The use of mental practice in pelvic examination instruction

Rakestraw, Phillip G.; Irby, David M.; Vontver, Louis A.

doi:10.1097/00001888-198304000-00007

Cited by 10 publications

(18 citation statements)

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“…Positive evaluations were reported from learners, 3,6,15,18,21,22,24,27,28,31–34,36,40,44–46,48,51,52,54,58,59,62,67,69,70 patients 17,41,45,52,62,73 and faculty staff 25 . The learners found teaching using SPs to be useful in that it enhanced understanding of the doctor–patient relationship, 15,34,51 provided immediate and constructive feedback on performance, 15,27,28,31,36,58 was less threatening than examining RPs in clinics 22,27,28,34,51,73 and facilitated a better understanding of the examination process 44,70 …”

Section: Resultsmentioning

confidence: 99%

“…All studies rated well on reporting a clear aim and a clear description of the methods; most rated well on having a well‐defined outcome (except n = 5) and an appropriate measure of outcome (except n = 8). Only six articles reported an explicit theoretical underpinning to inform their interventions; these were drawn from psychology, 47,66 education, 32,65,70 ethics 22 and sociology 15 …”

Section: Resultsmentioning

confidence: 99%

“…This improvement was measured through objective structured clinical examination (OSCE) scores, 14,16,28,46,55 assessment by teaching associates (such as GTAs), 18,56 skills assessment after teaching, 20,24–26,29,37,50,62,65,68,69 self‐assessment, 6,7,57,61,62 and increased ability to palpate anatomical structures (ovary, breast) or pathology (breast lumps) 35,39,43,60,71 . One study 32 reported improved clinical performance after mental exercise to recall the steps of gynaecological examination. Two studies reported an increased number of pelvic examinations 37 or pap smears 44 performed in clinical practice following instruction by SPs, although it is difficult to attribute this directly to the training session.…”

Section: Resultsmentioning

confidence: 99%

“…Some studies showed improvement in learners' clinical skills performance as a result of training by patients. This improvement was measured through objective structured clinical examination (OSCE) scores, 14 35,39,43,60,71 One study 32 reported improved clinical performance after mental exercise to recall the steps of gynaecological examination. Two studies reported an increased number of pelvic examinations 37 or pap smears 44 performed in clinical practice following instruction by SPs, although it is difficult to attribute this directly to the training session.…”

Section: Improved Clinical Performancementioning

confidence: 99%

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Patient involvement in teaching and assessing intimate examination skills: a systematic review

et al. 2010

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OBJECTIVES There are recognised difficulties in teaching and assessing intimate examination skills that relate to the sensitive nature of the various examinations and the anxiety faced by novice learners. This systematic review provides a summary of the evidence for the involvement of real patients (RPs) and simulated patients (SPs) in the training of health care professionals in intimate examination skills.METHODS For the review, 'intimate examinations' included pelvic, breast, testicular and rectal examinations. Major databases were searched from the start of the database to December 2008. The synthesis of findings is integrated by narrative structured to address the main research questions, which sought to establish: the objectives of programmes involving RPs and SPs as teachers of intimate examination skills; reasons why SPs have been involved in this training; the evidence for the effectiveness of such training programmes; the evidence for measures of anxiety in students learning how to perform intimate examinations; how well issues of sexuality are addressed in the literature; any reported negative effects of involvement in teaching on the patients, and suggestions for practical strategies for involving patients in the teaching of intimate examination skills.RESULTS A total of 65 articles were included in the review. Involving patients in teaching intimate examination skills offers advantages over traditional methods of teaching. Objective evidence for the effectiveness of this method is demonstrated through improved clinical performance, reduced anxiety and positive evaluation of programmes. Practical strategies for implementing such programmes are also reported.CONCLUSIONS There is evidence of a shortterm positive impact of patient involvement in the teaching and assessment of intimate examination skills; however, evidence of longer-term impact is still limited. The influences of sexuality and anxiety related to such examinations are explored to some extent, but the psychological impact on learners and patients is not well addressed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Improved Clinical Performancementioning

confidence: 99%

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Patient involvement in teaching and assessing intimate examination skills: a systematic review

et al. 2010

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“…Clark, 1960;Kelsey, 1961;Mendoza & Wickman, 1978;Phipps & Morehouse, 1969;Shick, 1970;Surburg, 1968). The procedure has also been found useful in behavioural counselling (Hazler & Hipple, 1981) and clinical examinations (Rakestraw, Irby, & Vontver, 1983). Nevertheless, domains associated with sport are still principally the focus of contemporary research into mental practice (e.g.…”

