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

‘Poorly relaxed women’: A situational analysis of pelvic examination learning materials for medical students

“…With respect to patient‐centeredness, this model of care has repeatedly been identified as an important aspect of the entire medical curriculum, 11,68 with research demonstrating that exposure to the patient perspective significantly improves medical students' confidence and retention of information 69 . As mentioned, the PE is an exceptional procedure for both patients and students 70 . If patient‐centred approaches were to be emphasised in procedural learning materials, it could be presumed that the PE should be at least one priority.…”

“…The 'quandary of the sacred vagina' (Posner, 2015) and its place in medical education may never fully be solved, just as the PE may never be empowering for all those who must undergo it. And while we can work to alleviate health disparities linked to the procedure, they too may never fully vanish.…”

Should medical students perform pelvic exams on anaesthetised patients without explicit consent?

“…5 This approach to teaching pelvic exams has been shown to increase medical student's comfort, confidence, and knowledge. [18][19][20] It also has many benefits over pelvic examinations performed under anaesthesia. Learning on conscious and receptive patients encompasses the entirety of what is involved in such exams, including the examination of the internal organs whilst also maintaining communication, respect and dignity for the patient.…”

“…Learning on conscious and receptive patients encompasses the entirety of what is involved in such exams, including the examination of the internal organs whilst also maintaining communication, respect and dignity for the patient. 3,19,20 Indeed, in the context of the significant changes and developments that medical education has seen in the last 3 decades, Underman argues that, for many students, learning to perform pelvic exams in GTA led sessions represent a 'foundational moment in medical training'. 19 This is because it effectively mediates between medicine's and medical education's need for science and standardisation on the one hand and the imperative of care and feeling on the other.…”

Teaching gynaecological examinations

“…In response to Dr Posner's Commentary, I would like to register my deep disappointment with the choice of language in the title and body of the manuscript. The thesis of the commentary is reasonable, namely that teaching our students gynaecological examination requires thoughtful educational interventions and that different interventions may facilitate emphasis on different aspects of the examination.…”