Pelvic examination instruction and the doctor-patient relationship

Intimate examination teaching with volunteers: Implementation and assessment at the University of Antwerp

“…The perception of the importance of communication skills is generally present. This corresponds to other studies which indicate that integrating technical, and communication training is of utmost importance especially during genital/ rectal examination training [10,17,18,[20][21][22]. Kneebone breaks a lance for integrating technical and interpersonal skills, by using simulated patients, task simulators and portable digital recording in an authentic clinical environment.…”

“…The multilevel evaluation of the program supports the surplus value [5,6,9,17] of working with IEA's in medical education. The eye-catcher in this program is the integration of clinical skills with communication skills, with attention for the students' attitude.…”

“…The aims of the Antwerp project are multiple and correspond well with literature [1,10,[15][16][17]. Firstly, time and opportunity is created for the students to learn intimate examinations with immediate feedback and guidance from a trained teacher and a healthy trained volunteer.…”

Pelvic examination using professional patients: An analysis of medical students’ evaluation of the program

“…Eight questions concerning specific parts of this instructional method are rated on a scale ranging from strong agreement (1) to strong disagreement (5).…”

“…4 In 1977, Harvard Medical School developed an optional program to train nonphysician instructors to demonstrate procedures as well as emphasize sensitivity to patient concerns. 5 The University of Hawaii recruited simulated patients in 1974 to teach pelvic examination and found that it decreased student anxiety and decreased the number of patient complaints to the hospital regarding medical students. 6 Since 1974, many reports have been published regarding the use of simulated patients to teach pelvic examination.…”