Original Publication Psychotropic Medication Informed Consent: A Cross-Specialty Role-Playing Skill Builder Emily Diana*, Derrick Hamaoka, MD, Matthew Goldenberg, MD, MSc, Kelly L. Cozza, MD *Corresponding author: emily.diana@usuhs.edu Abstract Introduction: Obtaining informed consent (IC) is an essential medical practice. Utilization of IC role-playing training with medication study cards and self-peer-supervisor review should improve student fund of knowledge and strengthen IC skills for clerkship-level medical students. Methods: Between 2017 and 2020, approximately 555 clerkship medical students used our formative role-playing exercise tools. Students independently prepared psychotropic medication study cards and role-played IC during group didactics. Peer and supervisor reviews were not recorded but were discussed as a group. Students completed routine anonymous postclerkship surveys regarding the IC exercise. An enhanced IC curriculum was deployed in 2020, adding a training video and peer/supervisor feedback form. Student feedback and specialty shelf exam scores were reviewed to assess the exercise’s efectiveness. Results: Surveys indicated satisfaction with the exercise and increased confidence in obtaining IC. Interestingly, the student group that received enhanced IC training had fewer shelf exam failures than those without, perhaps indicating improved fund of psychotropic medication knowledge. Discussion: Peer role-playing IC training is well accepted by students, allows practice of essential elements of IC and shared decision-making, and provides an engaging way to improve medication fund of knowledge. Our clerkship has initiated development of an IC objective structured clinical examination station and is adapting the exercise across specialties for longitudinal learning in response to the positive feedback and ease of use. Structured review of psychotropics and peer IC role-playing can be tailored for other specialties, medications, and procedures and further developed for use in pre- and postclerkship education. Keywords Informed Consent, Entrustable Professional Activity 11, Role Play/Dramatization, Role-Playing, Shared Decision-Making, Communication Skills, Competency-Based Medical Education (Competencies, Milestones, EPAs) Educational Objectives By the end of this activity, learners will be able to: 1. Memorize and utilize an essential steps rubric for obtaining informed consent. 2. Develop and demonstrate psychotropic medication fund of knowledge. 3. Propose and discuss a medication plan in patient-friendly terms. 4. Practice shared decision-making techniques. 5. Assess and discuss self- and peer performance in obtaining informed consent. Citation: Diana E, Hamaoka D, Goldenberg M, Cozza KL. Psychotropic medication informed consent: a cross-specialty role-playing skill builder. MedEdPORTAL. 2021;17:11152. https://doi.org/10.15766/mep_2374-8265.11152 Introduction Discussing treatment options and obtaining informed consent (IC) are cornerstones of medical practice. Physicians have an ethical and legal duty to participate in IC-covered, shared decision-making conversations with patients to allow them to make knowledgeable and more autonomous medical decisions. 1,2 According to the Association of American Medical Colleges, obtaining IC for tests and/or procedures is regarded as one of the core Entrustable Professional Activities (EPAs), EPA 11, meaning that medical students should be proficient at this activity before entering residency. 3 The incorporation of IC practice into medical student learning has been found to be efective by both medical students and patients. 4,5 To address EPA 11, the Uniformed Services University (USU) School of Medicine developed an IC curriculum for clerkship students using rubric-driven medication study cards with peer- and faculty-reviewed patient vignette role- playing to practice this skill. This exercise was developed Copyright © 2021 Diana et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution license. 1/7