The influence of students’ gender on equity in Peer Physical Examination: a qualitative study

Abstract

Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning physical examination through PPE. We employ an interpretative approach to uncover the PPE experiences of students from a European, graduate-entry medical school. Volunteers participated in either individual or group interviews. The data were transcribed, de-identified and analysed using thematic analysis. There was evidence of gender inequity in PPE, with students describing significant imbalances in participation. Male students adopted roles that generated significant personal discomfort and led to fewer experiences as examiners. Assumptions were made by tutors and students about gender roles: male students' ready acceptance of exposure to be examined and female students' need to be protected from particular examinations. In contrast with the first assumption, male students did feel coerced or obliged to be examined. Students described their experiences of taking action to break down the gender barrier. Importantly, students reported that tutors played a role in perpetuating inequities. These findings, whilst relating to one university, have implications for all settings where PPE is used. Educators should be vigilant about gender issues and the effect that they may have on students' participation in PPE to ensure that students are not disadvantaged in their learning.

Syrian medical students’ acceptance of peer physical examination and its associating factors: a cross-sectional study

“…However, for students who were fine with mixed- gender groups, the survey results showed that females were more willing to take the Examiner role than being the examinee; on the contrary, male willingness rates were higher on the side of the Examinee role. That leads to male students being more disadvantaged in terms of opportunities to examine female peers, as reported in other studies [ 15 , 16 ]. Additionally, Females have higher levels of body shame and body surveillance which contributes to them being less comfortable than males in the practice of PPE and probably creates a difference between the willingness of the two genders to participate in the PPE.…”

Applying feminist theory to medical education

“…Wear and colleagues 3 applied third-wave feminist theory to understand how female medical students conceptualised sexual harassment and explained previous atheoretical findings in the medical literature on this topic. Ericka Johnson 89 applied a theoretical lens to question the "one-sex body" of medical simulators used in medical education, while others 90,91 have applied the feminist theory to understand gendered differences in comfort and willing ness to participate in peer physical examination among medical students.…”

Acceptance of peer physical examination in medical students in Wuhan, China: A cross‐sectional study

“…This gender discrepancy may disadvantage male students regarding opportunities to examine female peers, as reported in other studies. 13 Moreover, it is important to consider that females may experience higher levels of body shame and body surveillance, leading to their increased unease with participating in PPE compared to males. This difference in comfort levels between male and female students may contribute to the varying willingness to engage in PPE.…”