Preparing Preclinical Medical Students for Routine Code Status Discussions: A Mixed-Methods Study.

CONTEXT: Medical students are expected to gain competency in inquiring about patients' goals of care, per the Association of American Medical Colleges' Entrustable Professional Activities. While students may be part of teams that conduct routine code status discussions (CSDs), formal training in this skill prior to clinical clerkships is lacking.

OBJECTIVES: We aimed to address this training gap by designing a curriculum to teach preclinical medical students about routine CSDs.

METHODS: We designed and conducted an interactive workshop for preclinical medical students to learn about routine CSDs and practice this skill, using Kern's Six Steps to Curriculum Design. A qualitative and quantitative pre- and post-survey was administered. A convergent, parallel, mixed methods analysis was performed.

RESULTS: Students (n=135) named more options for code status following the workshop (pre-survey 1.3 vs. post-survey 4.3, p <0.01). There was an increase in the proportion of students reporting that they felt "somewhat comfortable" or "extremely comfortable" conducting a CSD (pre-survey 19% vs. post-survey 64%, p<0.01), and a decrease in those reporting that they felt "extremely uncomfortable" or "somewhat uncomfortable" (pre-survey 53% vs. post-survey 18%, p<0.01). Thematic analysis revealed that students were concerned about knowledge gaps, communication tools, personal discomfort, and upsetting patients or family.

CONCLUSION: A workshop to train medical students to conduct routine CSDs can be included as part of a preclinical medical education curriculum. Students reported that the workshop increased their confidence in conducting CSDs and demonstrated an increase in corresponding knowledge, preparing them to deliver person-centered care on their clerkships.