The Anxieties of Male and Female Medical Students on Commencing Clinical Studies: The Role of Gender

Greenfield, Sheila; Parle, James; Holder, Roger

doi:10.1080/13576280010015371

Cited by 16 publications

(12 citation statements)

References 18 publications

(29 reference statements)

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“…In addition to the level of tutor support, male students in this survey reported greater embarrassment when performing intimate examinations. This is not surprising, as published literature suggests that male students find situations involving intimate contact with patients more anxiety provoking than their female counterparts 10 . Most open comments in this study suggested that the level of embarrassment and anxiety improved gradually during the course, with increasing experience and clinical exposure.…”

Section: Discussionsupporting

confidence: 62%

Gender differences in final year medical students’ experience of teaching of intimate examinations: a questionnaire study

Akkad¹,

Bonas

Stark

2008

BJOG

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Objectives To examine final year medical students' experience of being taught to conduct intimate examinations.Design Prospective questionnaire study.Setting Medical school in the UK.Population Medical students in the final year cohort 2005/06.Methods Questionnaires were distributed to students in the final week of a final year obstetrics and gynaecology course. Responses to questions about course experience were analysed using frequencies and single-variable analyses.Main outcome measures Students' experience of and satisfaction with the teaching of intimate examinations and differences between male and female students.Results Male and female students performed similar numbers of intimate examinations, but clinical tutors were significantly more likely to introduce female students to patients (76 versus 52%; P = 0.001) and obtain consent on their behalf (75 versus 53%; P = 0.009) when compared with male students. Male students reported a greater degree of embarrassment (mean score 2.41 ± 1.25 versus 1.69 ± 0.90; P = 0.002), and a higher number of patients refusing consent to examination (median 2; range 0-12 versus 0; range 0-6; P = 0.0001).Conclusions Gender discrimination in the behaviour of tutors may impact on students' experience of intimate examinations. It is highly improbable that differences in behaviour are deliberately intended to disadvantage male students, and further research is needed to understand why tutors behave differently with them. In the meantime, tutors need to be aware of potential bias and ensure appropriate support is provided for both male and female students.Keywords Gender bias, intimate examinations, undergraduate training.Please cite this paper as: Akkad A, Bonas S, Stark P. Gender differences in final year medical students' experience of teaching of intimate examinations: a questionnaire study . BJOG 2008;115:625-632. IntroductionThe teaching of intimate examinations to medical undergraduates has received a great deal of attention in recent years largely because of the ethical and medico-legal issues surrounding patient consent. 1 However, problems of adequate delivery of the training and the quality of the student experience were also highlighted in a number of publications. Higham and Steer 2 demonstrated that male students are disadvantaged in terms of acquisition of practical examination skills in obstetrics and gynaecology, thus raising the possibility that inadequate exposure to skills training may diminish their interest in the specialty at postgraduate level. This concern is shared by the Royal College of Obstetricians and Gynaecologists (RCOG); in a recent RCOG publication on recruitment into the specialty, it was highlighted that the undergraduate experience has emerged as one of the major issues in encouraging medical students to consider a career in obstetrics and gynaecology. 3 It has been suggested that one of the reasons for male students' disadvantage was a higher rate of refusal by patients when compared with their female counterparts. 2 However, influences on s...

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Section: Discussionsupporting

confidence: 62%

Gender differences in final year medical students’ experience of teaching of intimate examinations: a questionnaire study

Akkad¹,

Bonas

Stark

2008

BJOG

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“…Some studies support our results and showed a better academic performance of female medical students compared to male students. (Haist et al 2000;Greenfield et al 2001;Omigbodun & Omigbodun 2003;Caro et al 2009;Mills et al 2009). Older male students were reported to have academic difficulties compared to younger males (Haist et al 2000).…”

Section: Discussionmentioning

confidence: 92%

Academic and socio-demographic factors influencing students’ performance in a new Saudi medical school

et al. 2013

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“…38 Because of constant encountering with patients, taking responsibility for human health, performing clinical processes, dealing with strangled patients and emergencies, shift work are stressful occupational factors that can reduce the quality of patient care in health care settings, especially nursing depression, fatigue at work, absenteeism and delay in work. 39 Professional performance was another factor in creating job dissatisfaction in nurses. Professional communications of nurses is one of the factors affecting their job satisfaction.…”

Section: Discussionmentioning

confidence: 99%

<p>Job Satisfaction Challenges Of Nurses In The Intensive Care Unit: A Qualitative Study</p>

Mousazadeh

Yektatalab

Momennasab

et al. 2019

RMHP

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Background: Job satisfaction is an important factor in health care settings. This concept is not a single factor; rather, it is the product of factors such as the conditions and relationships that govern the workplace, the organizational system of employment, and social, cultural, and economic factors. Therefore, awareness of its related factors is important for medical staff including nurses in special units and nursing managers. The aim of the present study was to investigate job satisfaction challenges in intensive care unit (ICU) nurses. Methods: This was a qualitative study using conventional content analysis approach. This study was performed in a general ICU of Amol City, Iran. Thirteen nurses employed in the ICU were recruited until data saturation was reached. Research data were collected through interviews, a focus group and field notes. Findings were analyzed using a conventional method. Results: According to data analysis, 6 themes including "nursing education", "organizational resources", "management", "multiple occupational stresses", "professional performance" and "professional identity" were developed. Conclusion: This study provided better and clearer understanding of job satisfaction challenges of nurses working in an ICU. The findings of this research can be helpful in developing management programs for understanding the factors affecting job satisfaction of nurses and job satisfaction promotion.

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The Anxieties of Male and Female Medical Students on Commencing Clinical Studies: The Role of Gender

Abstract: Customisation of clinical introductory courses should be introduced. Earlier community-based clinical experience may help reduce non-productive anxiety.

Cited by 16 publications

References 18 publications

Gender differences in final year medical students’ experience of teaching of intimate examinations: a questionnaire study

Gender differences in final year medical students’ experience of teaching of intimate examinations: a questionnaire study

Academic and socio-demographic factors influencing students’ performance in a new Saudi medical school

<p>Job Satisfaction Challenges Of Nurses In The Intensive Care Unit: A Qualitative Study</p>

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