The effectiveness of gynaecological teaching associates in teaching pelvic examination: a systematic review and meta-analysis

Abstract

Our findings suggest that GTA-based teaching of pelvic examination is associated with improvement in the competence and communication skills of trainees. However, further larger-scale studies with standardised relevant educational outcomes are needed to confirm these findings.

The effectiveness of gynaecology teaching associates in teaching pelvic examination to medical students: a randomised controlled trial

“…Published studies evaluating the effectiveness of GTAs are limited to small observational and randomised series with typical samples less than 100 students [11]. Overall, these data suggest that GTA teaching of pelvic examination is associated with significant improvements in student competence, modest improvements in communication skills and no apparent difference in student confidence compared with other teaching methods [11]. There have been a few previous RCTs that have indicated teaching of pelvic examination by GTAs is effective [5,6,12].…”

“…These women have been trained to both undergo and teach gynaecological examination simultaneously providing instruction and immediate feedback to students. The use of GTAs is associated with significant improvements in student competence and modest improvements in communication skills and no apparent difference in student confidence [11]. However, data are scarce and heterogeneous, being limited to small observational and randomised series with typical samples less than 100 students [5,6,12].…”

The quandary of the sacred vagina: exploring the value of gynaecological teaching associates

“…However, such approaches lack realism, which compromises their validity and effectiveness'. 1 Although it is true that a plastic uterus and ovaries will never replace human tissue in terms of tactile sensation, we use the models to teach the process of physical examinationwhere to stand, where to put your fingers, how to assess the size and mobility of the organs by palpating them between your pelvic and abdominal hands, etc. Interestingly, our students are so accustomed to practis- commentaries ing on part-task trainers that they communicate just as effectively with these models as they do with real women.…”

“…In this issue of the journal, Smith et al . endeavoured to determine if students trained by GTAs in medical school are more competent, more confident and better communicators with respect to the examination of the female reproductive system.…”

“…argue that ‘simulation using inanimate models is widely used in both undergraduate and postgraduate medical education to teach skills in clinical examination, including genital tract examination. However, such approaches lack realism, which compromises their validity and effectiveness’ . Although it is true that a plastic uterus and ovaries will never replace human tissue in terms of tactile sensation, we use the models to teach the process of physical examination – where to stand, where to put your fingers, how to assess the size and mobility of the organs by palpating them between your pelvic and abdominal hands, etc.…”