Training activity information
Details
Critically appraise the use of treatment ‘add ons’ and produce or review an information leaflet for patients
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Safety and efficacy of ‘add ons’
- Evidence-based practice
- HFEA Code of Practice and guidance
- Effective communication and presentation- adapting style to the audience, presenting complex concepts to non-experts
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 are some common treatment ‘add ons’ currently being used or considered in fertility clinics?
- What is the evidence base (e.g., scientific studies, systematic reviews) supporting the use of these add-ons? Where can you access this evidence?
- What are the potential benefits, risks, and costs associated with these add-ons?
- What are the ethical considerations surrounding the use and marketing of treatment ‘add ons’?
- What are the current guidelines or recommendations from relevant professional bodies (e.g., HFEA, professional societies) regarding the use of these add-ons?
- If you are reviewing an existing information leaflet, what are the key messages it currently conveys?
- Consider how to critically evaluate scientific literature to determine the strength of evidence for treatment effectiveness.
- Think about how to communicate complex and potentially uncertain information to patients in a clear, balanced, and unbiased manner.
- What are the challenges involved in presenting information about ‘add ons’ without creating false hope or undue influence on patient decisions?
- Discuss with your training officer which specific treatment ‘add ons’ you will be appraising and whether you will be producing or reviewing an information leaflet.
- Research the chosen treatment ‘add ons’, focusing on the available scientific evidence, potential benefits, risks, and costs.
- Familiarise yourself with principles of effective patient communication and the development of patient information materials.
- Consider potential challenges in finding robust evidence or in presenting a balanced view to patients. How will you address these?
- Reflect on your own biases or preconceived notions about the effectiveness of certain treatments.
In action
- Pay attention to your actions. How are you approaching the appraisal of the treatment ‘add ons’? Are you focusing on specific types of evidence first? Why are you prioritising certain information?
- What decisions are you making as you review the evidence? For example, are you deciding which studies are most relevant or methodologically sound?
- When producing or reviewing an information leaflet, what aspects of patient communication are you consciously focusing on (e.g., clarity, balance, avoiding jargon)?
- How effective is your approach in identifying the strengths and limitations of the evidence for the chosen ‘add ons’? Are you finding sufficient information to make a critical judgment?
- What challenges are you facing during this appraisal? For example, are you struggling to interpret statistical data or identify potential biases in the research?
- What can you learn about the process of evidence-based practice and communicating scientific information to patients as this activity unfolds?
- How does this activity connect to your understanding of ethical marketing and informed consent in fertility treatment?
- Are there alternative ways you could be appraising the evidence? For instance, could you be using different frameworks for evaluating the quality of research?
- What support or guidance might you need in this moment? For example, do you need to discuss the interpretation of a study with a senior colleague?
On action
- What were the specific treatment ‘add ons’ that you appraised or whose information leaflet you reviewed? What evidence (or lack thereof) supported the use of these ‘add ons’? What were the potential benefits and risks associated with these ‘add ons’ as presented in the literature or information leaflet? How balanced and unbiased was the information presented to patients? Were the information leaflets clear, understandable, and compliant with any relevant guidelines for patient information?
- How effectively were you able to critically evaluate the evidence base for a particular treatment or intervention? Did the activity improve your ability to identify potential biases or limitations in the information available? What did you learn about the challenges of communicating complex scientific information to patients in an accessible way? Did you identify any areas where you could improve your critical appraisal skills or your ability to produce or review patient information materials?
- How will you approach the evaluation of new or existing treatment ‘add ons’ in the future? What principles will you apply when reviewing or creating information for patients about complex treatments? Will you seek out further resources or training on critical appraisal or patient communication? How will you ensure that patients receive clear, balanced, and evidence-based information to support their decision-making?
Beyond action
- Consider evaluating and re-evaluating the evidence you considered and the clarity of the information presented to patients. Compare this experience with your understanding of new or different treatment add-ons that have emerged since. Has your ability to critically assess evidence and communicate complex information evolved?
- Recognise that this training activity contributes to your ability to provide patients with clear and unbiased information. How has your understanding of the potential benefits, risks, and ethical considerations of treatment add-ons informed your discussions with colleagues or your review of patient information? How do you approach the marketing and promotion of such add-ons now?
- Identify the transferable skills you developed, such as critical analysis, communication, and ethical awareness. What clear actions for continued development in staying updated on the evidence base for treatment add-ons and communicating this to patients have you identified? How will you approach new add-ons entering the market in the future? How do you stay updated on the latest evidence and guidelines?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 2 |
Outcome
Practice in accordance with the statutory and regulatory framework. |
| # 3 |
Outcome
Apply and adapt skills to communicate effectively with patients and the multidisciplinary team. |