Men’s health: it is imperative to teach scrotal and rectal examination

Fairbank, Christine

doi:10.1111/j.1743-498x.2010.00424.x

Cited by 7 publications

(8 citation statements)

References 9 publications

(10 reference statements)

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“…It is evident from this survey that they are underutilised in India. Alternatively, in addition to manikins, some educational institutes employ rectal teaching associates (RTAs), who are trained to help students learn DRE by allowing them to examine the RTAs’ own bodies . Students also need to be taught how to counsel patients on the need to undergo DRE in clinical situations to decrease the chance of the patient declining DRE.…”

Section: Discussionmentioning

confidence: 99%

Digital rectal examination training among Indian medical graduates

Beena

Jagadisan

2018

The Clinical Teacher

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A total of 101 out of 131 students participated in the survey. Ninety-one percent of students were taught DRE as undergraduates but only three-quarters had performed DRE on patients. Among the respondents who had performed DRE, two-thirds had performed fewer than five DREs before the completion of their medical education. Respondents who had performed fewer DREs were less confident about performing DRE (p < 0.05). Only 8% had performed DRE with manikins. Patients declining DRE and the need to minimise DRE influenced the decisions to perform DRE during training. DRE was never taught in paediatrics. DREs were most often performed only in the final year of the Bachelor of Medicine and Bachelor of Surgery (MBBS) degree, and mostly without supervision (49.3%); 61.4% were unsatisfied with their training in DRE and would like to be trained better. A lack of confidence, expertise and use of DRE are associated with inadequate training of medical students CONCLUSION: The survey indicates a lack of importance given to DRE training of undergraduate students and huge gaps in imparting this clinical skill. Training may be improved by introducing manikins, changing attitudes to DRE by incorporating it in clinical problem solving, and with more frequent opportunities to practise under supervision.

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Section: Discussionmentioning

confidence: 99%

Digital rectal examination training among Indian medical graduates

Beena

Jagadisan

2018

The Clinical Teacher

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“…These have been shown to reduce anxiety and improve both the students' comfort in clinical settings and their clinical expertise in performing the genitourinary examination. [3][4][5][6]8 This study found that Canadian medical students attending English-speaking programs are introduced to the urogenital physical examination in the first two years of their medical education. Preparatory resources, although available to students, vary wildly between schools.…”

Section: Discussionmentioning

confidence: 98%

“…Various approaches to support students through their initial experience with genital examinations have been found to successfully improve students' comfort and perceived ability. [3][4][5][6]8 The results of these studies, however, are based on questionnaires administered immediately before and after sessions specifically aimed to alleviate stress in an artificial environment, creating a huge bias. As students' focus is shifted to other areas of medical studies, their confidence in performing the urogenital examination diminishes.…”

Section: Discussionmentioning

confidence: 99%

“…2 The introduction to sensitive physical examinationsincluding breast, female pelvic, male genital, and digital rectal exams -has repeatedly been found to induce stress and anxiety in medical students. [3][4][5][6] The personal nature of these encounters, as well as the fear of inflicting pain or harm, contribute to students' hesitancy. 6 Medical educators face the challenging task of developing well-supported clinical skills sessions to introduce these sensitive exams.…”

Section: Introductionmentioning

confidence: 99%

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Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

McAlpine

Steele

2016

CUAJ

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Introduction: The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students' anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported. Methods: This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination. Results: A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years. Conclusions: To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students' exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

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“…It may also produce graduates who are better at handling the concerns and expectations their patients may bring to physical examination. The difficulty of teaching both the technical and interpersonal skills of physical examination has already been recognised to some extent in the use of clinical teaching associates in Australia and overseas for undergraduate and postgraduate teaching [29,30]. Mathewlynn et al [31] and Siwe et al [22] have suggested that clinical teaching associates are particularly helpful for male students who have been found to be more anxious about learning pelvic examination skills [20,32].…”

Section: Discussionmentioning

confidence: 99%

Medical students’ experiences learning intimate physical examination skills: a qualitative study

et al. 2014

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BackgroundIntimate physical examination skills are essential skills for any medical graduate to have mastered to an appropriate level for the safety of his or her future patients. Medical schools are entrusted with the complex task of teaching and assessing these skills for their students. The objectives of this study were to explore a range of medical students’ experiences of learning intimate physical examination skills and to explore their perceptions of factors which impede or promote the learning of these skills.MethodsIndividual semi-structured interviews (N = 16) were conducted with medical students in years two to five from the University of Newcastle, as part of a larger research project investigating how medical students develop their attitudes to gender and health. This was a self-selected sample of the entire cohort who were all invited to participate. A thematic analysis of the transcribed data was performed.ResultsStudents reported differing levels of discomfort with their learning experiences in the area of intimate physical examination and differing beliefs about the helpfulness of these experiences. The factors associated with levels of discomfort and the helpfulness of the experience for learning were: satisfaction with teaching techniques, dealing with an uncomfortable situation and perceived individual characteristics in both the patients and the students. The examination causing the greatest reported discomfort was the female pelvic examination by male students.ConclusionsStudent discomfort with the experience of learning intimate physical examination skills may be common and has ongoing repercussions for students and patients. Recommendations are made of ways to modify teaching technique to more closely match students’ perceived needs.

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Men’s health: it is imperative to teach scrotal and rectal examination

Abstract: If these results are confirmed by a larger study then consideration needs to be given to these programmes becoming a standard part of the curriculum.

Cited by 7 publications

References 9 publications

Digital rectal examination training among Indian medical graduates

Digital rectal examination training among Indian medical graduates

Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

Medical students’ experiences learning intimate physical examination skills: a qualitative study

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