Graduate students’ experiences with standardized patients as adjuncts for teaching pelvic examinations

Theroux, Rosemary T.; Pearce, Carole

doi:10.1111/j.1745-7599.2006.00158.x

Cited by 39 publications

(41 citation statements)

References 14 publications

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“…All studies rated well on reporting a clear aim and a clear description of the methods; most rated well on having a well‐defined outcome (except n = 5) and an appropriate measure of outcome (except n = 8). Only six articles reported an explicit theoretical underpinning to inform their interventions; these were drawn from psychology, 47,66 education, 32,65,70 ethics 22 and sociology 15 …”

Section: Resultsmentioning

confidence: 99%

Patient involvement in teaching and assessing intimate examination skills: a systematic review

et al. 2010

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OBJECTIVES There are recognised difficulties in teaching and assessing intimate examination skills that relate to the sensitive nature of the various examinations and the anxiety faced by novice learners. This systematic review provides a summary of the evidence for the involvement of real patients (RPs) and simulated patients (SPs) in the training of health care professionals in intimate examination skills.METHODS For the review, 'intimate examinations' included pelvic, breast, testicular and rectal examinations. Major databases were searched from the start of the database to December 2008. The synthesis of findings is integrated by narrative structured to address the main research questions, which sought to establish: the objectives of programmes involving RPs and SPs as teachers of intimate examination skills; reasons why SPs have been involved in this training; the evidence for the effectiveness of such training programmes; the evidence for measures of anxiety in students learning how to perform intimate examinations; how well issues of sexuality are addressed in the literature; any reported negative effects of involvement in teaching on the patients, and suggestions for practical strategies for involving patients in the teaching of intimate examination skills.RESULTS A total of 65 articles were included in the review. Involving patients in teaching intimate examination skills offers advantages over traditional methods of teaching. Objective evidence for the effectiveness of this method is demonstrated through improved clinical performance, reduced anxiety and positive evaluation of programmes. Practical strategies for implementing such programmes are also reported.CONCLUSIONS There is evidence of a shortterm positive impact of patient involvement in the teaching and assessment of intimate examination skills; however, evidence of longer-term impact is still limited. The influences of sexuality and anxiety related to such examinations are explored to some extent, but the psychological impact on learners and patients is not well addressed.

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Section: Resultsmentioning

confidence: 99%

Patient involvement in teaching and assessing intimate examination skills: a systematic review

et al. 2010

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“…• Can be designed to meet curricular objectives (Vessey & Huss, 2002), • Can provide immediate feedback from the patient's perspective (Theroux & Pearce, 2006;Vessey & Huss, 2002), • Improves clinical reasoning (Thomas, O'Connor, Albert, Boutain, & Brandt, 2001), • Allows for unique experiences that may not be commonly experienced by all students (Thomas et al, 2001), • Increases student confidence (Theroux & Pearce, 2006;Thomas et al, 2001), • Decreases anxiety (Theroux & Pearce, 2006), and • Provides for student accountability for learning (O'Neill & McCall, 1996).…”

Section: Standardized Patientsmentioning

confidence: 99%

Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

192

114

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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.T hroughout time, nursing educators have sought effective ways to help students to become competent nurses. Since learning takes place through cognitive, psychomotor, and affective domains, nursing education has taken place in the lecture room, the psychomotor laboratory, and in the health care delivery setting. To enhance theoretical learning, simulation, in its many forms, has been added. The types of simulation used in nursing education include anatomical models, task trainers, role playing, games, computer-assisted instruction (CAI), standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins. For the most part, these types of simulation, with the exception of anatomical models, task trainers, and role playing, have been introduced to nursing education in the past 40 years, which coincides with the 40th anniversary of this journal. With increasing numbers of nursing students and decreasing numbers of available clinical sites and nursing faculty, the use of simulation has become an integral part of nursing education. In this article, each of these types of simulation and their use in nursing education is discussed. This is followed by a description of the roles of simulation in both nursing education

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“…Students are often anxious about learning this skill along with other sensitive examinations, reporting fears of embarrassment, making mistakes or unintentionally harming patients 4. To overcome this, many UK medical schools first introduce gynaecological examination in a simulated environment, in keeping with current theories of procedural skill training 5…”

Section: Introductionmentioning

confidence: 99%

Does medical students’ gender affect their clinical learning of gynaecological examination? A retrospective cohort study

Wallbridge¹,

Holden

Picton

et al. 2018

Postgraduate Medical Journal

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The majority of male students perceived that their gender impacted their clinical experience in O&G and GUM. Self-reported confidence levels were unaffected, which could reflect varying approaches to competence between genders. The link between observing examinations and subsequent opportunities to practise is key. This could demonstrate students developing rapport and trust with patients, and clinicians' roles as gatekeepers.

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Graduate students’ experiences with standardized patients as adjuncts for teaching pelvic examinations

Abstract: Graduate nursing programs should consider locating and using SP programs for teaching pelvic examinations in advanced health assessment courses. Although more cost-effective, voluntary peer examination was a less effective teaching method.

Cited by 39 publications

References 14 publications

Patient involvement in teaching and assessing intimate examination skills: a systematic review

Patient involvement in teaching and assessing intimate examination skills: a systematic review

Nursing Simulation: A Review of the Past 40 Years

Does medical students’ gender affect their clinical learning of gynaecological examination? A retrospective cohort study

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