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Medical students learning the pelvic examination: Comparison of outcome in terms of skills between a professional patient and a clinical patient model

Siwe, Karin; Wijma, Klaas; Stjernquist, Martin LU and Wijma, Barbro (2007) In Patient Education and Counseling 68(3). p.211-217
Abstract
Objective: To compare two models of learning the pelvic examination (PE) for medical students, with professional patients (PP) or with clinical patients (CP), by measuring perceived distress and learning outcome in terms of skills. Methods: Prospective longitudinal study. Assessments of self-perceived distress on four occasions at the prospect of performing a PE. Evaluation of the learning session (LS) and clinical clerkship concerning outcome of palpation skills. Results: During the LS, students in the PP model (PP students) received enough guidance from their coaches, were certain they had palpated the uterus and at least one ovary, and were less distressed afterwards compared with students who were instructed using the CP model (CP... (More)
Objective: To compare two models of learning the pelvic examination (PE) for medical students, with professional patients (PP) or with clinical patients (CP), by measuring perceived distress and learning outcome in terms of skills. Methods: Prospective longitudinal study. Assessments of self-perceived distress on four occasions at the prospect of performing a PE. Evaluation of the learning session (LS) and clinical clerkship concerning outcome of palpation skills. Results: During the LS, students in the PP model (PP students) received enough guidance from their coaches, were certain they had palpated the uterus and at least one ovary, and were less distressed afterwards compared with students who were instructed using the CP model (CP students). During the clinical clerkship, the PP students performed twice as many PEs as CP students did and had more often confirmed palpating the uterus and an ovary. Conclusion: PP students were more skilful in palpating the uterus and ovaries and performed more PEs during the clinical clerkship than did CP students. Practice implications: Engaging healthy and voluntary women as PPs takes time and effort. It is, however, worthwhile as it increases the confidence of students who perform PEs, makes them more competent, and ultimately improves their skills in performing the examination during their clinical clerkship. (c) 2007 Elsevier Ireland Ltd. All rights reserved. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
professional patient, pelvic examination, medical students, skills, outcome, learning
in
Patient Education and Counseling
volume
68
issue
3
pages
211 - 217
publisher
Elsevier
external identifiers
  • wos:000250803100002
  • scopus:35148813564
ISSN
0738-3991
DOI
10.1016/j.pec.2007.05.007
language
English
LU publication?
yes
id
a2a49f6e-ec21-40c0-ac14-d2034d567ccc (old id 971801)
date added to LUP
2008-01-30 08:42:31
date last changed
2017-10-22 03:51:16
@article{a2a49f6e-ec21-40c0-ac14-d2034d567ccc,
  abstract     = {Objective: To compare two models of learning the pelvic examination (PE) for medical students, with professional patients (PP) or with clinical patients (CP), by measuring perceived distress and learning outcome in terms of skills. Methods: Prospective longitudinal study. Assessments of self-perceived distress on four occasions at the prospect of performing a PE. Evaluation of the learning session (LS) and clinical clerkship concerning outcome of palpation skills. Results: During the LS, students in the PP model (PP students) received enough guidance from their coaches, were certain they had palpated the uterus and at least one ovary, and were less distressed afterwards compared with students who were instructed using the CP model (CP students). During the clinical clerkship, the PP students performed twice as many PEs as CP students did and had more often confirmed palpating the uterus and an ovary. Conclusion: PP students were more skilful in palpating the uterus and ovaries and performed more PEs during the clinical clerkship than did CP students. Practice implications: Engaging healthy and voluntary women as PPs takes time and effort. It is, however, worthwhile as it increases the confidence of students who perform PEs, makes them more competent, and ultimately improves their skills in performing the examination during their clinical clerkship. (c) 2007 Elsevier Ireland Ltd. All rights reserved.},
  author       = {Siwe, Karin and Wijma, Klaas and Stjernquist, Martin and Wijma, Barbro},
  issn         = {0738-3991},
  keyword      = {professional patient,pelvic examination,medical students,skills,outcome,learning},
  language     = {eng},
  number       = {3},
  pages        = {211--217},
  publisher    = {Elsevier},
  series       = {Patient Education and Counseling},
  title        = {Medical students learning the pelvic examination: Comparison of outcome in terms of skills between a professional patient and a clinical patient model},
  url          = {http://dx.doi.org/10.1016/j.pec.2007.05.007},
  volume       = {68},
  year         = {2007},
}