Understanding student concerns about peer physical examination using an activity theory framework

Wearn, Andy; Rees, Charlotte E.; Bradley, P. A.; Vnuk, Anna

doi:10.1111/j.1365-2923.2008.03175.x

Cited by 28 publications

(28 citation statements)

References 21 publications

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“…The students require such internalised visual memory and comfort with touching patients' naked or half-naked bodies in order to accurately identify the landmarks for the location of underlying anatomical structures beneath the skin on the living body. These findings resonate with earlier reports that students perceived peer/life model physical examination as a means for practicing and developing clinical skills and professionalism in addition to learning basic functional human anatomy of the living body (Wearn et al 2008).…”

Section: T I Chinnah Et Alsupporting

confidence: 48%

“…Although reports of studies on peer physical examination with students in their first year of study show that students find learning situations they consider artificial or lack realism unhelpful (Nestel & Tierney 2007;Wearn et al 2008). The findings of this study suggest that medical students may change their perception in later (clinical) years of their study when they have realised the practical need for the application of their skills and knowledge.…”

Section: T I Chinnah Et Almentioning

confidence: 64%

“…Past quantitative and qualitative studies have mainly explored factors influencing medical students' attitudes towards and willingness to participate in or volunteer for peer physical examination (Metcalf et al 1982;Chang & Power 2000;Rees et al 2004Rees et al , 2005Wearn et al 2008). Rees et al (2004Rees et al ( , 2005 reported that the PMS students were comfortable with participating in peer physical examination.…”

Section: T I Chinnah Et Almentioning

confidence: 99%

“…The 'students' examiner' role has been likened to those of the doctor; and the examinee role to those of the patient (Metcalf et al 1982;Wearn et al 2008). Peer/life model physical examination and palpation are always conducted in a manner that respects gender, religious and cultural sensitivities.…”

Section: T I Chinnah Et Almentioning

confidence: 99%

“…A similar finding was also reported by Chang and Power (2000) for students in the University of Minneapolis, USA and O'Neill et al (1998) in Manchester. Wearn et al (2008) in a qualitative multi-site study of views of year 1 medical students, examined the complexities of students' relationships in peer physical examination using activity theory.…”

Section: T I Chinnah Et Almentioning

confidence: 99%

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Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Chinnah¹,

Bere²,

Collett³

2010

Medical Teacher

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Background: Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. Aims: To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. Methods: This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. Results: The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. Conclusions: This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

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Section: T I Chinnah Et Alsupporting

confidence: 48%

Section: T I Chinnah Et Almentioning

confidence: 64%

Section: T I Chinnah Et Almentioning

confidence: 99%

Section: T I Chinnah Et Almentioning

confidence: 99%

Section: T I Chinnah Et Almentioning

confidence: 99%

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Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Chinnah¹,

Bere²,

Collett³

2010

Medical Teacher

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Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

Bergman

Sieben

Smailbegovic

et al. 2012

Anatomical Sciences Ed

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Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect.

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New context, new content—Rethinking genital anatomy in textbooks

Hayes

Temple-Smith

2022

Anatomical Sciences Ed

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It has been widely claimed that reductions in allocated teaching time and the widespread implementation of short‐cut teaching methodologies have led to a shortfall in anatomy knowledge among graduating doctors. This decline in knowledge is evident in the failure of anatomy content to prepare graduates for contemporary clinical practice. The implications for postgraduate surgical training are addressed in the numerous extracurricular anatomy courses available to surgical candidates. This paper focuses on genital diversity and its relevance to non‐surgical graduates, thus highlighting another potential impact of this knowledge shortfall on frontline clinic consultations. As the gender revolution and female genital cosmetic surgery industry flourish, nothing in contemporary anatomy textbooks addresses issues of diversification of female genitalia nor gives medical graduates a realistic view of what is normal regarding female genital appearance.

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Understanding student concerns about peer physical examination using an activity theory framework

Cited by 28 publications

References 21 publications

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Constructive, collaborative, contextual, and self‐directed learning in surface anatomy education

New context, new content—Rethinking genital anatomy in textbooks

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