The aim of this study was to investigate the comprehension of Phase I healthy subjects after they either read a standard informed consent form (control group) or viewed and listened to a video with the same information (experimental group). The findings of this study were to be applied to the efforts of clinical research personnel that perform the consenting process with these subjects. The approach to this dissertation was quantitative and experimental. The nonprobability, convenience sampling design was the best for obtaining access to a sample that could fit the inclusion criteria needed to answer the survey questions. The Cognitive Theory of Multimedia Learning suggests that receiving information through two channels, visual and auditory in this case, and incorporating it with previous knowledge improves comprehension. In this study, analysis of the data did not support the hypothesis that comprehension would be higher for the group that viewed the multimedia presentation. On average, participants in the control group (standard informed consent form presentation) scored 15.47 on the Deaconess Informed Consent Comprehension Test, while participants in the experimental group (multimedia informed consent form presentation) scored 14.67 out of a possible 28 points. These two group mean scores were not significantly different. Findings do suggest that informed consent form comprehension was very low on average, regardless of education, age, residence, occupation, gender, or predicted verbal IQ. Further research is needed to understand how to improve comprehension.
|Commitee:||Grohman, Kerry, Keefer, Autumn|
|Department:||Public Service Leadership|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Ethics, Pharmacy sciences, Public administration|
|Keywords:||Clinical research, Cognitive theory of multimedia learning, Comprehension, Informed consent, Phase i, Video consent|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be