Medical students’ attitudes towards peer physical examination: findings from an international cross-sectional and longitudinal study

Rees, Charlotte E.; Wearn, Andy; Vnuk, Anna; Satô, Toshio

doi:10.1007/s10459-007-9094-y

Cited by 41 publications

(75 citation statements)

References 24 publications

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“…In our study population, positive attitudes towards PPE were generally retained after participating in PPE as has been reported in Western settings of mixed ethnicity (Rees et al 2009b). Most concerns relating to PPE expressed by students reflected non-ethnic biases and relate to generic student concerns such as embarrassment, insufficient skill, peer pressure, having a serious attitude towards PPE and ensuring, there are ground rules.…”

Section: Student Attitudesupporting

confidence: 67%

“…In general, more students were willing to examine on rather than to be examined by peers, as was found in previous studies (O 'Neill et al 1998;Rees et al 2004). Though comfortable on an absolute basis as shown by our data, relatively speaking, this cohort of Hong Kong medical students was found to be somewhat less comfortable with PPE than students from most of the other medical schools involved in a multicentre study (Rees et al 2009b). This is despite the fact that PPE was conducted in an ethnically homogeneous setting rather than a multicultural environment where Chinese students were a minority.…”

Section: Student Attitudementioning

confidence: 50%

“…Some studies suggested age alone did not influence students' response whereas the effect of age and gender interactions did so (Chang & Power 2000;Power & Center 2005). Other studies reported age alone influenced students' attitude (Rees et al 2005(Rees et al , 2009b. For this study, there was no association between students' age and their willingness as the demographic profile of our study population, reflective of the medical student body for this cohort, was uniformly young.…”

Section: Student Attitudementioning

confidence: 50%

“…The pre-intervention questionnaire was provided by Dr Charlotte Rees who led the multicentre study whose published results included the Hong Kong data collected on this questionnaire (Rees et al 2009b). It was based on the 'examining fellow students' (EFS) questionnaire originally developed by O'Neill et al (1998).…”

Section: Methodsmentioning

confidence: 99%

“…It has been shown that students understand and appreciate the value of PPE, are very willing to engage in PPE of nonintimate body regions (Chang & Power 2000) and that this willingness generally persists over time (Rees et al 2009b). What has not been documented is whether, and how often, this positive attitude is actually converted into action.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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

et al. 2011

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Background: Peer physical examination (PPE) is commonly used in clinical skills teaching to allow students to practice physical examination techniques on each other. Previous studies have demonstrated medical students' generally positive attitudes towards PPE, but the correlation between student attitude and actual practice of PPE has yet to be examined. Aim: To determine if a positive student attitude towards PPE leads to subsequent action. Methods: The target population were MBBS I students (2006-2007 cohort) admitted to the Li Ka Shing Faculty of Medicine, The University of Hong Kong. Student attitude towards PPE and subsequent practice of PPE were assessed through self-completed written questionnaires before and after the compulsory Clinical Skills Programme (CSP). Results: A total of 100/128 (78%) students completed both questionnaires, of which 83 (65%) could be linked to demographic data. All study participants were ethnically Chinese. A high level of willingness to conduct PPE persisted before and after the CSP for both male and female students. However, more than half of the students did not subsequently examine various non-intimate body regions of a fellow student during the CSP. Female students were more likely to exhibit attitude-behaviour inconsistency. Conclusion: The existing positive attitudes towards PPE need to be harnessed so that more students are encouraged to follow through and actually practise PPE, thus realizing the educational benefits of this activity. This may be done by ensuring that PPE is conducted in a safe setting while being conscientious of gender differences. Scheduled time and the use of a logbook may be useful to facilitate students practising PPE.

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Section: Student Attitudesupporting

confidence: 67%

Section: Student Attitudementioning

confidence: 50%

Section: Student Attitudementioning

confidence: 50%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2011

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Teaching and learning physical examination skills with simulated patients

Vnuk

2014

Simulated Patient Methodology

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Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

Bergman

Sieben

Smailbegovic

et al. 2012

Anatomical Sciences Ed

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Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect.

show abstract

Medical students’ attitudes towards peer physical examination: findings from an international cross-sectional and longitudinal study

Cited by 41 publications

References 24 publications

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

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

Teaching and learning physical examination skills with simulated patients

Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

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