Teaching sexual history taking to medical students and examining it: experience in one medical school and a national survey

Fitzgerald, Mark; Crowley, Tessa; Greenhouse, Peter; Probert, Chris; Horner, Patrick J

doi:10.1046/j.1365-2923.2003.01411.x

Cited by 32 publications

(45 citation statements)

References 15 publications

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“…Essa estratégia pedagógica permitiu aos docentes questionar opiniões e atitudes dos estudantes diante de temas sexuais com o acolhimento de eventuais desconfortos. Assim, essa prática propiciou o treinamento dos estudantes em conversar confortavelmente sobre sexualidade e, posteriormente, facilitar a aquisição de habilidades de comunicação para a assistência 26,29 . No entanto, o número elevado de estudantes nos módulos do curso Cinesex pode ter protegido aqueles mais tímidos da exposição pessoal durante o debate dos temas.…”

Section: Reflexão Pedagógica Sobre a Experiênciaunclassified

6 Práticas Educativas em Saúde: Integrando Sexualidade e Gênero na Graduação em Medicina

Rufino

Madeiro

2017

Rev. bras. educ. med.

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Section: Reflexão Pedagógica Sobre a Experiênciaunclassified

6 Práticas Educativas em Saúde: Integrando Sexualidade e Gênero na Graduação em Medicina

Rufino

Madeiro

2017

Rev. bras. educ. med.

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“…TempleSmith et al (1999) reported on attitudes to sexual history taking in GP, with focus on working practises. A national survey by FitzGerald et al (2003) established that sexual history taking was undertaken in 17 UK Medical Schools, but assessed in six. In terms of using role play in this context, the literature remains sporadic.…”

Section: Practice Pointsmentioning

confidence: 99%

The impact of discussing a sexual history in role-play simulation teaching on pre-clinical student attitudes towards people who submit for STI testing

2011

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Sex, sexuality and sexual health beliefs are individual, impacting on physical and mental health. Sexual history taking is rarely taught in General Practice (GP). However, 'sex' is routinely relevant in this setting. Birmingham students practice discussing sexual history with a simulated-patient in GP. Simulated-patient inclusion in teaching/assessment is well-documented, but no study evaluating the impact of role play on attitudes to people who need STI testing was identified. We aimed to identify whether facilitated simulations featuring a sexual history scenario effected change in students' attitudes towards people who need STI testing. A randomised-controlled-trial was used to compare attitudinal scores between students exposed to an STI role play and a control group who did not receive the role-play teaching until after data capture. There were no significant differences in attitude, either in negative or positive direction, observed between control and intervention groups. Ethnicity was a significant variable, with white-British students self-reporting more positive attitudes. Twenty five percent students admitted personal STI exposure. Again response varied significantly between ethnic groups (the white-British group reporting 4Â the exposure). Females reported more positive attitudes than males, most marked in relation to 'willingness to date' someone who admitted to STI testing.

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“…Several studies have shown that role play is a very effective method to enhance students' history-taking skills (see e.g., Schweickert, & Heeren, 1999;Skelton, & Matthews, 2001;Fitzgerald, Crowley, Greenhouse, Probert, & Horner, 2003;Wiskin, Roberts, & Roalfe, 2011). In China, Zhu et al also used this teaching method in fourth grade students, the results showed that students who accepted the teaching method had higher scores in history taking and medical record writing (see e.g., Zhu, Qiu, Qu, Xue, & Yan, 2014).…”

Section: Introductionmentioning

confidence: 99%

An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

Huang¹,

Xu²,

Lin³

et al. 2018

IJHE

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History taking is an extremely important skill for medical students to master. In China, medical students usually have opportunities to practise this skill on real patients after they have learned diagnostics and basic relevant theoretical knowledge. Today, however, several factors, such as increased enrolment of medical students and the need to ensure patient safety in avoiding stressful doctor-patient relationships may increase both the difficulty and the importance for medical students to develop this skill. In view of these situations, the aim of this study was to introduce one specific teaching method, i.e., role-play activity, in order to help medical students cultivate and practise history-taking and related skills. 52 third-year medical students were divided into two groups. Students in observation group received role-play activity training before interviewing with real patients. Students in control group were taught by traditional methods without the new method intervention. The teaching effects of role-play activities were evaluated via medical records, tests of history taking and theoretical exams, and questionnaire for the observation group. The scores of seven medical case records for each student in the observation group were analysed and were found to be higher than those in the control group. These results showed no significant differences between the two groups in the first and second interview records with real patients in the hospital, but statistically significant differences were found from the third time. The scores on history-taking tests with a standardized patient (SP) were higher in the observation group than in the control group. No significant difference was found between the two groups in their theory exam scores. Results indicated that role-play activity is an effective method for medical students to improve their history-taking skills.Keywords: medical students, history taking, role-play activity, clinical skills, standardized patient, medical education BackgroundHistory taking is considered a basic clinical skill for clinicians. Data obtained from history taking are essential and important for making an accurate diagnosis (Haring, Cools, van Gurp P, van der Meer, & Postma, 2017;Jose, 2012). However, this skill is difficult for students to learn and develop in the beginning (McKenna, Innes, French, Streiberg, & Gilmour, 2011). Lack of time, lack of training and lack of resources are barriers preventing students from improving in this basic skill (Goncalves et al., 2016;Troncon, 2009). Therefore, various teaching methods are introduced to teach students to take a complete medical history. These methods include lectures, using simulated patients, engaging in role-play activity and using videotape to record students' interviews (Keifenheim et al., 2015;Yu et al., 2017).In China, history taking is taught in the fifth or sixth semester of education for a 5-year or 6-year clinical medicine major (Zhang, Cheng, Xu, Luo, & Yang, 2015;Pan, Cheng, Zhou, Li, & Yang, 2016). The current...

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Teaching sexual history taking to medical students and examining it: experience in one medical school and a national survey

Abstract: Both teaching and examining of sexual history taking skills are possible and are likely to occur increasingly in UK medical schools.

Cited by 32 publications

References 15 publications

6 Práticas Educativas em Saúde: Integrando Sexualidade e Gênero na Graduação em Medicina

6 Práticas Educativas em Saúde: Integrando Sexualidade e Gênero na Graduação em Medicina

The impact of discussing a sexual history in role-play simulation teaching on pre-clinical student attitudes towards people who submit for STI testing

An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

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