Nurse-midwife involvement in medical student education: The pelvic examination

Wheeler, Linda A.; Burke, Margaret; Ling, Frank W.

doi:10.1016/0091-2182(81)90205-6

Cited by 4 publications

(11 citation statements)

References 2 publications

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“…Positive evaluations were reported from learners, 3,6,15,18,21,22,24,27,28,31–34,36,40,44–46,48,51,52,54,58,59,62,67,69,70 patients 17,41,45,52,62,73 and faculty staff 25 . The learners found teaching using SPs to be useful in that it enhanced understanding of the doctor–patient relationship, 15,34,51 provided immediate and constructive feedback on performance, 15,27,28,31,36,58 was less threatening than examining RPs in clinics 22,27,28,34,51,73 and facilitated a better understanding of the examination process 44,70 …”

Section: Resultsmentioning

confidence: 99%

“…This included students’ feelings of inhibition in front of RPs 60 and their finding it stressful 22,33 or threatening 18 to practise on them. There were also practical issues involved in finding willing patients in clinics 8,28,38 and ethical issues related to using RPs to teach, 8,27,40,44,45 including the infringement of patients’ rights. In addition, RPs do not provide feedback to students on their clinical performance, whereas SPs are specifically trained to do so in a structured manner, both during and after the examination 3,6,7,33,50,54,61,68,70 …”

Section: Resultsmentioning

confidence: 99%

“…purposive recruitment of subjects including paramedics, 24 degree students, 3,20 nurses and midwives, 39,45,54 clinical staff 8 and qualified educators, 33 and…”

Section: Resultsmentioning

confidence: 99%

“…The majority of articles described interventions amongst undergraduate medical students 3,5–8,14–55 . The remainder described outcomes amongst postgraduate trainees, 56–63 practising clinicians, 64–69 other health professionals 70 and other groups 71–73 (Table 1).…”

Section: Resultsmentioning

confidence: 99%

“…Training of patients varied in duration from hours 17,21,24,65 to weeks 3,45 and involved training in teaching, assessment and providing feedback.…”

Section: Training Of Patient-teachersmentioning

confidence: 99%

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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%

Section: Resultsmentioning

confidence: 99%

“…purposive recruitment of subjects including paramedics, 24 degree students, 3,20 nurses and midwives, 39,45,54 clinical staff 8 and qualified educators, 33 and…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Training of patients varied in duration from hours 17,21,24,65 to weeks 3,45 and involved training in teaching, assessment and providing feedback.…”

Section: Training Of Patient-teachersmentioning

confidence: 99%

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

et al. 2010

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Initial instruction in the pelvic examination in the United States and Canada, 1983

Beckmann

Spellacy

Yonke

et al. 1985

American Journal of Obstetrics and Gynecology

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Improving Medical Student Comfort and Competence in Performing Gynecological Exams: A Systematic Review

Kirubarajan

Got

et al. 2021

Academic Medicine

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PurposePerforming a gynecological exam is an essential skill for physicians. While interventions have been implemented to optimize how this skill is taught in medical school, it remains an area of concern and anxiety for many medical students. To date, a comprehensive assessment of these interventions has not been done. The authors conducted a systematic review of the literature on interventions that aim to improve medical student education on gynecological exams. MethodThe authors searched 6 databases (Ovid MEDLINE, Ovid EMBASE, EBSCO CINAHL Plus, Scopus, Web of Science Core Collection, and ERIC [Proquest]) from inception to August 4, 2020. Studies were included if they met the following criteria: focus on medical students, intervention with the purpose of teaching students to better perform gynecological exams, and reported outcomes/evaluation. Extracted data included study location, study design, sample size, details of the intervention and evaluation, and context of the pelvic exam. All outcomes were summarized descriptively; key outcomes were coded as subjective or objective assessments. ResultsThe search identified 5,792 studies; 50 met the inclusion criteria. The interventions described were diverse, with many controlled studies evaluating multiple methods of instruction. Gynecological teaching associates (GTAs), or professional patients, were the most common method of education. GTA-led teaching resulted in improvements in student confidence, competence, and communication skills. Physical adjuncts, or anatomic models and simulators, were the second most common category of intervention. Less resource-intensive interventions, such as self-directed learning packages, online training modules, and video clips, also demonstrated positive results in student comfort and competence. All studies highlighted the need for improved education on gynecological exams. ConclusionsThe literature included evaluations of numerous interventions for improving medical student comfort and competence in performing gynecological exams. GTA-led teaching may be the most impactful educational tool described, though less resource-intensive interventions can also be effective.

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Nurse-midwife involvement in medical student education: The pelvic examination

Cited by 4 publications

References 2 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

Initial instruction in the pelvic examination in the United States and Canada, 1983

Improving Medical Student Comfort and Competence in Performing Gynecological Exams: A Systematic Review

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