Training activity information
Details
Identify and provide information about relevant research projects to eligible individuals
Type
Entrustable training activity (ETA)
Evidence requirements
Evidence the activity has been undertaken by the trainee repeatedly, consistently, and effectively over time, in a range of situations. This may include occasions where the trainee has not successfully achieved the outcome of the activity themselves. For example, because it was not appropriate to undertake the task in the circumstances or the trainees recognised their own limitations and sought help or advice to ensure the activity reached an appropriate conclusion.
Reflection at multiple timepoints on the trainee learning journey for this activity.
Considerations
- The role of research in the clinical context
- The process for clinical research, ethical approval and governance
- Informed consent
- Good clinical practice training programme and relevance to genetic counselling practice
- The importance of research to inform clinical guidelines and evidence-based practice
- Patient–centred approach to discussing relevant research projects
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
What does success look like?
- Discuss what is expected of you in relation to the ethical considerations and consent processes involved in discussing research with patients.
What is your prior experience of this activity?
- Think about what you already know about discussing research with patients or participating in recruitment processes.
- Consider possible challenges you might face during the activity, such as identifying suitable projects or explaining complex research concepts (risks, benefits, voluntary participation) to patients.
- Recognise the scope of your own practice for this activity i.e. know when you will need to seek advice or help, and from whom.
- Acknowledge how you feel about initiating discussions about research participation with patients.
What do you anticipate you will learn from the experience?
- Consider the specific skills you want to develop, such as identifying eligible individuals and providing information about research (drawing upon previous experiences of the activity).
- Identify the specific insights you hope to gain into the role of research in clinical practice and the practicalities of patient recruitment.
What additional considerations do you need to make?
- Consult actions identified following previous experiences of discussing research with patients or related training.
- Identify important information you need to consider before embarking on the activity, such as the details of the specific research project(s), inclusion/exclusion criteria, and how consent should be handled, including confirming availability of patient information sheets.
In action
Is anything unexpected occurring?
- Are you noticing anything surprising or different from what you anticipate whilst identifying or providing information about research projects?
- Are you encountering situations such as:
- Difficulty finding a suitable study, or the individual expresses unexpected concerns about research participation?
- The individual asks detailed questions about ethical approval or methodology that you weren’t prepared for in that moment?
How are you reacting to the unexpected development?
- How is this impacting your actions? For example, are you responding to the situation appropriately? Are you adapting or changing your approach to your explanation of the research project or your search strategy for studies?
- Consider the steps you are taking in the moment, such as immediately addressing the individual’s unexpected concerns about research participation ethics or pausing the discussion to discreetly seek clarification on the detailed questions.
- How are you feeling in that moment? For instance, are you finding it difficult to feel confident in your ability to respond to ethical queries?
- Is it affecting your confidence in accurately providing relevant research information?
What is the conclusion or outcome?
- Identify how you are working within your scope of practice. For example, was the relevant information provided accurately, and were the individual’s questions addressed?
- What are you learning as a result of the unexpected development? For example, are you learning in the moment about discussing research opportunities with individuals and managing unexpected reactions or queries?
On action
What happened?
- Begin by summarising the key steps you took when identifying suitable studies and discussing the research with the patient.
- Consider specific events, actions, or interactions which felt important, such as a question raised by the individual regarding the ethical implications of the study or difficulty confirming specific inclusion/exclusion criteria.
- Include any ‘reflect-in-action’ moments where you had to adapt to the situation as it unfolded, for instance, immediately adapting your explanation of a study’s methodology to address a patient’s concern about the ethical use of their data or clearly reiterating the voluntary consent process when the patient misunderstood the obligation to participate.
- How did you feel during this experience, e.g., did you feel resourceful in finding the study or challenged by managing patient expectations?
How has this experience contributed to your developing practice?
- Identify what learning you can take from this experience regarding research discussion. What strengths did you demonstrate, e.g., resourcefulness in finding niche studies or communicating complex methodology in lay terms?
- What skills and/or knowledge gaps were evident, e.g., key details of the study, or addressing misunderstandings about the nature of participation?
- Compare this experience against previous engagement with similar activities – were any previously identified actions for development achieved? Has your practice improved in explaining the difference between clinical care and research?
- Identify any challenges you experienced, such as needing to seek advice or clarification on scope of practice regarding the need for immediate clarification on a study’s specific inclusion criteria, and how you reacted to this.
What will you take from the experience moving forward?
- Identify the actions or ‘next steps’ you will now take to support the assimilation of what you have learnt, including from any feedback you have received, with regards to improving the clarity of the voluntary and confidential nature of research involvement.
- What will you do differently next time you approach discussing research projects, for instance, by proactively reviewing patient information sheets for potential ethical discussion points prior to the conversation?
- Do you need to practise any aspect of the activity further, such as explaining the ethical considerations of data use or key learning outcomes related to applying communication skills?
Beyond action
Have you revisited the experiences?
- How have your subsequent experiences of identifying and discussing research opportunities, including ethics and eligibility since completing this specific training activity led you to revisit your initial approach or decisions during that activity? For example, how a subsequent review of the guidelines for specific genetic research trials forced you to re-evaluate the depth of ethical discussion you initially had regarding patient data usage during your first attempt at this training activity.
- Considering what you understand about research ethics, eligibility criteria, and communicating risks/benefits now, were the actions or considerations you identified after your initial reflection on this training activity sufficient?
- How have you since implemented or adapted improvements in your research discussion technique based on further learning and experiences?
- Has discussing patient concerns about research participation or difficulty confirming eligibility criteria or the impact of unclear communication on patient willingness to participate with colleagues, peers, or supervisors changed how you now view your initial experience in this training activity? For example, how a patient who misunderstood the voluntary nature of participation refined your understanding of the critical nature of transparent and non-coercive communication regarding research.
How have these experiences impacted upon current practice?
- How has the learning from this initial training activity, in combination with subsequent research communication experiences, contributed to your overall confidence and ability in integrating research opportunities into clinical care? For example, how your accumulated ability in explaining research concepts and ethical dimensions now enables you to confidently discuss research options with patients.
- How has reflecting back on this specific training activity, combined with everything you’ve learned since, shaped your current approach to identifying and communicating about research projects?
- How does this evolved understanding help you identify when something is beyond your scope of practice or requires escalation?
- Looking holistically at your training journey, how has this initial research communication experience, revisited with your current perspective, contributed to your development in meeting the learning outcomes related to applying communication skills?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 6 |
Outcome
Identify and provide information to individuals who are eligible to participate in research. |