Success of the First Gynecological Teaching Associate Program in Turkey

Sarmasoğlu, Şenay; Dinç, Leyla; Elçin, Melih; Celik, Gul Hatice Tarakcioglu; Polonko, Isle

doi:10.1016/j.ecns.2016.03.003

Cited by 4 publications

(2 citation statements)

References 37 publications

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“…Programs often extend the opportunity to become a GTA to their current SPs. 18 Programs can advertise the opportunity to become a GTA on their websites 16,19 or social media pages as well as through word of mouth. (See Appendix 2 online at http://links.lww.com/PAEA/A39).…”

Section: Development and Implementation Of A Gta Training Programmentioning

confidence: 99%

Developing a Genital Training Associate Program

Zorn¹

2023

J Physician Assist Educ

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Section: Development and Implementation Of A Gta Training Programmentioning

confidence: 99%

Developing a Genital Training Associate Program

Zorn¹

2023

J Physician Assist Educ

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“…In 1979, the first publications were released addressing the male-bodied corollary, MUTAs [ 4 , 5 ]. GTA and MUTA programs have been documented in the United States, Canada [ 6 , 7 ], Australia [ 8 ], Belgium [ 9 ], Sweden [ 10 ], the Netherlands [ 11 ], New Zealand [ 12 ], The United Kingdom [ 13 ], England [ 14 ], and Turkey [ 15 ].…”

mentioning

confidence: 99%

The association of standardized patient educators (ASPE) gynecological teaching associate (GTA) and male urogenital teaching associate (MUTA) standards of best practice

et al. 2021

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Gynecological Teaching Associates (GTAs) and Male Urogenital Teaching Associates (MUTAs) instruct healthcare professional learners to perform accurate and respectful breast, speculum, bimanual vaginal, rectal, urogenital, and prostate examinations. During such sessions, the GTA/MUTA uses their own body to instruct while providing real-time feedback. While GTAs/MUTAs fall under the broader umbrella of Standardized Patient methodology, the specificity of their role indicates need for establishment of Standards of Best Practice (SOBP) for GTA/MUTA programs. On behalf of the Association of Standardized Patient Educators (ASPE), the Delphi process was utilized to reach international consensus identifying the Practices that comprise the ASPE GTA/MUTA SOBP. The original ASPE SOBP was used as the foundation for the iterative series of three surveys. Results were presented at the ASPE 2019 conference for additional feedback. Fifteen participants from four countries completed the Delphi process. Four of the original ASPE SOBP Domains were validated for GTA/MUTA programs: Safe Work Environment, Instructional Session Development, Training GTAs/MUTAs, and Program Management. Principles and Practices were shaped, and in some instances created, to best fit the distinct needs of GTA/MUTA programs. The ASPE GTA/MUTA SOBP apply to programs that engage GTAs/MUTAs in formative instructional sessions with learners. Programs that incorporate GTAs/MUTAs in simulation roles or in summative assessment are encouraged to reference the ASPE SOBP in conjunction with this document. The SOBP are aspirational and should be used to shape Practices within the program’s local context. The ASPE GTA/MUTA SOBP will continue to evolve as our knowledge-base and practice develop.

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Interaction with an ostomy patient in a laboratory setting: Expectations and experiences of first-year nursing students

Caz

Kilikcier

2021

Nurse Education Today

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Success of the First Gynecological Teaching Associate Program in Turkey

Cited by 4 publications

References 37 publications

Developing a Genital Training Associate Program

Developing a Genital Training Associate Program

The association of standardized patient educators (ASPE) gynecological teaching associate (GTA) and male urogenital teaching associate (MUTA) standards of best practice

Interaction with an ostomy patient in a laboratory setting: Expectations and experiences of first-year nursing students

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