Does medical student willingness to practise peer physical examination translate into action?

Chen, Julie Yun; Yip, Amber L.M.; Lam, Clk; Patil, NG

doi:10.3109/0142159x.2011.599893

Cited by 20 publications

(40 citation statements)

References 16 publications

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“…The EFS questionnaire asks students to indicate which areas of the body they would not be willing to examine on a peer or have examined by a peer. Numerous authors have reported that students are more willing to examine, rather than be examined by, a peer [ 11 , 33 , 34 ], and this appeared to be consistent with the present study. Students entering an osteopathy program are likely to be aware that their course will include a substantial amount of time devoted to learning clinical assessments and manual therapy skills [ 3 ].…”

Section: Discussionsupporting

confidence: 92%

Perception of peer physical examination in two Australian osteopathy programs

Vaughan

Grace

2016

Chiropr Man Therap

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BackgroundPeer physical examination (PPE) is an efficient and practical educational approach whereby students can practise their examination skills on each other before commencing clinical practice with actual patients. Little is known about the use of PPE in osteopathy education.MethodsStudents in Year 1 of the osteopathy programs at Victoria University (Melbourne, Australia) and Southern Cross University (Lismore, Australia) completed the Examining Fellow Students and the Peer Physical Examination questionnaires prior to, and at the completion of, their first 12-week teaching session. Descriptive statistics were generated for each questionnaire. The McNemar and sign tests were used to evaluate differences between each questionnaire administration. Logistic regression was used to evaluate the influence of demographics on responses to both questionnaires.ResultsResults showed that students in both programs were generally willing to examine non-sensitive areas both before and after the 12-week teaching session. Students’ were less apprehensive about PPE at the end of the teaching session, and this was reinforced by results for previous exposure to PPE in other courses. Consistent with previous studies, unwillingness to participate in PPE was associated with being female, being born outside Australia, holding religious beliefs, and being older.ConclusionsThis is the first study to explore students’ perceptions of PPE in this cohort and provides a basis for further work, including evaluating longer term changes in student perception of PPE, and whether these perceptions extend to practising manual therapy techniques. This study demonstrates that perceptions about PPE reported in medicine and other disciplines, namely that unwillingness to participate in PPE is associated with being female, being born outside Australia, holding religious beliefs, and being older, also apply to osteopathy. These findings are significant for all manual therapy students who spend a substantial portion of their course developing skills in PPE and practising manual therapy techniques. They highlight the need for curriculum development that acknowledges the importance of good practice in PPE, including discussions about body image, feedback skills training for educators, and providing detailed information to students about what to expect in practical skills classes before they commence their course.Electronic supplementary materialThe online version of this article (doi:10.1186/s12998-016-0102-2) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 92%

Perception of peer physical examination in two Australian osteopathy programs

Vaughan

Grace

2016

Chiropr Man Therap

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“…Female medical students showed a higher level of concern regarding PPE than did men; this finding is similar to previously reported results [13-16]. This gender difference did not reach statistical significance between the two classes of osteopathic students, even if the female students in the full-time osteopathic curriculum (who were younger than their counterparts in the part-time curriculum and as old as the medical students) tended to show a slightly weaker acceptance of PPE than did the men.…”

Section: Discussionsupporting

confidence: 92%

“…Evidence has been collected on the influence of gender on the acceptability of PPE [9,12-16]. Usually women are more reluctant to engage in PPE, especially with students of the opposite gender.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the acceptability of Peer Physical Examination (PPE) in medical and osteopathic students: a cross sectional survey

et al. 2013

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BackgroundPeer physical examination (PPE) is a method of training in medical and osteopathic curricula. The aim of this study was to compare the acceptability of PPE in two classes of medical and osteopathic students after their first experience, to obtain comparative information useful for an understanding of the different professional approaches. The leading hypothesis was that osteopathic students enter the curriculum with a more positive attitude to bodily contact.As a secondary aim, this study validated the new version of a questionnaire to assess the acceptability of PPE.MethodsA new version of a previously validated questionnaire and an instrument from the literature (the Examining Fellow Student [EFS] questionnaire) were used for a cross-sectional survey in a class of 129 3rd year medical students and in two parallel classes of 1st year osteopathic students (total of 112 students).ResultsThe mean score of the new questionnaire was significantly higher for the osteopathic students than for the medical students (53.4 ± 6.3 vs. 43.4 ± 8.9; p < 0.01). The only independent variables that were significantly predictive of the score in a linear regression analysis were gender and the condition of medical or osteopathic student. The EFS mean score also showed a significant difference between the osteopathic and medical students (30.76 ± 2.9 vs. 27.85 ± 4.3; p < 0.01).Factor analysis of the new questionnaire identified three factors (appropriateness and usefulness, sexual implications and passive role) accounting for 62.8% of the variance. Criterion validity was assessed by correlation with the EFS (Pearson’s r coefficient = 0.61). Reliability was expressed in terms of Cronbach’s alpha coefficient, which equals 0.86.ConclusionsThese quantitative results are consistent with previous qualitative research on the process of embodiment both in medicine and osteopathy. The new questionnaire proved to be valid and reliable. The objective assessment of the acceptability of PPE is a way to determine differences in students’ attitudes towards contact with the body and can be used for counselling students regarding career choice. This study can also highlight differences between students from different professions and serve as a basis for reflection for improved mutual interprofessional understanding and future interprofessional education.

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“…1,2 Although PPE has been integrated into formal teaching activities, Chen and colleagues showed that 80 per cent of students perform PPE outside of the classroom setting. 3 Benefi ts of PPE include the opportunity for students to experience a physical examination from a patient ' s perspective, learn a 'normal' examination, practise in a low-risk environment and receive feedback. 4,5 Although direct observation and feedback is an important component of learning physical examination skills, it occurs infrequently.…”

Section: Students Oftenmentioning

confidence: 99%

“…Previous studies have shown a high degree of willingness by students to perform PPE of non‐sensitive areas, although there are some differences by gender, and religious and cultural backgrounds . Although PPE has been integrated into formal teaching activities, Chen and colleagues showed that 80 per cent of students perform PPE outside of the classroom setting . Benefits of PPE include the opportunity for students to experience a physical examination from a patient's perspective, learn a ‘normal’ examination, practise in a low‐risk environment and receive feedback …”

Section: Introductionmentioning

confidence: 99%

A web-based peer feedback tool for physical examination

Luther

Richardson

2017

Clin Teach

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The tool has been used enthusiastically by students, and their feedback has been positive. This tool is an innovation that guides students as they practise their physical examination skills, and gives them a framework to provide feedback to one another during this process. It also encourages students to reflect critically on their own skills, as well as those of their peers, through the use of an engaging digital platform. The tool will be expanded to include history-taking vignettes, photos and videos. The tool is sustainable, and could be easily implemented at other institutions without a substantial investment. Students often practise their examination skills with peers outside of formal teaching sessions.

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Does medical student willingness to practise peer physical examination translate into action?

Cited by 20 publications

References 16 publications

Perception of peer physical examination in two Australian osteopathy programs

Perception of peer physical examination in two Australian osteopathy programs

Evaluation of the acceptability of Peer Physical Examination (PPE) in medical and osteopathic students: a cross sectional survey

A web-based peer feedback tool for physical examination

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