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Utility of Gynecological Teaching Associates
Introduction Gynecological teaching associates (GTAs) are trained to teach the pelvic exam using themselves as models, and it has been hypothesized that their use can improve learners’ confidence and interpersonal skills. This study aims to gain greater insight into whether the use of GTAs is associ...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cureus
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10353857/ https://www.ncbi.nlm.nih.gov/pubmed/37469809 http://dx.doi.org/10.7759/cureus.40601 |
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author | Kelly, Katherine Wilder, Lauren Bastin, Jessica Lane-Cordova, Abbi Cai, Bo Cook, James |
author_facet | Kelly, Katherine Wilder, Lauren Bastin, Jessica Lane-Cordova, Abbi Cai, Bo Cook, James |
author_sort | Kelly, Katherine |
collection | PubMed |
description | Introduction Gynecological teaching associates (GTAs) are trained to teach the pelvic exam using themselves as models, and it has been hypothesized that their use can improve learners’ confidence and interpersonal skills. This study aims to gain greater insight into whether the use of GTAs is associated with increased medical students’ confidence when performing the pelvic exam during clinical rotations. Methods An email survey was distributed to medical students in two different classes at a single United States Medical Licensing Examination (USMLE)-accredited medical school: one that learned the pelvic exam using GTAs and one that did not. A Fisher's exact test was performed to determine associations between the use of GTAs and confidence in performing the pelvic exam, with a p-value of <0.01. Results Out of the 85 survey participants, 68 had performed a pelvic exam in the clinical setting and thus rated their confidence level. Of the 38 students who learned using a GTA, 66% (p<0.0024) reported a confidence level of four or five (out of five) compared to 50% of the 30 students who were not able to practice using a GTA. There was a statistically significant difference in the confidence levels of students who practiced on GTAs compared to those who did not. Discussion Our findings demonstrated that students who were able to learn the pelvic exam using GTAs reported higher confidence levels when subsequently performing a pelvic exam in a clinical setting. Conclusion Our findings support investment in GTA programming for teaching the pelvic exam in medical school curricula. |
format | Online Article Text |
id | pubmed-10353857 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Cureus |
record_format | MEDLINE/PubMed |
spelling | pubmed-103538572023-07-19 Utility of Gynecological Teaching Associates Kelly, Katherine Wilder, Lauren Bastin, Jessica Lane-Cordova, Abbi Cai, Bo Cook, James Cureus Medical Education Introduction Gynecological teaching associates (GTAs) are trained to teach the pelvic exam using themselves as models, and it has been hypothesized that their use can improve learners’ confidence and interpersonal skills. This study aims to gain greater insight into whether the use of GTAs is associated with increased medical students’ confidence when performing the pelvic exam during clinical rotations. Methods An email survey was distributed to medical students in two different classes at a single United States Medical Licensing Examination (USMLE)-accredited medical school: one that learned the pelvic exam using GTAs and one that did not. A Fisher's exact test was performed to determine associations between the use of GTAs and confidence in performing the pelvic exam, with a p-value of <0.01. Results Out of the 85 survey participants, 68 had performed a pelvic exam in the clinical setting and thus rated their confidence level. Of the 38 students who learned using a GTA, 66% (p<0.0024) reported a confidence level of four or five (out of five) compared to 50% of the 30 students who were not able to practice using a GTA. There was a statistically significant difference in the confidence levels of students who practiced on GTAs compared to those who did not. Discussion Our findings demonstrated that students who were able to learn the pelvic exam using GTAs reported higher confidence levels when subsequently performing a pelvic exam in a clinical setting. Conclusion Our findings support investment in GTA programming for teaching the pelvic exam in medical school curricula. Cureus 2023-06-18 /pmc/articles/PMC10353857/ /pubmed/37469809 http://dx.doi.org/10.7759/cureus.40601 Text en Copyright © 2023, Kelly et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Medical Education Kelly, Katherine Wilder, Lauren Bastin, Jessica Lane-Cordova, Abbi Cai, Bo Cook, James Utility of Gynecological Teaching Associates |
title | Utility of Gynecological Teaching Associates |
title_full | Utility of Gynecological Teaching Associates |
title_fullStr | Utility of Gynecological Teaching Associates |
title_full_unstemmed | Utility of Gynecological Teaching Associates |
title_short | Utility of Gynecological Teaching Associates |
title_sort | utility of gynecological teaching associates |
topic | Medical Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10353857/ https://www.ncbi.nlm.nih.gov/pubmed/37469809 http://dx.doi.org/10.7759/cureus.40601 |
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