Section: The Imagination Effectmentioning

confidence: 99%

Cognitive load and the imagination effect

Leahy

Sweller

2004

Applied Cognitive Psychology

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When presented with a procedure or concept to learn, imagining the procedure or concept may be an effective instructional technique compared to conventional studying, thus generating an imagination effect. However, it was hypothesized that the importance of learning through imagining as an instructional technique depends on modes of presentation. Experiment 1 tested adults studying or imagining contour maps as participants and was designed to verify the generality of the imagination effect. Imagination instructions were superior to study instructions on subsequent test questions. Experiment 2 further investigated the effect by comparing much younger students (Grade 4), studying or imagining temperature/time graphs presented in either a split-attention (spatially separated diagram and text) or an integrated (spatially combined diagram and text) format. Results on a subsequent test indicated that the Grade 4 students found imagining beneficial to their learning, compared with studying the material but the effect was only obtained using an integrated rather than a split-attention format. Experiment 3 was conducted to obtain verbal protocols from Grade 4 imagination and study groups using the same instructional materials to throw light on the cognitive mechanisms behind the imagination effect. ), resulting in the imagination effect. An imagining strategy is used when the learner reads the instructional material and then, either closes or averts his or her eyes and imagines the relevant procedure. To illustrate, if the instructions involve the steps in solving a problem such as 'Using the temperature/time graph, at what time was it 30 degrees?', the learner is instructed to read a worked example demonstrating the solution first, and then imagine completing these steps.There are theoretical grounds, discussed below, for hypothesizing that this imagination effect interacts with cognitive load phenomena such as the split-attention effect. Splitattention occurs when learners must split their attention between and mentally integrate disparate sources of information. For example, a diagram and spatially separated text, which refers to it, are better learned if the text is integrated into the diagram rather than presented adjacent to the diagram in split-attention format.

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A randomized comparison of training programs using a pelvic model designed to enhance pelvic floor examination in patients presenting with chronic pelvic pain

et al. 2020

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Introduction Pelvic floor myalgia is a common cause and contributor to chronic pelvic pain [Neurourol Urodyn 4:984-1008 (2017)]. The purpose of this study was to compare in-person versus video-based teaching methods of a comprehensive assessment of the pelvic floor musculature on a pelvic model. Methods A randomized controlled trial of 46 participants was conducted. The participants were randomized into two groups. Both groups were taught by the same pelvic floor physiotherapist using two different teaching methods on a pelvic model. Group 1 watched an instructional video, whereas group 2 had in-person training. Both groups underwent pre-and post-training assessments consisting of a written examination and an Objective Structured Clinical Examination (OSCE). Primary outcome measure was the change in participants' pre-and post-training assessment scores. Secondary outcome measures were perceived changes in both participants' comfort level in performing pelvic floor examination and applicability of the training program to clinical practice. Results There was no statistically significant difference between the teaching methods in the degree of improvement of the participants' mean written assessment scores (p = 0.58), OSCE scores (p = 0.15), and perceived comfort level (p = 0.19). Participants' mean pre-and post-assessment scores improved significantly (p < 0.001). Participants reported the training program to be applicable towards their clinical practice. Conclusions This study demonstrates that learners' assessment of pelvic floor musculature can be enhanced using varied teaching methods on a pelvic model. Keywords Chronic pelvic pain. Pelvic model. Pelvic floor musculature. Teaching methods. Video-based teaching. In-person teaching Abbreviations ANOVA Analysis of variance OSCE Objective structured clinical examination PFM Pelvic floor myalgia

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The use of mental practice in pelvic examination instruction

Cited by 10 publications

References 0 publications

Patient involvement in teaching and assessing intimate examination skills: a systematic review

Patient involvement in teaching and assessing intimate examination skills: a systematic review

Cognitive load and the imagination effect

A randomized comparison of training programs using a pelvic model designed to enhance pelvic floor examination in patients presenting with chronic pelvic pain

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