain actions that can constitute malpractice, liability and/or negligence and how biomedical scientist can guard against them. 5 Gender Equality and Social 6 Socio-Emotional Learning
Indicator: 3.1.1.LI.2 - Describe the purpose of Informed Consent from the patient and healthcare provider perspective.
Suggested placement: Semester 1, Week 2 (Week 2 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 82

Exemplars (from the NaCCA curriculum)

Managing Talk for Learning: With the aid of informed consent forms, the teacher discusses and explains informed consent to the learners. The teacher should also explain that an informed consent form is a legal document that ensures smooth ongoing communication between the client and the provider.
Collaborative Learning: Discuss the benefits of informed consent to the patient/participant (improved patient welfare, increased patient empowerment, etc.) and provider (reduction of medical errors, reduced liabilities, etc.).
Activity-Based Learning:
- Learners work in groups to develop an informed consent form comprising of a description of the clinical problem, the proposed treatment, and alternatives including no treatment; discussion of the risks and benefits of the proposed treatment with comparisons to the risks and benefits of alternatives, and discussion of medical/clinical uncertainties regarding the proposed treatment; assessment of the patient's understanding of the information provided by the medical provider; and solicitation of the patient's preference and consent for treatment.
- After the design of the consent form, learners play the roles of provider and patient to the class, as they present their work.
Teaching and Learning Resources:
- Videos, documentaries and pictures of the various acts of malpractice and negligence.
- Videos and documentaries on how informed consent is carried out.
- Sample consent forms
Assessment (3.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.