Pelvic Examination Skills Training With Genital Teaching Associates and a Pelvic Simulator

Seago, Brenda Lynn; Ketchum, Jessica M.; Willett, Rita M.

doi:10.1097/sih.0b013e31823b9e46

Cited by 23 publications

(28 citation statements)

References 24 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because of its very high reliability it can be applied directly in education as well. The scale can be used to study effects of different teaching methods on student's fear of the pelvic examination when introducing new strategies for learning how to perform the exam and to evaluate the outcome of such interventions [23]. The scale can also be used to identify students that have a strong fear for performing the pelvic examination.…”

Section: Discussionmentioning

confidence: 99%

Validation of the Fear of Pelvic Examination Scale (F-PEXS) – measuring students’ fear of performing a pelvic examination

Siwe

Wijma

2014

Journal of Psychosomatic Obstetrics & Gynecology

View full text Add to dashboard Cite

show abstract

Section: Discussionmentioning

confidence: 99%

Validation of the Fear of Pelvic Examination Scale (F-PEXS) – measuring students’ fear of performing a pelvic examination

Siwe

Wijma

2014

Journal of Psychosomatic Obstetrics & Gynecology

View full text Add to dashboard Cite

show abstract

“…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]. While Powell et al [33] found that both male and female students were able to perform fewer examinations on the opposite sex during their training and were less confident with these examinations, the finding that the greatest distress around this issue was described as being in male students learning to perform pelvic examinations is not described elsewhere.…”

Section: Discussionmentioning

confidence: 99%

“…Training in physical examination skills can be done initially on inanimate simulation models [5] and with expert supervision so that the students can address the motor skills and understanding of findings first and then progress to deal with these in a clinical setting when they are more competent [3,6,34]. The use of volunteer teacher/patients or clinical teaching associates at this stage in the training would appear appropriate [6,35], though Seago et al have found better results where the clinical teaching associate was utilised prior to further simulation training [32]. Some flexibility in progression from training on simulation models to clinical situations should be included because of the differences in individual student’s skills and experience.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2014

View full text Add to dashboard Cite

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.

show abstract

“…For example, the addition of a standardised patient to a simulation model and use of electronic feedback [13], the use of standardised patients to teach genital examination prior to using the mechanical simulation, [15] and the use of an online learning module viewed immediately prior to a simulated class session [16]. …”

Section: Introductionmentioning

confidence: 99%

Genital examination training: assessing the effectiveness of an integrated female and male teaching programme

et al. 2016

View full text Add to dashboard Cite

BackgroundLearning to undertake intimate female and male examinations is an important part of medical student training but opportunities to participate in practical, supervised learning in a safe environment can be limited. A collaborative, integrated training programme to provide such learning was developed by two university teaching departments and a specialist sexual health service, utilising teaching associates trained for intimate examinations in a simulated clinical educational setting. The objective of this research was to determine changes in senior medical students’ self- reported experience and confidence in performing male and female genital examinations, before and after participating in a new clinical teaching programme.MethodsA quasi-experimental mixed methods design, using pre and post programme questionnaires and focus groups, was used to assess the effectiveness of the programme.ResultsThe students reported greatly improved skill, confidence and comfort levels for both male and female genital examination following the teaching programme. Skill, confidence and comfort regarding male examinations were rated particularly low on the pre-teaching programme self- assessment, but post-programme was rated at similar levels to the female examination.ConclusionsThis integrated female–male teaching programme (utilising trained teaching associates as simulated patients in a supervised clinical teaching environment) was successful in increasing senior medical students’ skills and levels of confidence in performing genital examinations. There were differences between female and male medical students in their learning. Suggestions for improvement included providing more detailed instruction to some clinical supervisors about their facilitation role in the session.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0822-y) contains supplementary material, which is available to authorized users.

show abstract

Pelvic Examination Skills Training With Genital Teaching Associates and a Pelvic Simulator

Abstract: When using simulation to teach the pelvic examination to novices, standardized patients seem to be the better initial training experience, reducing student anxiety and improving learner engagement with subsequent mechanical simulation practice of psychomotor skills.

Cited by 23 publications

References 24 publications

Validation of the Fear of Pelvic Examination Scale (F-PEXS) – measuring students’ fear of performing a pelvic examination

Validation of the Fear of Pelvic Examination Scale (F-PEXS) – measuring students’ fear of performing a pelvic examination

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

Genital examination training: assessing the effectiveness of an integrated female and male teaching programme

Contact Info

Product

Resources

About