“It Blew My Mind”

Exploring the Difficulties of Anesthesia Informed Consent through Narrative THE article by Waisel et al. in this issue of ANESTHESIOLOGY is packed with compelling narratives and evokes both our own experiences and other tales. In one such tale, chronicled in Hold Your Breath—a documentary film by Maren Grainger-Monsen about an elderly Afghani man with advanced stomach cancer—an informed consent misunderstanding results in a heart-rending moment.* Mr. Kochi is filmed during multiple clinic visits with his compassionate, highly skilled oncologist. At each visit we “hear,” through an interpreter, the patient refuse chemotherapy. But it is not until well into the film that we learn the patient misunderstood his treatment options. He had refused chemotherapy because it was offered as a continuous infusion, a method which would interfere with his religious requirements to be “clean” five times a day for prayer. Not until one of his daughters, feisty and completely bilingual, attends an office visit, does it becomes clear to all that he would have consented to any other form of chemotherapy. It is a moment which elicits anger, frustration, and bewilderment on screen. Within, meanwhile, we feel the pang of empathic concern – the pang that reminds us that we are all human in this endeavor called medicine. Anesthesiology, in so many ways, is crystallized medical care. We rarely, if ever, have the luxury of multiple office visits to connect with the patient and family. Hence, if informed consent difficulties occur in the setting of repeated, relatively lengthy visits, how many tribulations must arise in the time-crunch arena where the patient meets an anesthesiologist and must trust (to some degree) this stranger with his or her life? Thus the article by Waisel et al. is welcome indeed. For not only does the study offer us the pangs of acknowledgment of human-human encounters as we read the narratives, but it also brings to the fore the fact that the practice of anesthesiology can be stressful–even without a drop in oxygen saturation or rise in ST segments. In the study, narratives were generated from resident and fellow trainees scheduled to attend an education program on relational and communication skills specifically designed for the anesthesiologist. Trainees were given the following writing prompt: “Write about an informed consent experience with a patient/family that you found particularly challenging.” This is remarkable for several reasons. First, time in the training program was devoted to enhancing a skill set which does not include airway management, drug dosing, regional needle placement, or monitoring technique. Despite early editorial commentary which devalued the use of anesthesia simulators for relational skill development, the recognition and promotion of such skills, attitudes, and knowledge stem in part from the research and educational efforts of those involved in simulation-based anesthesia training. Frequently termed nontechnical skills, teamwork, leadership, and communication skills are embedded and discussed in simulator training and debriefing. In the highly dynamic setting of an operating suite or intensive care unit bay, interpersonal skills are central to good patient care. Second, anesthesia trainees were asked to write. The writing gave residents and fellows a voice in their own training. In being asked to write and using the writings as cases for educational sessions, the teachers were already teaching and conveying key messages to the learners even before any of the sessions began: what you have to say is valuable; what you have to say is unique to you but of interest to others; what you have to say cannot be captured by markings on a multiple choice test; and, perhaps most importantly, there is no single right answer for much of what we do. Interactions between people are complex, multilayered, often ambiguous, and sometimes frustrating. Narrative medicine emerged from the medical humanities field of literature and medicine as an academic discipline that explores the relationships between careful analysis of text and doctoring. The use of writing by doctors and doctors-in-training can be viewed as a tool which promotes reflection; in the setting of a classroom or other group, it promotes community, a deeper presentation of self, and an acknowledgment of vulnerability, fallibility, and other human traits frequently squelched by the press of expectations for perfection in medicine. Third, the study acknowledges a wide, inclusive definition of medical ethics. Rather than left to wander lost and stuporous in a miasma of ethics terminology and systems (autonomy! virtue-ethics! casuistry! deontolThis Editorial View accompanies the following article: Waisel DB, Lamiani G, Sandrock NJ, Pascucci R, Truog RD, Meyer EC: Anesthesiology trainees face ethical, practical, and relational challenges in obtaining informed consent. ANESTHESIOLOGY 2009; 110:480–6.