A Preadmission Telephone Call to Initiate the Consent Process for Clinical Anesthesia Research

Consent for a clinical anesthesia research trial is frequently sought in hospital on the day of surgery. This time is often associated with increased anxiety, diminished privacy, and limited opportunity for reflection. Our objective was to determine whether a preadmission telephone call on the day before surgery resulted in greater satisfaction compared to the traditional practice of initiating the consent process on the day of surgery. We randomized 124 patients eligible for participation in a minimal-risk clinical anesthesia trial to receive either a preadmission telephone call on the day before surgery to initiate consent (Telephone group; n = 62), or no telephone call (Control group; n = 62). In the Telephone group, 21 patients (33.9%) were successfully contacted by telephone, whereas 41 patients (66.1%) were not contacted. Both the Telephone and Control groups reported similar understanding regarding the purpose of the trial. Both groups similarly agreed that the time and setting of recruitment and consent were appropriate. Patients in both groups reported having enough time to consider their participation in the trial. Few patients in either group reported feeling anxious at the time of consent or pressured to participate in the trial. Finally, patients in both groups were equally satisfied with the consent process. Implications: A preadmission telephone call on the day before surgery to initiate the consent process for a minimal-risk clinical anesthesia research trial does not improve satisfaction among consenting patients compared to initiating consent in hospital on the day of surgery, and can be an impractical method to initiate the consent process

Impact of a Content and Methods Course Sequence on Prospective Secondary Mathematics Teachers\u27 Beliefs

In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching may be impacted