TY - JOUR
T1 - The effectiveness of gynaecology teaching associates in teaching pelvic examination to medical students
T2 - a randomised controlled trial
AU - Janjua, Aisha
AU - Smith, P
AU - Chu, J
AU - Raut, N
AU - Malick, Sadia
AU - Gallos, ID
AU - Singh, R.
AU - Irani, S
AU - Gupta, Janesh
AU - Parle, James
AU - Clark, TJ
PY - 2017/3
Y1 - 2017/3
N2 - Objectives
To assess whether teaching female pelvic examinations using gynaecological teaching associates (GTAs); women who are trained to give instruction and feedback on gynaecological examination technique, improves the competence, confidence and communication skills of medical students compared to conventional teaching.
Study design
Randomised controlled trial.
Setting
Ten University of Birmingham (UoB) affiliated teaching hospitals in the UK.
Population
492 final year medical students.
Methods
GTA teaching of gynaecological examination compared with conventional pelvic manikin based teaching at the start of a five week clinical placement in obstetrics and gynaecology (O&G).
Main outcome measures
Student’s perception of their confidence was measured on a 10 cm visual analogue scale (VAS). Domains of competence were measured by a senior clinical examiner using a standardised assessment tool which utilised 10 cm VAS and by a GTA using a four point Likert scale. Assessors were blinded to the allocated teaching intervention.
Results
407/492 (83%) students completed both the intervention and outcome assessment. Self-reported confidence was higher in students taught by GTAs compared with those taught on manikins (median score GTA 6.3; vs. conventional 5.8; p = 0.03). Competence was also higher in those taught by GTAs when assessed by an examiner (median global score GTA 7.1 vs. conventional 6.0; p < 0.001) and by a GTA (p < 0.001).
Conclusions
GTA teaching of female pelvic examination at the start of undergraduate medical student O&G clinical placements improves their confidence and competence compared with conventional pelvic manikin based teaching. GTAs should be introduced into undergraduate medical curricula to teach pelvic examination.
AB - Objectives
To assess whether teaching female pelvic examinations using gynaecological teaching associates (GTAs); women who are trained to give instruction and feedback on gynaecological examination technique, improves the competence, confidence and communication skills of medical students compared to conventional teaching.
Study design
Randomised controlled trial.
Setting
Ten University of Birmingham (UoB) affiliated teaching hospitals in the UK.
Population
492 final year medical students.
Methods
GTA teaching of gynaecological examination compared with conventional pelvic manikin based teaching at the start of a five week clinical placement in obstetrics and gynaecology (O&G).
Main outcome measures
Student’s perception of their confidence was measured on a 10 cm visual analogue scale (VAS). Domains of competence were measured by a senior clinical examiner using a standardised assessment tool which utilised 10 cm VAS and by a GTA using a four point Likert scale. Assessors were blinded to the allocated teaching intervention.
Results
407/492 (83%) students completed both the intervention and outcome assessment. Self-reported confidence was higher in students taught by GTAs compared with those taught on manikins (median score GTA 6.3; vs. conventional 5.8; p = 0.03). Competence was also higher in those taught by GTAs when assessed by an examiner (median global score GTA 7.1 vs. conventional 6.0; p < 0.001) and by a GTA (p < 0.001).
Conclusions
GTA teaching of female pelvic examination at the start of undergraduate medical student O&G clinical placements improves their confidence and competence compared with conventional pelvic manikin based teaching. GTAs should be introduced into undergraduate medical curricula to teach pelvic examination.
KW - Female pelvic examination
KW - Gynaecology Teaching Associates
KW - Randomised controlled trial
KW - Expert patient
KW - Medical student
KW - Undergraduate medical education
U2 - 10.1016/j.ejogrb.2016.10.006
DO - 10.1016/j.ejogrb.2016.10.006
M3 - Article
SN - 0301-2115
VL - 210
SP - 58
EP - 63
JO - European Journal of Obstetrics & Gynecology and Reproductive Biology
JF - European Journal of Obstetrics & Gynecology and Reproductive Biology
ER -